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School Bus Accidents *Prevent/Prepare/Respond/Recover
- 1. School Bus Accidents Prevent/Prepare/Respond/Recover
- 2. Agenda Introduction High level findings Mitigation Preparation Response Recovery Next steps, Q&A
- 4. What we will learn: This is an important topic There are four distinct phases of an accident plan Communications are critical
- 6. Who shows up: EMT personnel Ambulances Firefighters Police officers Media Parents
- 7. Agenda Background High level findings Mitigate Prepare Respond Recover Next steps, Q&A
- 9. Mitigation and Prevention The goal of mitigation is to decrease the need for response as opposed to simply increasing response capability.
- 10. Mitigation and Prevention Routing Location of bus stops Driver training Student training
- 12. Preparedness Good planning will facilitate a rapid, coordinated, effective response when a crisis occurs.
- 13. Preparedness Coordinate with partners ahead of time Know who is on the bus Make sure importance is understood
- 14. Response A crisis is the time to follow the crisis plan and make use of your preparations.
- 15. Response Who responds What needs to be done Communications
- 16. Big bump or little bump?
- 17. Recovery During recovery, return to learning and restore the infrastructure as quickly as possible.
- 18. Recovery Follow up with parents Documentation
- 20. It’s not important until you don’t do it right
- 21. Next steps
Editor's Notes
- Set the context.What is our objective?Keeping kids safe is the most important job a school district does. Three legged stool of transportationWhich one is most important?
- 3 high level findingsSpeak about the audience’s needsHow are they affected by accidents
- A mass casualty incident (MCI) is any incident in which emergency medical services personnel and equipment at the scene are overwhelmed by the number and severity of casualties at that incident
- This can be a chaotic scene
- We will now look at the four specific areas of a bus accident planAKA the emergency response cycle.
- High level findingThe best way to handle our responsibilities for a school bus accident is to put it into the context of our overall emergency management responsibilities. US Department of Education, Office of Safe and Drug free Schools (ed.gov)Example – bomb threat
- This is a goalTypical activities:Connect with community emergency responders to identify local hazards. Review the last safety audit to examine school buildings and grounds.Encourage staff to provide input and feedback during the crisis planning process.Review incident data.Conduct an assessment to determine how these problems—as well as others—may impact your vulnerability to certain crises.
- LearningAction recommendation from mitigation and prevention sub storyProvide some detail on each bulletSafe routingSafe stopsTraining criticalBehavior managementSBSIOBTAAT example
- Example of reviewing data as part of mitigation and preventionAnalyze accident trendsIntersectionSudden stopBus on bus
- This is a goal (make plans)Typical activities:Determine what crisis plans exist in the district, Identify all stakeholders involved in crisis planning. (partners)Develop procedures for communicating with staff, students, families, and the media.Identify the necessary equipment that needs to be assembled to assist staff in a crisis.
- LearningInclude action recommendations from Preparedness sub storyInclude detail on eachKnow your partnersEstablish procedures to account for students during a crisis. (bus roster - accountability officer)Firmly establish importance. Example – high speed highwayFire drill analogy – 12 times per year and almost never any fires
- This is a goalTypical activities:Determine if a crisis is occurring. NotificationsIdentify the type of crisis that is occurring and determine the appropriate response.Activate the incident management system. Ascertain type and level of responseMaintain communication among all relevant staffEstablish what information needs to be communicated to staff, students, families, and the community.Monitor how emergency first aid is being administered to the injured, and disposition of all students
- LearningInclude action recommendation from Response sub storyInclude detail on eachWho respondsWhat needs to be done – hold in place, evacuate, transferCommunications – bumped head example
- Review Buffalo SOPDeals with stress of the situation“Everybody is OK”
- This is a goalTypical activities:Strive to return to learning as quickly as possible.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.
- LearningInclude action recommendation from Recovery sub storyDetail on eachFollow up with parents – phone call protocol & mailingsDocumentation – files, communications to central office, notes in database
- Cottonwood, MinnesotaFebruary 19, 20084 student fatalities
- Deliver my opinionThere is an old saying – “it’s not the test scores that gets Superintendents fired”. What is the outcome for audience?