On October 23rd, 2014, we updated our
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NYS Executive Law Responsibilities Article 2-B include: (updated 2010) The preparation of State disaster plans Created the NYS Disaster The direction of State Preparedness disaster operations Commission (DPC) and coordination with (State agencies and local government the American Red operations Cross)
Division of Homeland Security and Emergency Services Created by the Legislature in July 2010 Comprised of five offices: Counter Terrorism Emergency Management Fire Prevention and Control Cyber Security Interoperable & Emergency Communications www.dhses.ny.gov
Why do schools need to plan?
November 16, 1989 “It made a boom sound, and everyone started to scream” 2nd grader286 Route 17KNewburgh, NY
Safe Schools Against Violence in Education (Project SAVE) Project SAVE - July 24, 2000 Districtwide and Building- Level MULTIHAZARD Emergency Plans (155.17) www.emsc.nysed.gov/sss/Laws-Regs/SAVE/schsafplansemergencyregs.htm
The Process Engage : staff, students, transportation and food supervisors, school nurse, mental health, school board, emergency responders, emergency managers, SEMO Regions – the key playerswww.semo.state.ny.us
The ProcessEvaluate: what are the potential hazards in and around the school facility - a hazard analysis
Emergency plans should be developed using a multihazard approach. Severe weather Flood Terrorism Violence Power outages Intruders Fire Air disasters Hazardous materials
March 12, 2007 CSX train derailment in Oneida, Madison County 41 of the 81 cars carried hazardous materials 39 carried liquid propane
PINE PLAINS Police have charged Chris Craft, 42, of Pine Plains with Kidnapping in the first degree, criminal possession of a weapon in the third degree and criminal trespass in the first degree after he took a shotgun into Stissing Mountain Middle School in Pine Plains on Tuesday morning and held the principal hostage. Craft walked into the school around 7:45 a.m. with a shotgun hidden on him in pieces. He reassembled it in a bathroom and went looking for Principal Robert Hess. He found him and took him hostage until he was talked into surrendering by a police negotiator.www.midhudsonnews.com/News/2009/November09/11/PPS_hostage-11Nov09.html
The ProcessEducate: does everyone understand their roles and responsibilities in the plan - train, train, train & don’t forget the substitutes ICS Training
http://training.fema.gov/EMIWeb/IS/IS100SC.asp Developed by the FEMA Emergency Management Institute in collaboration with the U.S. Department of Education Designed primarily for kindergarten through high school personnel.
Exercise:test the plan - will this plan work when you need it most - what if you’re not there – are there gaps in the plan
Enhance: review and revise the plan - what have you learned from the exercise - a good plan is never finished
Local emergency responders must have copies of school facility floor plans and layouts. Include them in the exercise process!
State Education Law 408-B Submit plans to local Highlight: fire and law Locations of all exits Chemical and flammable enforcement officials storage, maintenance Schematics Confined spaces Floor plans Utility shut-offs Fire alarm panels Ensures quick and Standpipe and/or sprinkler easy access to the systems Underground gas school in an pipelines, and storage emergency tanks www.p12.nysed.gov/facplan/SED_law_408-b_guidance_062801.html
School floor plans and schematics should not be available on the internet
Enhancing Existing School Emergency Plans (2007)
NYS School Safety Guide replaced: New York State Education Department Bomb Threat Response Guideline (1999) New York State Homeland Security System for Schools (2003) Best Practices for School Safety and Security (2004)
New YorkState School Safety Guidance DVD
Safeguard New YorkA vital outreach program designed to promotethe early recognition and reporting ofpotential terrorist activities to the New YorkState terrorism tips hotline:
Know whowill come to youremergency and what resources they may bring.
Conduct drills with localemergencyresponders
This website contains critical emergency-related information including instructions and recommended protective actions developed in real-time by emergency service personnel. Concurrent with the posting to this website, that same information will be disseminated through various communications systems (e.g. email, cell phones, media outlets) to those who sign up.
Information will include severe weather warnings, significant highway closures, hazardous materials spills, and other emergency conditions. Information will also be provided regarding response actions being taken by local and state agencies and protective actions that you should take to protect you, your family and your property. Sign-up at: https://users.nyalert.gov/
Lockdown immediate or imminent threat students and staff secured in rooms used for situations with intruders
Lockout Potential or actual threat from outside the building Lock all exterior doors and windows School day continues except for any outside activities
Bomb Threats The decision to evacuate is a local decision and is dependent on the information and credibility of the threat. Consider compartmentalization (shelter-in-place) or pre-clearance.
Roles Following an EventRoles of the: school administrator faculty and staff school counselors and social workers parents community partners law enforcement
Provides schools and their communities with a general introduction to crisis management as it applies to schools and basic guidelines for developing school crisis management plans. Practical Information on Crisis Planning: A Guide for Communities and Schools outlines the four phases of crisis planning (prevention- mitigation, preparedness, response and recovery) and provides checklists of the critical issues encountered in each phase. The Guide provides information on specific elements of crisis management, including leadership, communication and the Incident Command System (ICS).
Lessons Learned is a Lessons Learned series prepared by the demonstrate what Office of Safe and Drug- worked and what did Free Schools and the not so that all school REMS TA Center. communities can strengthen their Lessons Learned are brief emergency recountings of actual management activities school emergencies and throughout the four crises. phases of school emergency management Spotlights the critical (prevention-mitigation, actions, decisions and preparedness, events that took place response and before, during and after a recovery). real incident. http://rems.ed.gov/index.php?page=publications_Lessons_Learned
DPC Human Services CommitteeA cooperative venture of Federal, State, public, private, and voluntary agencies active in disaster preparedness with the purpose of addressing human needs of disaster victims
General PopulationTemporary Sheltering Lead Agencies NYS Education Department NYS Office of Emergency Management American Red Cross
Legal References Americans w/Disabilities Act of 1990 (ADA) Federal Stafford Act Post-Katrina Emergency Management Reform Act (PKEMRA) Rehabilitation Act of 1973 Fair Housing Act Federal Civil Rights Laws
Functional Needs Support ServicesServices that enablechildren and adultsto maintain theirusual level ofIndependence ingeneral populationshelters.
Americans with Disabilities ActADA Checklist for Emergency Shelterswww.ada.gov/shleterck.htm
ALL general population shelters must meet ADA requirements. Shelters need accessible: Entrances Drinking fountains Parking Restrooms, toilet stalls, Eating areas showers Sleeping areas Routes to all service Public telephones and activity areas Check-in areas Hallways and corridors
2010 Building Condition Survey
When is temporary shelter generally provided? Immediately prior to, during, and after a disaster The length of time when a shelter is needed will depend on the size and scope of the disaster
Planning Assumptions The Red Cross maintains shelter agreements with various building owners for use as temporary general population shelters. The majority of these facilities are schools.
School personnel play a key role duringemergencies. Whether faced with a natural,technological, or human-made event, yourworking together with local and countyemergency responders makes a difference…….Reviewing emergency plans and anyagreements covering the use of school facilitiesand vehicles during a disaster with your countyand local emergency response agencies iscritical.
Past emergencies have shown that it isextremely helpful when school staff volunteer tocomplete the Red Cross shelter training and toassist in staffing shelters in their own district.
New York State Law:Chapters 358 of theLaws of 2001 and 505of the Laws of 2002.
Sheltering StaffingPublic employees trained as Red Crossdisaster volunteers become eligible to receiveup to 20 work days per calendar year ofDisaster Leave without any loss of seniority,pay, annual leave, sick leave, or earnedovertime.Such leave must be approved by theemployee’s supervisor and is for trained RedCross volunteers only.
Some lessons to think about... Administrators may not be present during an emergency. The normal communication systems may not be operable during an emergency. Does everyone understand their roles and responsibilities in an emergency?
Some lessons to think about... Does the plan include provisions for substitute staff? Is there a procedure in place for student release and/or student sheltering during an emergency? Are non-ambulatory individuals addressed in the emergency plan?
Some lessons to think about... Has the building-level plan been updated to reflect building additions and renovations? Are transportation and maintenance staff included in planning activities? Are post-incident, mental health, and recovery issues addressed in the emergency plan?