1. Introduction & Overview FY06 ERCM Initial Grantee Meeting December 7, 2006, San Antonio, TX U.S. Department of Education, Office of Safe and Drug-Free Schools 400 Maryland Avenue, SW / Washington, DC 20202 Bill Modzeleski Associate Assistant Deputy Secretary U.S. Department of Education Office of Safe and Drug-Free Schools

2. 2 Opening Session Agenda ERCM Initial Grantee Meeting agenda Summary of ERCM grant recipients Context for creating a safe school environment Overview of emergency management for schools and frequently asked questions Introduction to the four phases of emergency management Available resources

3. 3 Agenda: December 7, 2006 8:00 a.m. - 8:30 a.m. Welcome, Overview, Introductions of Presenters 8:30 a.m. - 10:45 a.m. Grant Administration 10:45 a.m. - 11:00 a.m. Break and Transition to Concurrent Session I 11:00 a.m. - 12:30 a.m.Concurrent Session I Prevention & Mitigation (Red Track / Green Track) Preparedness, Part I (Blue Track) 12:30 p.m. - 2:00 p.m. Lunch & Plenary - Repeat ERCM Grantee Panel 2:00 p.m. - 2:15 p.m. Break and Transition to Concurrent Session II 2:15 p.m. - 3:00 p.m. Concurrent Session II GPRA Indicators & Performance Reports (Red Track / Green Track) Preparedness, Part II (Blue Track) 3:00 p.m. - 3:30 p.m. Dessert Break & Transition to Plenary 3:30 p.m. - 4:30 p.m.Meet Your Federal Project Officer

4. 4 Agenda: December 8, 2006 7:30 a.m. - 8:00 a.m. Continental Breakfast 8:00 a.m. - 8:10 a.m. Recap of Day 1 and Overview of Day 2 8:10 a.m. - 8:50 a.m.Lessons Learned from Hurricanes Katrina and Rita: A Perspective from Mobile County Schools in Alabama 8:50 a.m. - 9:00 a.m. Break and Transition to Concurrent Session III 9:00 a.m. - 10:15 a.m.Concurrent Session III Preparedness, Part I (Red & Green Tracks) Prevention & Mitigation (Blue Track) 10:15 a.m. - 10:30 a.m.Break and Transition to Concurrent Session IV 10:30 a.m. - 11:15 a.m.Concurrent Session IV Preparedness, Part II (Red & Green Tracks) GPRA Indicators & Performance Reports (Blue Track) 11:15 p.m. - 12:45 p.m. Lunch & Plenary National Incident Management System

5. 5 Agenda: December 8, 2006 (continued) 12:45 p.m. - 2:00 p.m. Concurrent Session V Response (Red & Green Tracks) Recovery (Blue Track) 2:00 p.m. - 2:15 p.m. Dessert Break & Transition to Concurrent Session VI 2:15 p.m. - 3:30 p.m.Concurrent Session VI Recovery (Red & Green Tracks) Response (Blue Track) 3:30 p.m. - 3:40 p.m.Transition to Question & Answer and Wrap-Up 3:40 p.m. - 4:00 p.m.Question & Answer and Wrap-Up 4:00 p.m.Adjourn

6. 6 ERCM Grant Summary FY03FY04FY05FY06 Applications received Over 550301406379 Sites funded1341099377 Total awarded $39,324,000$28,647,801$30,629,741$24,174,854

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9. 9 Historical Overview April 1999 December 2001 September 2001 May 2003 September 2003 September 2004

10. 10 Historical Overview "An application submitted by a Local Education Agency shall contain an assurance that the applicant has, or the schools to be served have a plan for keeping schools safe and drug-free that includes: "a crisis management plan for responding to violent or traumatic incidents on school grounds Sec. 4114(d)(7)(D)"

11. 11 Why should a school have an emergency management plan?

12. 12 Why Have a Plan? 51,000 students hurt on school buses [2001-03] 4 million children and adolescents injured at school 36,000 chemical exposures in schools [2003] 200,000 playground injuries 4.2 million youth have asthma attacks [some in schools] 738,700 incidents of violent crime in school [2003] 154,200 incidents of serious violent crime [2003] 21 students homicide victims in school [04-05]

13. 13 Figure 1. Number and rate of school-associated homicides among youth ages 5-18: 1992-2005 The most recent data from CDC's School-Associated Violent Death Study (SAVD) are shown in Figure 1. These data are considered preliminary until interviews with law enforcement and School officials are complete. Although the number of homicides to youth ages 5-18 has increased from a low of 11 in 2000/2001 to 21 in 2004/2005, this increase is not statistically significant. Overall, the number of school-associated of youth ages 5-18 has declined since the beginning of the study. Nonetheless, the persistence of the problem and the pattern observed in recent years underscores the ongoing need for comprehensive prevention strategies.

14. 14 Why Have a Plan? Trains / trucks carrying dangerous chemicals crash near schools. Natural disasters occur on regular basis. Criminal incidents in community can impact school, e.g., police chase of offenders. Plants/factories making chemicals have accidents. Students commit suicide outside school on a regular basis. Students on trips get into accidents.

15. 15 Why Have a Plan? Basic Statistics: There is ample opportunity for incidents of all sorts to occur. 53 million students X 180 school days = about 9.5 billion student school days

16. 16 Why Have a Plan? Emergencies of all shapes and sizes occur in schools daily Emergencies or crises have significant impact on students, faculty, parents, and community: Physical Emotional Educational Effective planning will reduce the level of chaos that occurs during an emergency and will enable schools to return to normalcy quicker.

17. 17 Why Have a Plan? Stuff Happens and we better be prepared to deal with it!

18. 18 Don't most schools and school districts already have emergency management plans?

19. 19 Current Status of School Emergency Management Plans Most schools and school districts have emergency management plans; however, the plans are not always: Comprehensive, Practiced regularly, Coordinated with the community, Always discussed with families, staff, and students, Based upon sound factual data and circumstances, Regularly, updated, or Used!

20. 20 What should be included in an emergency management plan, that is what are the key elements?

21. 21 Key Elements of School Emergency Management Plans Goal is for all school districts and schools to have emergency management plans that: Address all four phases of emergency management Take an "all hazards" approach Are developed collaboratively with community partners Are based upon sound data and information Are practiced on a regular basis Are continually reviewed and updated Are living documents Include command structure Are tailored to conditions of individual schools

22. 22 All-Hazards Approach High Base Rate IncidentsLow Base Rate Incidents Low ImpactHigh Impact BullyingIntruders Minor AccidentsWeapons / Guns Fighting (w/out injury)Assault w/ injury Automobile Related IssuesHomicides Drug PossessionChemical Accidents

23. 23 All-Hazards Approach Natural - Earthquakes, tornados, floods Technological - Power outages, nearby nuclear plant Infrastructure - Roads and bridges, utilities Nonstructural - Portable room dividers, bookshelves, suspended ceilings and light fixtures Man-made - Hazardous materials release, terrorism Biological - Pandemic flu, contaminated food Physical wellbeing - broken bones, suicide Student culture and climate - bullying, drugs, violent behavior

24. 24 Should school districts develop one emergency management plan for the entire district?

25. 25 District-Wide Plan? Plans have to be tailored to needs of individual schools Districts should develop overall policy Districts should develop a plan for district headquarters

26. 26 Are there differences between an emergency management plan developed for an urban area, than one for a rural area?

27. 27 Urban vs. Rural? The plans need to contain the same key elements The implementation of the plan will usually be different - quite different

28. 28 Who should be involved in planning the emergency management plan? The "old" way versus the "new" way.

29. 29 Who Should be Involved? School District (including teachers, staff, parents, students) Public Health Law Enforcement Public Safety Emergency Management Local Government Mental Health

30. 30 What role should students and parents have in designing the plan? What information regarding the plan should be shared with parents, or students?

31. 31 Involving Parents What role should parents have in designing the plan? Parents can provide input on various aspects of emergency management (e.g., information on where crime is likely to occur) Parents can offer feedback on what works and what doesn't (e.g., are drills working, is the method for reporting crime effective?) What information should be shared with parents? School districts should share information which parents need to have to effectively perform everything required of them in the emergency plan REMEMBER! Students and parents are our customers!

32. 32 Do we need to conduct a safety and security needs assessment, if so, who should conduct it, and what should it cover?

33. 33 Safety and Security Needs Assessment? Factors to Consider: Select tool that fits one's needs and is based on "some" science/ research Ensure that recommendations are practical Set priorities and sequencing Ensure it's conducted by reliable person or organization Do in collaboration with other organizations and school board NOTE: May need to supplement with other data, surveys and information

34. 34 All this seems costly, is it? Are there things we can do with little or no additional funds? If so, what?

35. 35 Actions for Little or No Extra Dollars? Monitor access and egress to buildings Know where students are at all times Use data being collected to develop plan Collaborate with community partners Expand drills Share school plans with partners Use community resources to help identify potential problems (e.g., fire and police to help conduct assessments; health departments to provide information on health matters, like pandemic influenza) Take advantage of related trainings and materials and build learning into your planning (e.g., threat assessment)

36. 36 Should schools and districts be planning for pandemic influenza?

37. 37 Planning for Pandemic Influenza? Need to plan for it Significant number of faculty and students may get sick Schools may have to be shut Need to collaborate with State Officials, Health Officials, Law Enforcement, etc.

38. 38 Pandemic Influenza Models www.fcps.edu/emergencyplan www.mcps.k12md/us/info/emergency/preparedness/ index.cfm www.ed.gov/emergencyplan

39. 39 Are there any "lessons learned" that schools and school districts should be aware of?

40. 40 Lessons Learned Authority for making decisions needs to be expanded, see "Murphy's Law" Staff need to be empowered to make independent decisions Incidents drive movement - strike while the iron is hot Education leaders may not be in control of what happens in "their" school - work out who is in charge prior to an incident

41. 41 Lessons Learned Redundancy is good, have multiple evacuation routes, rally points, etc. If you place evacuated students in a public place, expect them to be questioned by the Press School policies / practices for such matters as when to search a student should be followed regardless of how well a student is known

42. 42 Lessons Learned Don't forget faculty (in recovery phase) Take attendance early in the day, ensure teachers have continued access to it Rumors escalate dramatically - deal with them early and don't let them fester Do what your trained to do, not what you don't have skills or capacity to do (e.g., distribute food or clothing)

43. 43 Lessons Learned Have a process for entering into contracts quickly (e.g., Emergency Contracting Authority) Prescreen "experts, consultants, outside resources" that can be used during / after crisis Agreements with first responders need to be more than "paper agreements" - personal relationships essential Physical changes in schools need to be shared with first responders Equipment needs to be tested prior to being placed in use, (e.g., interoperability and capabilities in all parts of a school)

44. 44 Lessons Learned Question qualifications of all outside persons offering assistance [paid or volunteer] Know jurisdictions of law enforcement / first responder agencies that provide services Don't Assume Anything

45. 45 What are the four phases of emergency management? Prevention & Mitigation Preparedness ResponseRecovery

46. 46 Prevention & Mitigation Prevention is taking action to decrease the likelihood than an emergency will occur Mitigation is taking action to eliminate or reduce the loss of life and property related to an event(s) that cannot be prevented Action steps include: Know the school building Know the community Bring together regional, local and school leaders Make regular school safety and security efforts part of Prevention & Mitigation practices Establish clear lines of communication Conduct a safety and security needs assessment

47. 47 Lessons Learned in Prevention & Mitigation Become acquainted with local first responders, community partners and the State emergency management agency in advance of an emergency so they will be familiar with the schools/school staff Incorporate lessons learned from previous emergencies and drills when updating emergency plans

48. 48 Preparedness Preparedness is developing policies and protocols, incident command systems, training, planning, coordination and exercises for potential emergencies Action steps include: Work with community partners to develop appropriate emergency management policies and procedures Clarify roles and responsibilities - establish an Incident Command System Provide training Conduct drills and exercises Obtain necessary equipment and supplies Prepare for immediate response Create maps and facilities information Develop accountability and student release procedures Address liability issues

49. 49 Lessons Learned in Preparedness Communications will fail - develop alternative communications strategies in advance Predetermine policies for locating staff/teachers following an emergency Establish systems offsite for storing registration information and for conducting payroll services

50. 50 Response Response is taking action to effectively contain and resolve the crisis or emergency Action steps include: Activate the emergency management plan and the Incident Command Team Utilize effective decision making - assess the situation and choose appropriate response Maintain constant, accurate and appropriate communication with staff, students, families and media Triage injuries and provide emergency first aid to those who need it Keep supplies nearby and organized at all times Trust leadership Activate the student release system Allow for flexibility in implementing the emergency management plan Document actions Conduct an after-action debriefing

51. 51 Lessons Learned in Response Identify primary and alternate evacuation sites in case the primary sites are not an option during an emergency Move key district resources (for example, buses) out of the disaster area Establish a system for distributing, or disposing of, food stored in school facilities if it is a large- scale disaster and the buildings will be evacuated for extended amounts of time

52. 52 Recovery The Recovery phase is designed to assist students, staff and their families in the healing process and to restore educational operations in schools Action steps include: Plan for recovery in the preparedness phase Assemble the crisis response team Return to the "business of learning" as quickly as possible Keep students, families, and the media informed Focus on the building, as well as people, during recovery Assess emotional needs of staff, students, families, and responders Conduct daily debriefings Remember anniversaries of crises Evaluate

53. 53 Lessons Learned in Recovery Pre-negotiate contracts for transportation, food, construction and other district needs Provide care for the "care-givers" during and after crisis events Implement a system to manage receipt of donations Establish locations for storing and strategies for delivering Determine what donations will be accepted - for example, gift cards

54. 54 Available Resources U.S. Department of Education's Emergency Planning Web site www.ed.gov/emergencyplan Emergency Response and Crisis Management Technical Assistance (TA) Center www.ercm.org Emergency Management for Schools Webcast www.ConnectLive.com/events/edschoolsafety Practical Information on Crisis Planning: A Guide for Schools and Communities Emergency Management for Schools Training for Non-Grantees