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Incident command
 

Incident command

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    Incident command Incident command Presentation Transcript

    • Building Capacity for Crisis Response and Incident Management 1
    • Presentation Goals Participants will learn: The Four Phases of Crisis Management How to conduct a building assessment Drill preparation The basics of incident command 2
    • What is a crisis Incidents involving individual students or whole communities. They can happen before, during and after school. All districts and schools Need leadership at the top. Need a functioning crisis team. Need an organizational structure that will work in a crisis. Need to coordinate with all community first responders. Need to be prepared and trained. Need to continue to assess, plan and change. 3
    • A Crisis Can Be:         A large fight Natural disaster or impending natural catastrophe—e.g., earthquake/tsunami Fire Hazardous Materials spill Death of a staff member or student Bomb threat Medical Emergency Act of terror or war 4
    • Crisis Planning  Who should be involved in developing your school crisis plan? 5
    • 6
    • Sequence of Crisis Management Mitigation/Prevention  Preparedness  Response  Recovery  7
    • Mitigation & Prevention          The goal of mitigation is to decrease the need for response as opposed to simply increasing response capability. Connect with community emergency responders to identify local hazards. Review the last safety audit to examine school buildings and grounds. Determine who is responsible for overseeing violence prevention strategies in your school. Encourage staff to provide input and feedback during the crisis planning process. Review incident data. Determine major problems in your school with regard to student crime and violence. Assess how the school addresses these problems. Conduct an assessment to determine how these problems— as well as others—may impact your vulnerability to certain crises. 8
    • Building Assessments For NIMS Compliance    School districts are to assess and evaluate their incident response and management capabilities. From this assessment, preparedness recommendations an Emergency Operations Plan for schools and district is to be developed. Emergency Operations Plans are to be reviewed yearly to determine if there are unmet requirements. 9
    • Building Assessment     Customize this instrument for your school. Use this form every year. Meet with the crisis team at each individual school. Use the results to drive your crisis planning. 10
    • Parts of the Assessment Mitigation and Prevention  Building Crisis Plans  Supervision/surveillance  Physical Plant Preparedness  Logs and Drills Response  Medical Team  Safety Team Recovery  CARE Team 11
    • The Instrument 12
    • Preparedness        Good planning will facilitate a rapid, coordinated, effective response when a crisis occurs. Determine what crisis plans exist in the school, district and community. Identify all stakeholders involved in crisis planning. Develop procedures for communicating with staff, students, families, and the media. Establish procedures to account for students during a crisis. Gather information about the school facility, such as maps and the location of utility shutoffs. Identify the necessary equipment that needs to be assembled to assist staff in a crisis. 13
    • Preparedness DRILLS    Use plain language Uniform across district Involve your local response agencies 14
    • Preparedness  What is your responsibility?    Communicate the plan Train staff and students Assign roles and hold realistic drills 15
    • Preparedness  Drills       Evacuation Reverse Evacuation Lock Down Shelter in Place Duck, Cover, and Hold Hit the Deck  Other Responses     Cancel school before it starts Early release Relocation Activation of Incident Command System 16
    • Evacuate       Evacuate students Minimum initial distance is 300 ft. All persons must leave the facility. Close, but DO NOT lock, doors behind you. DO NOT return to buildings using a bell signal (bells can malfunction). Return to building when instructed by incident commander or report to relocation site as ordered. 17
    • Evacuation  This response is used for fire, unsafe building (after earthquake damage), bomb threat. 18
    • Reverse Evacuation    Move indoors quickly. Close doors behind you. Close windows once you are inside. 19
    • Reverse Evacuation  This response is used for weather emergency, intruder, sniper or gunfire, hazardous materials release. May be rapidly followed by lock down or shelter in place. 20
    • Shelter In Place      Move everyone inside. (interior rooms on upper level floors). Close and lock all windows and doors. Custodian to immediately shut down all HVAC units . Call central maintenance? Seal off all openings with tape and plastic (windows, doors, heat/ air units, electrical outlets, etc). Await instructions from public officials before exiting shelter. 21
    • Shelter In Place  This response is used for hazardous materials in the environment. 22
    • Duck, Cover and Hold     Take cover under tables or desks. Keep as much of body shielded as possible If outside, lie on stomach with face away from windows. If special needs, do not remove from wheelchair. 23
    • Duck, Cover and Hold  This response is usually used for earthquake, explosion, and severe weather. May be followed by Evacuation when safe to move. 24
    • Lock Down         Full Lock Down: Level 3 Students in halls and restrooms move to the nearest classroom. Classroom doors and all exterior doors/ windows are immediately locked. Cover windows and door window panels, if able. Sit on floor out of sight of windows, doors. Take attendance. Do not open door or windows. May only be released from Lock Down by police or administrator and designated staff unlocking doors. 25
    • Lock Down    Modified Lock Down: Level 2 Same procedures as level 3, except students may move about the locked classroom. May only be released from Lock Down by police or administrator and designated staff unlocking doors. 26
    • Lock Down     Modified Lock Down: Level 1 Exterior doors and windows are locked and secured. Free movement within the school building. May release by PA announcement. 27
    • Lock Down  This response is usually used for an intruder inside or outside the building. 28
    • Hit the Deck    Anyone recognizing immediate danger shouts “Hit the Deck” Everyone immediately drops to the ground and lies flat. No one should get up until an adult gives directions. 29
    • Hit the Deck  This response is usually used in the event of gunfire. Usually followed by Lock down or evacuation when safe to do so. 30
    • Plans for Special Needs Students      Have you assessed all your drills to include special needs students? What special considerations have you made? Are your first responders aware of your special needs population? Never leave these students alone. Review the special needs school plans. 31
    • Response          A crisis is the time to follow the crisis plan and make use of your preparations. Determine if a crisis is occurring. Identify the type of crisis that is occurring and determine the appropriate response. Activate the incident management system. Ascertain whether an evacuation, reverse evacuation, lock-down, or shelter-in-place needs to be implemented. Maintain communication among all relevant staff at officially designated locations. Establish what information needs to be communicated to staff, students, families, and the community. Monitor how emergency first aid is being administered to the injured. Decide if more equipment and supplies are needed. 32
    • Response  What is your responsibility?    Act and react Perform as you were trained Accept help and relinquish command and control when professional help arrives 33
    • Incident Command: Why are we doing this? As defined in the Homeland Security Act of 2002, Section 2(10) the term “local government means (A) county, municipality, city, town, township, local public authority, school district, special district, council of governments…or agency or instrumentality of a local government and a rural community, unincorporated town or village, or other public entity.” 6 U.S. C. 101 (10) 34
    • Incident Command: Why are we doing this?   It is mandated It works    Establishes clear focus on objectives and lines of authority Helps entities to establish response roles and capabilities before an incident It saves lives and money   Lessons learned Practicing and drilling 35
    • Incident Command      A commonly accepted plan for disaster incident management that assigns tasks and allows for rapid, expert decision making. Enhances communication at the incident site within each agency and between agencies. The Incident Commander is responsible until the authority is delegated to another person. The incident command post is where the primary admistrative functions are coordinated. IC can used for fires and earthquakes as well normal city events. 36
    • Incident Command Principles  Everyone should:         Use the same titles to provide a common standard for all users. Know the common terminology for efficient, clear communication. Work from the same set of achievable objectives. There should have no confusion over different titles or organizations as this can be a stumbling block. Every incident needs a person in charge No one should direct more than 7 others. No one should report to more than one person. The Incident Action Plan is used in taking actions based on objectives. 37
    • Incident Command Team    Key positions should be assigned “three deep” Best assigned by position, not name or title. Those assigned to primary incident command roles cannot be on “teams” 38
    • Seven Critical Tasks in a Crisis 1. 2. 3. 4. 5. 6. 7. Establish communication Identify areas of danger Set Inner Perimeter Set Outer Perimeter Open a Command Post Activate Additional Staging Areas Identify and Request Resources 39
    • Threat Levels Level I - Monitor: Potential crisis; notify necessary staff Examples: wildfire or tsunami (following an earthquake) Level II- Standby: Potential or low level crisis; Put parts of team on standby or notify team to be prepared. Example: wildfire or tsunami— let staff know that it may become necessary to move if wildfire is within site or tsunami warning issued by NOAA Level III- Emergency: Full crisis, activate Crisis Response and Incident Command Examples: wildfire or tsunami alert; full evacuation is necessary 40
    • Incident Command Organization at CPS Building Site            Command Staff Incident Commander (always staffed in ICS applications) Liaison Officer Public Information Officer Safety Officer General Staff Operations Section Chief Logistics Section Chief Planning Section Chief Finance Section Chief Scribe 41
    • Incident Command System Building Level Incident Command Liaison Officer Safety Officer Public Information Officer Operations Section Chief Planning Section Chief Logistics Section Chief Finance/ Administration Section Chief 42
    • Operations Teams    Medical Disaster Response Team Student Care Team Safety Team Team Leaders report to the Operations Officer 43
    • School Incident Command System Incident Commander     Is in charge of any crisis until appropriate emergency responder arrives. Assesses level of danger and determines level of threat. Establishes inner and outer perimeter and summons additional help. At level three, the Incident Commander establishes a command post and summons the Incident Command Management Team to the CP. 44
    • Liaison Officer    Identifies responding crisis groups (fire, police, red cross, hazmat, health department, district personnel). Maintains contact with each responding agency. Keeps Incident Commander informed of all responding groups actions and coordinates school's efforts with these groups. 45
    • Public Information Officer      This position serves as a conduit between internal and external stakeholders Calls necessary district personnel about the crisis. Gathers accurate details of the incident. Establishes a media center. No information is released at the building site. Release of information will be handled at the district level. 46
    • Safety Officer    Monitors safety conditions of students/school staff and develops measures for assuring their safety. Determines if response actions/strategies by Emergency Operations team can cause harm to staff/students Determines whether students have been evacuated far enough from school. 47
    • Operations Section Chief     A general staff position that conducts tactical operations and objectives. Keeps Incident Commander informed of all student and staff actions. Communicates objectives of incident action plans from the command staff to the teams who will do the work. Organizes the school’s response to the crisis at hand. 48
    • Logistics Section Chief     Is responsible for ensuring that assigned incident personnel are fed and have communications, medical support and transportation. Maintains adequate supplies in preparation for emergency. Acquires supplies needed to assist individuals (food, water, transportation). Works with Operations Officer to determine team needs. 49
    • Planning Section Chief     General Staff position that prepares documents and the Incident Action Plan. Collects and evaluates information. Maintains resource status. Maintains documentation for incident records. 50
    • Finance/ Admin Section Chief     General Staff position that tracks resource use: both human and material. Collects and evaluates information. Procures necessary resources. Maintains documentation for incident records. 51
    • Scribe     Handles all recording duties of planning and finance sections when those positions not filled. Maintains log of events. Assists the Incident Commander in completing the Incident Report Form to document events, response, and outcomes. Collects and synthesizes for files, all completed forms used to document the crisis. 52
    • Operations Teams  Medical Disaster Response Team  Student Care Training Team  Safety Team 53
    • Medical Disaster Response Team      School nurse leads this team and coordinates its training. Team identifies necessary staging areas, personnel, and supplies. Team receives training in First Aid, CPR, AED and Triage. Team is responsible for triaging and treating all casualties until outside assistance arrives and takes over. Team documents all treatment activities. 54
    • Student Care Team      School Counselor leads this team and coordinates this training. Team identifies personnel, supplies and necessary staging areas. Team counsels traumatized students and staff. Team coordinates aftermath procedures for students/ school staff. Team assists with student accountability, reunification and release 55
    • Student Accountability Coordinator • Operates under direction of Student Care Team Leader. • Responsible for accounting for and tracking the location and disposition of all students. 56
    • Safety Team      School Safety and Security Officer leads this team and coordinates its training. Coordinates functions of site security (parental management, violence, crowd control) Team creates a manpower pool. Secures evacuation site, assists in evacuation, informs safety officer of any unsafe conditions. Assists building in reviewing the crisis plans. 57
    • Manpower Pool Coordinator •Operates under the direction of the Safety Team Leader. •Responsible for assembling and tracking use of staff members assigned to the Manpower Pool. 58
    • General Staff Assignments Everyone has an assignment - i.e. specific Incident Command role, Team assignment, Classroom Coverage, or Manpower Pool. Classroom Coverage – specifically list who will cover which classrooms. Manpower Pool – specifically assign all staff not given Incident Command roles, Team assignments, or Classroom Coverage assignments to Manpower Pool. 59
    • Incident Command System  Sites and staging areas should be preplanned with back ups.       Command Post Triage Student Accountability Care Team Manpower Pool Whole school relocation sites 60
    • Staging Areas        The location where personnel and equipment are kept while waiting for assignments. Command Post staging area Triage staging area Care Team staging area Security Team staging area Manpower Pool staging area Relocation Site 61
    • Incident Action Plan   Measurable Strategic operations to be achieved within the specified period. To be filled out by each command and general command officer for any objectives they have developed and implemented during a crisis. 62
    • Crisis supplies for your school        School crisis kit. Who carries it out? At a minimum: 1. Flashlights 2. First Aid Kit 3. Student Rosters 4. Emergency medical cards 5. Student Medications/ personnel med. supplies 6. Emergency Phone/ walkies 63
    • Recovery           During recovery, return to learning and restore the infrastructure as quickly as possible. Strive to return to learning as quickly as possible. Restore the physical plant, as well as the school community. Monitor how staff are assessing students for the emotional impact of the crisis. Identify what follow up interventions are available to students, staff, and first responders. Conduct debriefings with staff and first responders. Assess curricular activities that address the crisis. Allocate appropriate time for recovery. Plan how anniversaries of events will be commemorated. Capture "lessons learned" and incorporate them into revisions and trainings. 64
    • Desirable Qualities for Service Providers        A sense of responsibility beyond routine Ability to establish rapport quickly Ability to listen to different feelings and experiences of others. Clear about feelings, thoughts, and biases. Maintain confidentiality Aware of limitations Aware of need for self care 65
    • Rationale/Need for Recovery Services Trauma Creates Barriers to Learning      Physical changes Emotional changes Cognitive changes Behavioral changes Spiritual changes 66
    • General Anxiety Behaviors          Physical complaints Wanting to be alone/withdraw Anger/irritability/ crying uncontrollably Lack of concentration Misbehavior at school Sleeping in the classroom Eating problems Use of drugs or alcohol Feelings of helplessness 67
    • Action Steps: Immediately After the Crisis Prepare for 3 levels of intervention Tier 1 – General School-Based Interventions Triage and assessment Supportive environment Tier 2 – School-Based Interventions Trauma and grief – focused counseling Short-term group or individual counseling Tier 3 – Specialized Community-Based Interventions Referral to on or off-site MH services 68
    • Crisis Management Loop    Completing the Crisis Management Plan might seem like the end, but it is also the beginning. The “Plan” is a work in progress. Evaluate each incident response. What worked? What didn’t? How could you improve operations? Update and strengthen the plan so that in a crisis, no child is left behind. 69
    • Reflection and Dialogue  Reality Check  What do you currently have in place…    As a district? As a school site? What are the strengths and weaknesses of your current action plan?  What are your next steps 70
    • Reflection and Dialogue(cont’d)…   What are your possibilities and feasibilities in terms of your next steps? What are your constraints or obstacles…   School site? District 71