# Presentation: 496779

## Preparedness

- Willie Freeman, Newark Public Schools
- Matt Taylor, University of Montana
**U.S. Department of Education**
- Office of Safe and Drug-Free Schools
- 400 Maryland Avenue, SW
- Washington, DC 20202

***DRAFT***

## Overview of Session

- Define Preparedness Phase
- Identify Key Components of Preparedness
- Discuss Emergency Procedures and Emergency Plans
- Review Incident Command System
- Review Coordination and Communication
- Discuss Training and Exercises
- Practice Tabletop Activity
- Questions?

## Key Messages

- Effective plans must be coordinated with community partners
- Plans must address multiple hazards
- Identification of roles and responsibilities in advance is critical--Incident Command System
- Communication plans must be developed in advance--consider staff, parent/guardian, and media needs
- All staff and students should be trained on emergency plans and procedures
- Exercises are effective ways to identify gaps and weaknesses in plans and to reinforce training that has been provided

**Notes:**
Key leadership begins at the top

Plan for the consequences - not for the crisis!

## Preparedness

**Preparedness**

**Prevention/Mitigation**

**Recovery**

**Response**

**Notes:**
Prevention/Mitigation: Decrease the likelihood that emergencies will occur and the take steps to minimize loss of life, harm and property damage

Preparedness: defined in the next slide

Response: Execute the Emergency Operations Plan, including ICS, ensure student care, resource management, and effective communications

Recovery: Restore the learning environment; Monitor and assist the healing  (emotional triage, Psychological First Aid, etc,.)

## What is the Preparedness Phase?

- The Preparedness phase is designed to prepare the school community for potential emergencies by coordinating with community partners through the development of policies and protocols, incident command systems, training, and exercises
- Linkage to phases of emergency management:
- Prevention/Mitigation
- Response
- Recovery
- GOAL:  Facilitate a rapid, coordinated, and effective response in the event of an emergency

**Notes:**
Results from Hazard/Vulnerability assessments and other steps taken in the prevention/mitigation phase inform the steps to be taken in the Preparedness Phase.

Much of this phase is about:  
Location location location... and
relationships, relationships relationships

If we don't do this phase well, the next 2 are unlikely to go well either.  Then the stakes are very high.

## Preparedness: Key Components

- Identify needs and goals
- Identify roles and responsibilities, including lines of authority
- Develop crisis response structure (Incident Command System)
- Establish crisis policies, procedures, and plans
- Coordination and communication
- Training
- Exercises

**Notes:**
These components are central to success in the preparedness phase and beyond.

This is the phase that give us solid, best effort/good faith track record to stand on should we need to defend our policies and decisions in the response and recovery phases.

## Emergency Management Plan Development

- Incorporate data from vulnerability assessment conducted during Prevention/Mitigation phase
- Identify gaps and weaknesses in current plans
- Incorporate all four phases into emergency plans
- Involve community stakeholders (fire, law enforcement, public health, mental health, local government, etc.)
- Coordinate emergency plans with state and local plans

**Notes:**
Relationships, relationships, relationships

Depending on how we approach this phase, we can generate a lot of good student, parent, and community support for our safety initiatives and emergency management strategies.

## Emergency Management Plan Development

- Elements to be addressed in an emergency management plan:
- Crisis response policies and procedures
- Command and control
- Communication plans
- Parent reunification plans
- Emergency equipment (i.e., "Go-Kits", first aid supplies)

## Emergency Management Plan Development

- Plans should address multiple hazards
- Plans need to include emergency procedures
**Lockdown:** Use when there is an immediate threat of violence in, or immediately around, the school
**Evacuation:** Use when locations outside of the school are safer than inside the school
**Shelter-in-place:** Use when students and staff must remain indoors for a period of time for such events such as chemical, biological, and radiological incidents or terrorist attack
- Incorporate procedures for individuals with special needs
- Identify and acquire emergency supplies or "Go-Kits"

**Notes:**
We must not forget to have procedures that address off-site issues (field trips, away games etc)

And

The fact that members of the public, including adults with special needs, may be using school facilities when an emergency occurs.

Communicating and coordinating these procedures with first response agencies (police, fire, EMS etc) is key.

## Sample Go Kit List:  Administration

- Clipboard containing:
- List of students
- List of students with special needs and description of needs (i.e. medical issues, prescription medicines, dietary needs), marked *confidential*
- List of school personnel
- List of school emergency procedures
- Whistle and hat for leadership identification
- Battery-operated flashlight
- Utility turnoff procedures
- Emergency communication device
- First aid kit with instructions

**Notes:**
Parent - child reunification plan and supplies to execute plan
Emergency contact information (#s etc)

## Sample Go-Kit List:  Classroom

- Clipboard, containing:
- List of classroom students
- List of students with special needs and description of needs (i.e. medical issues, prescription medicines, dietary needs), marked *confidential*
- List of school emergency procedures
- "Buddy Teacher" list
- Whistle and hat for teacher identification
- First aid kit with instructions
- Student activities (such as playing cards, checkers, inflatable ball)

**Notes:**
High visibility vests work too.  These are important "props" that help maintain group control

Other ideas depending on location/resources:
Communication devices ($$)
Class signage to help organize the student care area 
Garbage bags (cheap moderately effective rain suit and/or a space blanket or two

Small pack for supplies
etc.,.

## Command and Coordination

- Pre-incident planning with community partners
- Develop memorandum of understanding (MOUs) or mutual aid agreements with community partners
- Coordinate with state and local emergency management agencies
- Information sharing with first responders:
- School District/School Instant Command System (ICS) Teams and key contacts
- School District/School crisis plans and procedures
- Building floor plans
- Evacuation locations and routes
- Information about community hazards

**Notes:**
Talking Points:  Schools may want to consider joining their local emergency planning council (LEPC) or other similar local planning group.

Schools should also be fully aware of any public or non-profit agency's plans to use the school as a facility (e.g. mass inoculation / shelter).

## Command and Coordination

- Business Continuity Planning:
- Succession planning
- Record retention and safe-keeping
- Pre-negotiated contracts

**Notes:**
Three deep line of succession for most key roles in the ICS is ideal.

Record keeping is key for tracking decisions, expenses, overtime and other critical issues and can help with reimbursements and minimizing stress on staff.

## Incident Command System

- Definition:  Incident Command System (ICS) is a management system designed to enable effective and efficient incident management by integrating a combination of facilities, equipment standards, and an incident management organization with five functional areas (command, operations, planning, logistics, and finance/administration) for management of all major incidents

## Incident Command System

- SCHOOL

**ICS**

- FIRE
- POLICE
- EMT

- OTHERS:
- PARENTS
- MEDIA
- Etc.

**Incident Command System**

**Notes:**
Talking Notes:  One perspective is to see ICS as the common point through which schools, emergency response agencies, parents, media etc.,
Utilize resources, manage student/staff care, direct response, share information etc.

ICS links the needs of all of these groups and provides a framework by which solutions are implemented or delivered.

## Incident Command System

- Background:
- Developed over 30 years ago in the aftermath of catastrophic wildfires in California
- Numerous agencies responded to the fires with little coordination or communication
- As a result, Congress directed the U.S. Forest Service to improve the effectiveness of interagency coordination
- By mid-1970s, the U.S. Forest Service and several California agencies developed and field tested the Incident Command System
- By 1981, ICS used widely in Southern California in response to fire and non-fire incidents
- In March 2004, ICS was included as a mandate in the National Incident Management System

**Notes:**
NIMS requires that all responses to domestic incidents utilize a common management structure, the Incident Command System.
ICS represents organizational "best practices" and has become the standard for incident management across the country.

Understanding ICS helps build the cultural bridge between schools and emergency response agencies.  You say tomato,.. I say tomaaato.

It helps get us on the same page, speaking the same language.

FEAR NOT -  
Your school probably is already modeling a process similar to ICS.  
You already respond to emergencies in a way similar to ICS.  

Tweaking your crisis response team structure slightly may change it into ICS, help you meet NIMS, and improve coordination with emergency response agencies.

## Incident Command System

- Multiple Levels of Activation

**National Response Plan**

**County Emergency**

**School District**

**School**

**State Emergency**

## Incident Command System 

- ICS Principles:
- Emergencies require certain tasks or functions to be performed
- Nature of the incident determines level of activation and response
- Expandable and collapsible
- One incident commander:
- May vary for different types of incidents
- May change during incident response
- Incident command responsibility should be determined in advance
- No one reports to more than one person
- Span of supervisory control does not exceed 3-7 subordinates
- Uses common terminology

**Notes:**
ICS has several features that make it well suited for managing crises.

ICS is interdisciplinary and organizationally flexible to meet the needs of incidents of any kind, size or level of complexity.  Using ICS, personnel from a variety of agencies can meld rapidly into a common management structure.

ICS helps all responders communicate and get what they need when they need it.

ICS prescribes that there is one person in charge of an incident.  This is the Incident Commander.

Maintaining adequate span of control is the ICS structure is critical.  Effective span of control may vary from three to seven, and a ratio of one supervisor to five subordinates.

Use of common terminology is a critical element in ICS

## Incident Command System 

- Common terminology:
- Ability to communicate in a crisis is essential
- ICS requires use of common terminology including standard titles for facilities and positions
- ICS uses plain English, not codes
- Example:
- Uncommon Terminology:
- 	"Response Branch, this is HazMat1.  We are 10-24"
- Common Terminology:
- 	"Response Branch, this is HazMat1.  We have completed our assignment"
- Uncommon Terminology:
- 	"Teachers and students, this is a Code Yellow"
- Common Terminology:
- 	"Teachers and students, this is  a lock-down"

**Notes:**
ICS has several features that make it well suited for managing crises.

ICS is interdisciplinary and organizationally flexible to meet the needs of incidents of any kind, size or level of complexity.  Using ICS, personnel from a variety of agencies can meld rapidly into a common management structure.

ICS helps all responders communicate and get what they need when they need it.

## Incident Command System

- ICS Roles:
- Incident Commander
- Incident Command Staff:
- Public Information Officer (PIO)
- Safety Officer
- Liaison Officer
- School Liaison
- General Staff:
- Operations Section
- Planning Section
- Logistics Section
- Finance/Administration Section

**Notes:**
Ultimate command during an incident resides with the Incident Commander and Incident Command Team.  The command team includes positions for key activities that are not covered in the General Staff functional roles.
The Public Information Officer, also known as a PIO, is responsible for interfacing with the public and media and/or other agencies with incident-related information.  The PIO develops accurate and complete information on the incident's cause, size, and current situation.  The IC must approve the release of all incident-related information.
The Safety Officer monitors incident operations and advises the IC on all matters relating to operational safety, including the health and safety of school staff and students and/or emergency responder personnel.  
The Liaison Officer is the point of contract for representatives of other agencies involved in an emergency.
When a school-related incident involves outside agencies as the IC, the School Liaison is typically the district superintendent or school principal—ensuring that schools are represented on the IC Team is critical.  Must be done in advance in coordination with community first responders.
The Operations Section is responsible for all activities focused on reduction of the immediate hazard, saving lives and property and restoration of normal operations.
The Planning Section collects, evaluates, and disseminates incident situation information and intelligence to the IC. 
The Logistics Section is responsible for all support requirements needed to facilitate effective and efficient emergency management, including ordering resources (supplies), equipment, food services, medical services (including inoculations).
A Finance/Administration section is established when the incident involves finance and other support services.  Not all incidents will require the Finance/Administrative Section.

## Incident Command System

**Notes:**
Talking Notes:  You may have a Liaison Officer and a School Liaison Officer as described in the previous slide.

## Incident Command System

- Scenario:  A student reports to a teacher that he witnessed another student carrying a weapon.

## Incident Command System

- Teacher = Incident Commander

- Principal = Incident Commander

- At the moment the student reports the weapon issue, the teacher is the Incident Commander.

- The teacher reports the incident to the principal.  Incident Command transfers from the teacher to the principal.

## Incident Command System

- The principal places the school in lockdown and notifies the local police department and the district office.  The police arrive on the scene and take over as the Incident Commander.  The principal assists the police response.

- Police = Incident Commander
- Principal = Incident Command Staff

**Notes:**
Talking Point:  The role of incident commander may transition from the school/school district to a first responder depending the nature of the incident.  This is an important lesson to convey to school staff so that they understand the transition of command from one person to another.

The principal then becomes part of the Incident Command Staff

## Incident Command System

**Incident Command System**

- The school is placed in lock-down.  The Incident Commander and team ask the district PIO to prepare a statement and bring in a recorder and the building custodian.

## Incident Command System

**Incident Command System**

- While the school is in lockdown, a student suffers an asthma attack.  The school nurse is called for assistance.

## Incident Command System

**Incident Command System**

- The police investigate the incident and arrest the student.  The school is closed for the day to complete the investigation.  Parents are notified that students will be evacuated to a local elementary school to be picked up.

**Notes:**
Notice that not all four functional branches were deployed in this incident.  There was no need to establish the Finance/Administration branch.

## Incident Command System

## Incident Command System

- Establishing an Incident Command System:
- Assess staff skills
- Create lines of succession/backups for all key positions
- Identify key roles to be carried out
- Identify staff for ICS Team to address each key function
- Coordinate with community partners to identify roles and lines of responsibility in the event of an emergency

**Notes:**
Careful consideration should be given not only to assigning staff to ICS roles based on skill sets and with thought of their authority - but you also need to consider personality type.

An emergency or crisis is not a typical day.  Who responds well under pressure?  Does someone become OCD on details but they are good with numbers?  Assign them to finance/admin.

Part of ICS is streamlining responsibilities - creating a "manageable sphere of control"  School teachers/officials are multi-task masters, it is how they survive each day.  Yet in a crisis situation, we want to minimize the tendency toward becoming multi-task maniacs.  

A robust, well thought out ICS structure gives people specific tasks to they can perform those tasks well, in control.  If we multi-task too much in an emergency, people and property will be at risk.

## Communication Considerations

- Because public information is critical to emergency management, it is critical to establish protocols for communicating timely information to the public during emergency situations
- Communication protocols should be developed in advance:
- Develop agreements with community agencies about the release of information and designation of the PIO
- Develop template letters that can be used in a crisis
- Communication considerations should include parents/guardians, school staff, and the media

**Notes:**
Talking Point:  Talking Point:  Remember - the media can be a great asset in an emergency if you trust them, and they trust you, and you know how to work together.

JoAnn Jordan said:  

The media are like alligators, 
you don't like them, 
but you do need to feed them regularly.

If, God forbid, an event takes on national importance and national media come on scene, hang on. All bets are off.

## Communication Considerations--Parents

- Communication with Parents:
- Provide information on emergency response procedures:
- Reunification procedures:
- Cleary articulate parent expectations (i.e., bring photo id, students released to parent/guardian or other pre-authorized emergency contact, etc.)
- Translate information as necessary
- Emergency notification systems:
- Identify media partners
- School webpage
- Automatic phone/email notification
- Incorporate redundancy
- Update parent and emergency contact information periodically
- Emphasize importance of family preparedness

**Notes:**
Talking Point:  Communication with parents should take into consideration the special needs of parents including language and physical challenges, such as hearing impairment.

For those parents whose students have IEPs (Individualized Education Plans) and/or special needs, schools should pay careful attention to communicating with parents in advance about the schools emergency procedures and how these procedures are responsive to the needs of these students.  Schools should consider involving such parents in collaboration for solutions to unique issues in this arena.

## Communication Considerations:  School Staff

- Communication with School Staff:
- Use plain language to communicate during an emergency
- Establish system to verify information before responding
- Develop a system for staff and student accountability:
- Need for up-to-date class rosters and student emergency information:
- Information on medical conditions
- Custody issues
- Have a plan to identify students who are not accounted for
- Develop a plan for substitutes and other building visitors
- Develop a communication plan for lock-down situations
- Consider emergency plans for after-school activities (i.e., sporting events, dances, graduations, etc.)

## Communication Considerations:  Media

- Communication with the Media:
- Establish a trained Public Information Officer to handle media inquiries
- Identify media staging areas
- Establish policies and procedures for dealing with media requests/inquiries
- Coordinate media releases with community partners:
- Ensure that messages are not contradictory
- Ensure that information released is consistent with state and Federal privacy laws (i.e., FERPA)
- Limit media exposure to students

## Training and Exercises

- Training and exercises, such as drills and tabletop exercises, are invaluable tools for preparing staff and testing crisis plans
- Training and exercises should reinforce concepts in the school/school district crisis plan
- Training should be conducted regularly

## Training for District and School Staff

- _All_ staff should be trained on emergency response procedures
- Additional training should be provided to school personnel based upon their role in an emergency response:
- Incident command team
- School emergency response team
- Front office staff
- Teachers
- Substitutes
- Bus drivers
- Facility managers/maintenance staff
- Other non-instructional staff (food service workers, nurses, front office staff/secretaries, volunteers)
- Consider training with community partners
- Methods for delivering training can include faculty meetings, in-service, web-based, email messages, etc.

## Exercises

- Types of Exercises:
- Orientation Meetings
- Drills
- Tabletops
- Functional Exercises (i.e., exercise on portion of response, such as communication, evacuation, etc.)
- Full-scale Exercises

## Types of Exercises

- ORIENTATION
- "Getting Everyone on Board"

- DRILLS
- "Single Agency"

- TABLETO*P*
- "Group Discussion"

- FUNCTIONAL
- "Stressful Simulated Events"

- FULL-SCALE
- "Resources Deployed"

**Notes:**
Table Tops should be stress free

Functional exercises up the ante but are far from a full scale.

A full scale can be a significant undertaking but is priceless as a learning opportunity.  "After-Action Reviews" are critical in processing the event and learning from one another.

In order to be most effective, Tabletops, functional exercises, and full-scale exercises should incorporate emergency response agencies.
Similarly, the capacity of these agencies should be tested - not only the schools.  These should be just as much a learning exercise for the agencies as they are for the schools. 

We all have a lot to learn from one another. 

## Exercises

- Conducting Drills:
- Practice a variety of different scenarios based upon risks in the school and community
- Practice a variety of different response procedures, such as lockdown, shelter-in-place, evacuation
- Communicate information about drills in advance
- Evaluate and document results/lessons learned in an after-action report
- Include community partners
- Drill under different conditions
- Resources:
- ERCM TA Center's, "Emergency Exercises" newsletter:
- 	_[http://www.ercm.org/views/documents/Emergency_NewsletterV2I3.pdf](http://www.ercm.org/views/documents/Emergency_NewsletterV2I3.pdf)_
- FEMA's "The Comprehensive Exercise Curriculum": _[http://www.training.fema.gov/emiweb](http://www.training.fema.gov/emiweb)_
- The Virginia Educator's Guide for Planning and Conducting School Emergency Drills: _[www.dcj](http://www.dcjs.org/vcss/documents/educatorsGuideForDrills.pdf)__[s](http://www.dcjs.org/vcss/documents/educatorsGuideForDrills.pdf)__[.org/vc](http://www.dcjs.org/vcss/documents/educatorsGuideForDrills.pdf)__[ss](http://www.dcjs.org/vcss/documents/educatorsGuideForDrills.pdf)__[/document](http://www.dcjs.org/vcss/documents/educatorsGuideForDrills.pdf)__[s](http://www.dcjs.org/vcss/documents/educatorsGuideForDrills.pdf)__[/educator](http://www.dcjs.org/vcss/documents/educatorsGuideForDrills.pdf)__[s](http://www.dcjs.org/vcss/documents/educatorsGuideForDrills.pdf)__[GuideForDrill](http://www.dcjs.org/vcss/documents/educatorsGuideForDrills.pdf)__[s](http://www.dcjs.org/vcss/documents/educatorsGuideForDrills.pdf)__[.pdf](http://www.dcjs.org/vcss/documents/educatorsGuideForDrills.pdf)_

**Notes:**
Talking Point:  Remember to drill under different conditions; create barriers and challenges for participants to test ability to react and adapt.

## Preparedness Summary

- Effective plans must be coordinated with community partners
- Plans must address multiple hazards
- Identify of roles and responsibilities in advance is critical--Incident Command System
- Communication plans must be developed in advance.  Consider needs of school staff, parents/guardians, and media
- All staff and students should be trained on emergency plans and procedures
- Exercises are effective ways to identify gaps and weaknesses in plans and to reinforce training that has been provided.

## Tabletop Activity

## Questions?

## THANK YOU!!!

- For More Information Contact:
- Willie Freeman- (973) 733-7571
- Matt Taylor- (406) 243-5367
- Presenter Name and Contact Information
-  or: _[Info@ercm.org](mailto:Info@ercm.org)_