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)

Section 1: Introduction

School Emergency Management Overview

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Four Phases of SchoolEmergency Management

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; andAddresses events that occur in and outside of the school day.

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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

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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

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Section 2:Prevention–Mitigation

Phase

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Prevention-Mitigation Phase:Objectives

Define “Prevention” and “Mitigation”

Demonstrate how Prevention-Mitigation measures emerge from an assessment

Provide sample strategies

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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

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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

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Assessment & Prioritization

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

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Example: Building Accessand Exits

Know who is entering school buildings

Lock doors when practical

Access cards or coded entry locks

Anticipate exit routes during an emergency

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Example: Building Materialsand Structures

Roofing – structurally sound? Materials fastened securely?

Awnings – will they hold up in a storm? Outdoor utility connections protected?

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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

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Preventing Violence:School Culture and Climate

Positive culture & climate = Less likelihood of violence

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• Welcoming • Connectednes

s • 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

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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

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Section 3: Preparedness Phases

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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

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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

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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

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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

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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 CognitiveAttentional Emotional MedicalCommunication

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NIMS & ICS

The National Incident Management System (NIMS)Used by all first responders, at all levels Creates a common operating picture and mutual goalsPuts forth the Incident Command System (ICS)

The Incident Command System (ICS)Put forth by NIMSUses a single management systemFacilitates effective response

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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

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Public Information Officer

Liaison Officer

Safety Officer

Student Supervision

Mental Health Response Team

Health Services/First Aid

Operations

Facility and Materials

Documentation/ Recorder

Documentation/ Recorder

Planning

Food Services

Transportation

Logistics

Personnel

Insurance Claims

Finance & Administration

Incident Commander and Incident Command Team

Student/Parent Reunification

Site Security

Situation AnalysisSituation 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

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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

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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

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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

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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

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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

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Parent/GuardianReunification Procedure

Need for accurate contact information Define notification procedures Need for clear instructions to

parents/guardians – photo identification

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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

exercises36

Section 4: Response Phase

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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

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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

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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

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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”

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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

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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

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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

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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.

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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

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Section 5: Recovery Phase

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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

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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

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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

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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 needed51

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A B

C

D E

FG

H

I

A = baseline functioningB = eventC = vulnerable stateD = usual coping mechanisms failE = helplessness, hopelessnessF = improved functioning

G = continued impairment (PTS)H = return to baselineI = post-traumatic growth

Adjustment Over Time in Crisis

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Spectrum of Mental Health Interventions

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.”

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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.”

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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.”

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With Psychological First Aid?

Every Adult On Campus

Plays an Important Role

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The Responsibility of Caring Adults

Listen Protect Connect Model Teach

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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

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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: remstacenter@seiservices.com

Website: http://rems.ed.gov

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