Planning for Pandemics and Other Hazards

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  • Key leadership begins at the top Plan for the consequences – not for the crisis!
  • 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.
  • 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.
  • 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.
  • Parent – child reunification plan and supplies to execute plan Emergency contact information (#s etc) Consider a classroom level go-kit with age appropriate activities, first aid kit, student info, procedures, buddy teachers, etc.
  • 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).
  • Incident Command System (ICS) is a management system designed to enable effective and efficient domestic incident management by integrating a combination of facilities, equipment, personnel, procedures and communications operating within a common organizational structure.
  • 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.
  • 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
  • Talking Notes: You may have a Liaison Officer and a School Liaison Officer as described in the previous slide.
  • 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.
  • 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.
  • Planning for Pandemics and Other Hazards

    1. 1. Julie Collins Florida Department of Education Planning for Pandemics and Other Hazards
    2. 2. Overview <ul><li>Coordinate effective plans with community partners </li></ul><ul><li>Create “all hazards” plans </li></ul><ul><li>Identify roles and responsibilities in advance: </li></ul><ul><li>Incident Command System </li></ul><ul><li>Develop communication plans: staff, parent/guardian, and media </li></ul>
    3. 3. The Preparedness Phase <ul><li>Readying the school community for emergencies by: </li></ul><ul><ul><li>coordinating with community partners, </li></ul></ul><ul><ul><li>development of plans and policies, </li></ul></ul><ul><ul><li>establishing incident command systems, </li></ul></ul><ul><ul><li>conducting training, and exercises </li></ul></ul>Planning - Training - Exercising
    4. 4. Emergency Management Plan Development <ul><li>Incorporate vulnerability assessment data </li></ul><ul><li>Identify gaps and weaknesses in current plans </li></ul><ul><li>Incorporate all four phases into emergency plans </li></ul><ul><li>Involve community stakeholders (fire, law enforcement, public health, mental health, local government, etc.) </li></ul><ul><li>Coordinate emergency plans with state and local plans </li></ul>
    5. 5. Emergency Management Plan Development (Cont’d.) <ul><li>Elements to be addressed in an emergency management plan: </li></ul><ul><ul><li>Crisis response policies and procedures </li></ul></ul><ul><ul><li>Command and control ( who’s in charge ) </li></ul></ul><ul><ul><li>Communication plans </li></ul></ul><ul><ul><li>Parent reunification plans </li></ul></ul><ul><ul><li>Emergency equipment (i.e., “Go-Kits,” first aid supplies) </li></ul></ul>
    6. 6. Emergency Management Plan Development (Cont’d.) <ul><li>Plans should address all hazards </li></ul><ul><li>Plans need to include emergency procedures: </li></ul><ul><ul><li>Lockdown </li></ul></ul><ul><ul><li>Evacuation </li></ul></ul><ul><ul><li>Shelter-in-place </li></ul></ul><ul><li>Plans need to incorporate procedures for individuals with special needs </li></ul><ul><li>Assemble emergency supplies such as radios, &quot;Go-Kits”, first aid kits, etc. </li></ul>
    7. 7. Sample Go-Kit List <ul><li>Clipboard with lists of: </li></ul><ul><ul><li>Students </li></ul></ul><ul><ul><li>Students with special needs and description of needs (i.e. medical issues, prescription medicines, dietary needs), marked confidential </li></ul></ul><ul><ul><li>School personnel </li></ul></ul><ul><ul><li>School emergency procedures </li></ul></ul><ul><ul><li>Incident Commander checklist </li></ul></ul><ul><li>Whistle/hat/vest for leadership identification </li></ul><ul><li>Flashlight (shake model) </li></ul><ul><li>Utility turnoff procedures </li></ul><ul><li>Emergency communication device </li></ul><ul><li>First aid kit with instructions </li></ul>
    8. 8. Command and Coordination <ul><li>Pre-incident planning with community partners: </li></ul><ul><ul><li>Develop memorandum of understanding (MOUs) or mutual aid agreements with community partners </li></ul></ul><ul><ul><li>Coordinate with state and local emergency management agencies </li></ul></ul><ul><ul><li>Share information with first responders: </li></ul></ul><ul><ul><ul><li>School District/School Incident Command System (ICS) Teams and key contacts </li></ul></ul></ul><ul><ul><ul><li>School District/School emergency management plans and procedures </li></ul></ul></ul><ul><ul><ul><li>Building floor plans </li></ul></ul></ul><ul><ul><ul><li>Evacuation locations and routes </li></ul></ul></ul><ul><ul><ul><li>Information about community hazards </li></ul></ul></ul>
    9. 9. Incident Command System <ul><li>Incident Command System (ICS) is a management system that enables effective and efficient crisis management </li></ul><ul><li>ICS is organized around five functional areas: </li></ul><ul><ul><li>Command, </li></ul></ul><ul><ul><li>Operations, </li></ul></ul><ul><ul><li>Planning, </li></ul></ul><ul><ul><li>Logistics, and </li></ul></ul><ul><ul><li>Finance/Administration. </li></ul></ul>
    10. 10. EMERGENCY MANAGEMENT LAW ENFORCEMENT FIRE DEPARTMENT EMERGENCY MEDICAL SERVICES HEALTH DEPARTMENT SCHOOLS ICS
    11. 11. ICS Principles <ul><li>Emergencies require certain tasks or functions to be performed </li></ul><ul><li>Nature of the incident determines level of activation and response </li></ul><ul><li>Expandable and collapsible </li></ul><ul><li>One incident commander: </li></ul><ul><ul><li>May vary for different types of incidents </li></ul></ul><ul><ul><li>May change during incident response </li></ul></ul><ul><ul><li>Incident command responsibility should be determined in advance </li></ul></ul><ul><li>Clear, pre-determined reporting lines </li></ul><ul><li>Span of supervisory control does not exceed 3-7 subordinates </li></ul><ul><li>Uses common terminology </li></ul>
    12. 12. ICS Roles Safety Officer Liaison Officer Public Information Officer Finance & Administration Logistics Planning Incident Commander Operations
    13. 13. Sample School Based ICS Public Information Officer Liaison Officer Safety Officer Student Supervision Search and Rescue 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
    14. 14. Communication Considerations <ul><li>Public information is critical to emergency management </li></ul><ul><li>It is critical to establish protocols for communicating timely and consistent information during emergencies </li></ul><ul><li>Develop communication protocols in advance: </li></ul><ul><ul><li>Agreements with community agencies about the release of information and designation of the PIO </li></ul></ul><ul><ul><li>Template letters that can be used in a crisis </li></ul></ul><ul><ul><li>Communication considerations should include parents/guardians, school staff, and the media </li></ul></ul>http://www.flu.gov/professional/school/schoolchecklist.html#4 http:// www.flu.gov/professional/school/toolkit.html
    15. 15. Communication Considerations: Parents <ul><li>Provide information on emergency response procedures </li></ul><ul><ul><li>Reunification procedures: </li></ul></ul><ul><ul><ul><li>Clearly articulate parent expectations (i.e., bring photo id, students released to parent/guardian or other pre-authorized emergency contact, etc.) </li></ul></ul></ul><ul><ul><ul><li>Translate information as necessary </li></ul></ul></ul><ul><ul><li>Emergency notification systems: </li></ul></ul><ul><ul><ul><li>Identify media partners </li></ul></ul></ul><ul><ul><ul><li>School webpage </li></ul></ul></ul><ul><ul><ul><li>Automatic phone/email notification </li></ul></ul></ul><ul><ul><ul><li>Incorporate redundancy </li></ul></ul></ul><ul><li>Update parent and emergency contact information periodically </li></ul><ul><li>Emphasize importance of family preparedness </li></ul>
    16. 16. Communication Considerations: School Staff <ul><li>Use plain language to communicate during an emergency </li></ul><ul><li>Establish system to verify information before responding </li></ul><ul><li>Develop a system for staff and student accountability: </li></ul><ul><ul><li>Need for up-to-date class rosters and student emergency information: </li></ul></ul><ul><ul><ul><li>Information on medical conditions </li></ul></ul></ul><ul><ul><ul><li>Custody issues </li></ul></ul></ul><ul><ul><li>Have a plan to identify students who are not accounted for </li></ul></ul><ul><li>Develop a plan and training for substitutes </li></ul><ul><li>Develop a plan for building visitors </li></ul><ul><li>Develop a communication plan for lock-down situations </li></ul><ul><li>Consider emergency plans for after-school activities (i.e., sporting events, dances, graduations, etc.) </li></ul>
    17. 17. Communication Considerations: Media <ul><li>Assign a trained Public Information Officer to handle media inquiries </li></ul><ul><li>Identify media staging areas </li></ul><ul><li>Establish policies and procedures for dealing with media requests/inquiries </li></ul><ul><li>Coordinate media releases with community partners: </li></ul><ul><ul><li>Ensure that messages are consistent </li></ul></ul><ul><ul><li>Ensure that information released is consistent with state and Federal privacy laws (i.e., FERPA) </li></ul></ul><ul><li>Limit media exposure to students </li></ul>
    18. 18. Relevant Resources <ul><li>REMS - USED: http://rems.ed.gov </li></ul><ul><li>FEMA Training: http://training.fema.gov/IS </li></ul><ul><li>Florida DOE: http://www.fldoe.org/safeschools/em_plan/admin.asp </li></ul><ul><li>CDC: http://flu.gov/professional/school/schoolchecklist.html </li></ul>
    19. 19. Summary <ul><li>Coordinate with community partners to build effective plans </li></ul><ul><li>Address all hazards in plan </li></ul><ul><li>Identify roles and responsibilities in advance--Incident Command System </li></ul><ul><li>Develop communication plans in advance: school staff, students, parents/guardians, alternative languages, and media </li></ul>
    20. 20. THANK YOU For More Information Contact: Julie Collins: [email_address] 850-245-0676

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