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School Emergency Management:
An Overview
Readiness and Emergency Management for
Schools (REMS) Technical Assistance (TA) Center
Office of Safe and Healthy Students (OSHS)
Office of Elementary and Secondary Education
(OESE)
U.S. Department of Education (ED)
School Emergency Management
Plan
A school emergency management plan
Is the first step to securing our schools;
Addresses a wide range of events (e.g.,
natural, man-made) that can disrupt
teaching and learning; and
Addresses events that occur in and outside
of the school day.
4
Key Elements of School Emergency
Management Plans
• Framed by the four phases
• Uses an all-hazards approach
• Tailored to the unique school
• Developed with community partners
• Incorporates the Incident Command System
(ICS)
• Communicated as appropriate
• Practiced consistently
• Continually reviewed and revised
5
Section 1- Introduction Summary
What you can do:
Review your plan to ensure it includes key elements
Contact community partnerships and schedule a meeting
Assess and prioritize hazards and risks
Plan an exercise or drill aimed at revising your plan
6
Prevention-Mitigation Phase:
Objectives
Define “Prevention” and “Mitigation”
Demonstrate how Prevention-Mitigation
measures emerge from an assessment
Provide sample strategies
8
Prevention–Mitigation Phase
Prevention is the action schools and districts
take to decrease the likelihood that an event
or crisis will occur.
Mitigation actions are steps that eliminate or
reduce the loss of life or property damage for
events that cannot be prevented.
Many hazards have both and components.
9
Prevention – Mitigation Phase
Designed to assess and address
Safety and integrity of facilities
Security
Culture and climate of schools
Uses an all-hazards approach
Builds on what schools are already doing
Reliant on community partnerships and leadership
Is an ongoing process
Directly linked to the other three phases
10
Prevention and Mitigation
Examples
Fencing hazardous areas
Anchoring outdoor equipment
Installing building access control measures
Conducting school vulnerability assessments
Establishing wellness programs
Establishing policies promoting health, safety,
and security
11
Crime Prevention Through
Environmental Design (CPTED)
CPTED is a multi-disciplinary four-strategy
approach to deterring criminal behavior and
supporting a safe school environment
1. Natural Surveillance
2. Territorial Reinforcement
3. Natural Access Control
4. Target Hardening
13
Example: Building Access
and Exits
Know who is entering school buildings
Lock doors when practical
Access cards or coded entry locks
Anticipate exit routes during an emergency
14
Example: Building Materials
and Structures
Roofing – structurally sound? Materials fastened securely?
Awnings – will they hold up in a storm?
Outdoor utility connections protected?
15
Prevention-Mitigation:
School Grounds
School grounds - buffer between school
buildings and the outside world
Campus entry points
Trees and shrubs around buildings and
hidden areas
Emergency vehicle access
Unsafe equipment
16
Preventing Violence:
School Culture and Climate
Positive culture & climate = Less likelihood of violence
17
• Welcoming
• Connectedness
• Respect
• Cooperation
Culture and Climate Assessment
Useful for violence prevention and other
important objectives
Culture and climate improvement requires a
long-term strategy
Includes program-based solutions, e.g. anti-
bullying program
18
Prevention–Mitigation Phase:
Summary
What you can do:
Work with community partners to conduct
an assessment of school buildings, grounds,
and surrounding community
Develop customized plans and procedures
related to assessment outcome
Work to improve school culture/climate and
implement violence prevention programs
19
What is the Preparedness Phase?
The Preparedness phase is designed to
strengthen the school community by
coordinating with community partners through:
• Developing an emergency plan, policies and
protocols
• Adopting the Incident Command System (ICS)
• Conducting staff training and drills
Goal is to facilitate a rapid, coordinated, and
effective response in the event of an emergency
21
Steps for Developing an Emergency
Management Plan
• Step 1: Collect existing resources
• Step 2: Conduct assessments
• Step 3: Identify gaps and weaknesses
• Step 4: Assemble plan
22
Steps for Developing an Emergency
Management Plan
• Step 5: Incorporate vulnerability data
• Step 6: Conduct trainings and exercises
• Step 7: Revise plans based on outcomes of
trainings and exercises
• Step 8: Disseminate plan to stakeholders
• Step 9: Establish accountability measures
23
Elements to be Addressed in an
Emergency Management Plan
• All-hazards emergency procedures
• Emergency supplies
• Incident Command System (ICS)
• Communication plans
• Family reunification plans
• Training and exercises
• Recovery planning
• Annual review and revision
24
Persons with Disabilities and Other
Access and Functional Needs
Include district special needs experts on
your planning team to address needs:
Visual and hearing
Mobility
Cognitive
Attentional
Emotional
Medical
Communication
25
NIMS & ICS
The National Incident Management System (NIMS)
Used by all first responders, at all levels
Creates a common operating picture and
mutual goals
Puts forth the Incident Command System
(ICS)
The Incident Command System (ICS)
Put forth by NIMS
Uses a single management system
Facilitates effective response
26
Key NIMS and ICS Principles
Emergencies require certain tasks or functions to be performed – ICS provides structure
Nature of the incident determines level of ICS activation – ICS is expandable and collapsible
Incident command - one incident commander:
May vary for different types of incidents
May change during incident response
Clear, pre-determined responsibilities and reporting lines
Uses common terminology and plain language
27
28 28
Public Information
Officer
Liaison Officer
Safety Officer
Student Supervision
Mental Health
Response Team
Health Services/
First Aid
Operations
Facility and Materials
Documentation/
Recorder
Planning
Food Services
Transportation
Logistics
Personnel
Insurance Claims
Finance & Administration
Incident Commander and Incident Command Team
Student/Parent
Reunification
Site Security
Situation Analysis
Communications
Timekeeper
Emergency Management Drills
Define frequency, responsibilities and
procedures for:
Fire evacuation drills
Severe weather drills
Lockdown drills
Include students and staff
Use “Curve ball” contingencies
Conduct after-action reporting
29
Tabletop Exercises
Informal gathering of partners to orally review
and practice the emergency plan’s elements
Provides an opportunity to
Clarify roles of involved parties during an
emergency
Identify resources needed in an emergency
Identify and address gaps that may exist in
current plan
Build relationships
30
Full-Scale Exercises
Requires extensive planning – and a planning
team
Conducted in collaboration with community
partners including law enforcement and fire
personnel
Focuses on specific elements of an emergency
scenario
Used to help identify and address gaps that
may exist in current plan and identify training
needs
31
Take Precautions
Ensure everyone involved
understands the event is a drill
and not an actual incident.
Use Website, community
announcements, school
communications,
Use signs and other
notices for observers and
passersby or observers
Discuss with students before
32
Communication with the Media and
Parents/Guardians
Public Information Officer –reports directly to
the Incident Commander responsible for
communications during an emergency
Template media statements
Prior communications with parents/guardians
Staff and students
33
Student Accountability Procedure
Define in advance how students will be
accounted for:
Before classes
During classes
In between classes
After classes, and
In the case of an emergency
34
Parent/Guardian
Reunification Procedure
Need for accurate contact information
Define notification procedures
Need for clear instructions to
parents/guardians – photo identification
35
Preparedness Phase: Summary
What you can do:
Integrate the Incident Command System
Define Response protocols and procedures
Address the needs of persons with disabilities
Develop communications procedures and
templates
Develop student accountability procedures
Develop reunification procedures
Practice tabletops, drills, and full-scale
exercises
36
What is the Response Phase?
When emergency management plans are activated
to effectively contain and resolve an emergency
Activate the Plan
Deploy Resources
Activate Communications Plan
Work with Community Partners/First
Responders
Account for Students and Staff
Make Informed Decisions
38
Key Elements of Response
Activate the plan and the ICS
Work with first responders and other community partners
Assess of the problem and determine response
Deploy resources and make informed decisions
Account for students, faculty, and staff
Reunify parents/guardians with students
Initiate transition to the Recovery Phase
Conduct an after-action assessment as a tool for learning and improvement
39
Response Actions
During an emergency, there are three primary
responses:
Evacuation
Lockdown
Shelter-in-place
Each response decision will depend on the
specifics and the severity of the situation
40
Response Actions: Evacuation
Use when locations outside the
school are safer than inside the
school
Identify multiple evacuation
routes in coordination with
community partners
Determine how teachers will
account for students
Ensure teachers, staff members,
and administrators have
appropriate “Go-kits” 41
Response Actions: Lockdown
Use when there is an immediate threat of violence
in, or immediately around, the school.
Lock all exterior doors, if safe to do so
Ensure public safety officials can enter the
building
Follow predetermined policy about closing blinds,
turning off lights, and using status cards
Move all staff and students to an area not visible
from windows or doors
42
Response Actions:
Shelter-in-Place
Use when students and staff must remain
indoors during an extended period of time
Close all windows and turn off all heating
and air conditioning systems
Plan for interrupted class schedules with
substitute activities
Provide accommodations for eating, sleeping
and personal hygiene
Have staff activate family emergency plans
43
Response Communications
Messages to students and
staff (plain language vs.
codes, use of placards)
Messages to parents
Discourage external cellular
communications by students
and staff during emergencies
44
Post-Incident Review
“Hot wash” vs. After-action reviews
Hot wash: A brief meeting shortly after an
event intended to capture immediate
impressions or explanations of actions.
After-action review: A thorough debrief and
evaluation approximately a week following
an event to capture key lessons learned
from emergency response and make
recommendations for improvements.
45
Response Phase: Summary
What you need to do during Response:
Activate the ICS
Coordinate with first responders
Adapt to an evolving situation
Decide on Response strategies
Account for students – reunify with
parents/guardians
Communicate with parents/guardians and
the media
46
Recovery Phase
Designed to assist students, staff, and their families in the healing process and to restore educational operations in schools.
Has four primary components:
Physical/structural recovery
Business/fiscal recovery
Restoration of the learning environment
Psychological/emotional recovery
Connected to other phases
Uses an all-hazards approach
Supported with community partners
48
Physical and Structural Recovery
Physical/structural recovery addresses
Assessment and repair of facilities
Possible need for alternative sites or
buildings due to extensive damage
Business and fiscal recovery addresses
Payroll and financial systems
Student registration systems
Record Management
49
Academic Recovery
Academics – the primary purpose of schools
Important in restoring normalcy in the school
environment
Close link to Physical and Structural Recovery
Strategies:
Doubling up classes
Utilizing portable classrooms and
community buildings
Distance learning
Emotional recovery can also greatly impact
academic recovery 50
What is Psychological/Emotional
Recovery?
Purpose: Promote coping and support resiliency for students and staff following an emergency
Key steps to take with community partners:
Recognize factors that may impact recovery
Provide Psychological First Aid
Establish a system for identifying and monitoring children and staff who may need additional support
Develop short- and long-term interventions as needed 51
52
A B
C
D E
F G
H
I
A = baseline functioning
B = event
C = vulnerable state
D = usual coping mechanisms fail
E = helplessness, hopelessness
F = improved functioning
G = continued impairment (PTS)
H = return to baseline
I = post-traumatic growth
Adjustment Over Time in Crisis
53
Spectrum of Mental Health Interventions
EARLY INTERVENTION
PR
EV
EN
TIO
N
TREATMENT
MA
INTE
NA
NC
E
Mental Health Promotion
Universal
Selective
Indicated
Identific
atio
n o
f
Pro
ble
ms o
r
Dis
ord
ers
Ea
rly T
rea
tme
nt
Tre
atm
ent fo
r
Know
n D
isord
ers
Longer-term
Treatment
(Goal: R
eduction in
Relapse and R
eoccurence)
Aftercare
Why Psychological First Aid?
When bad things happen children and
adolescents are the most vulnerable victims.
“The day before I started high school my mom
found my brother and his wife, dead.”
“There was a man who had a gun and ran into our
school. We had to put the school on lockdown.”
“The water came through the house and I was
drowning, and I didn’t see my parents nowhere.”
54
How Do Some Adults Deal with
Child Trauma?
“I don’t know what to say and I’m afraid I’ll
make it worse”
Resulting Student Perceptions:
“I had a couple teachers that did not get the
point at all.”
“I don’t really talk to them because they don’t
know where I’m coming from, like nobody
understands my pain.”
55
How Do Students Deal with
Trauma?
“Sometimes I talk to some of my teachers
because I have my favorites, they ones I feel
comfortable talking to.”
56
The Responsibility of Caring Adults
Listen
Protect
Connect
Model
Teach
58
Psychological First Aid after School Crises
Recovery Phase – Summary
What you can do:
Inventory assets and estimate replacement
values
Assess damages using a damage assessment
team; effectively manage reparations
Partner with mental health resources in the
community; make counseling available
Identify/implement creative alternatives to
continue learning
59
REMS TA Center
For additional information, resources and
technical assistance, please contact the
Readiness and Emergency Management for
Schools (REMS) Technical Assistance (TA) Center
Phone: (855) 781-7367 (REMS)
Email: [email protected]
Website: http://rems.ed.gov
60