Emergency Operations Plan (EOP) Training Strategic emergency education

Krista Salinas Heather Jones introductions Krista Salinas Heather Jones

Basic Plan How many of your school districts have an EOP? How many have read it?

Purpose and situation overview Explain why you have a plan Decide who will be using the plan and how

Concept of Operations In the event of a large-scale emergency, available government and county resources will be overtaxed and may be unable to respond to all requests for assistance. The plan assumes that schools must be self-sufficient for a time and may be required to make crucial decisions to keep students and staff safe. School district resources may be overwhelmed during a large scale emergency Responders may be over taxed Schools may be on their own This plan will be a guide for the schools and the school district

the following assumptions may be made concerning the plan: Depending on the severity and scope of the emergency, the site EOP and its Incident Command System may or may not be activated. The school site administrator or district administrator will determine if it’s necessary to partially or full staff the site teams based on the nature of the emergency. When a local emergency is proclaimed, the district’s policies and procedures outline in this plan become effective. School district employees are familiar with the EOP and will execute their assigned responsibilities. National Incident Management System (NIMS) compliant. Eop may not be activated, depending on emergency Staff familiar with plan Nims compliance – federal grant dollars and for fema reimbursement

hazards known to affect the School District Earthquake Hazardous Materials Release Flood Dam Failure Wildfires / Structure Fires Pandemic Influenza Landslides Criminal Threats or Actions Tsunami Volcanic Eruptions Severe Local Storms Ask participants for examples of hazards in their area.

Emergency management activities are often associated with the following five phases Prevention preparedness response recovery mitigation Then start all over again

Organization and Assignment of Responsibilities Each school is responsible for protecting the life of the students, staff, and visitors, the property of the school district, and environment around the school. It is the responsibility of the school administrators to ensure that the school staff are trained and well prepared, and that the school has a functional EOP. The district office must also be prepared to provide off-site support, such as leadership and assistance with response and recovery, when the incident happens at school sites within the district. It is the responsibility of the Superintendent to ensure that both the district office and school site employees are trained and well prepared, and that every site, including the district office has a functional EOP. School responsible for life safety, property and environment School district responsible for preparing staff students so they can respond effectively to emergencies

Information Collection, Analysis, and Dissemination As part of a regular school year, each school site should discuss emergency procedures and collect emergency information from parents. For parent notification and for current data for the reunification center if needed.

During an emergency, school district staff should ensure that communications occur with: All site employees Other on-site facilities such as pre-schools, special education classrooms, day care programs Parents Emergency responders, via 911, if necessary When the earthquake hits, how are you going to communicate During the Burlington bridge collapse phones were saturated

Example of required school drills: 4 fire evacuation drills per school year 4 lockdown/lockout drills per school year 1 shelter-in-place drill per school year 1 earthquake drill per school year Involve responders in these drills Talk with staff and students regularly for questions regarding how the drills went, what can be improved on Some schools vary on how they conduct these drills

Administration, Finance and Logistics If school resources prove to be inadequate during an incident, the school district will request assistance from local emergency services, other agencies, and industry in accordance with existing mutual aid agreements and contracts. The School District will utilize ICS forms during an emergency to help track resources, including staff, and any emergency financial decisions made. The ICS Section Chiefs will maintain accurate logs on ICS form 214 recording key incident management activities. The ICS Finance and Administration Section Chief will maintain detailed records of costs for incident management and operations. Mutual aid Ics forms to track finance, key incidents, and costs for reimbursement

Plan Development and Maintenance The School District Emergency Operations Plan should be developed for school sites and district offices as a basic template to be modified for each site. The EOP should be modified by a team consisting of administrators and staff, working with first responders in the local jurisdiction. Developed for your specific school and school district Work with responders on plan

This EOP will be reviewed annually: Functions should be pre-assigned, preferably before the beginning of each school year. Staff contact information should be updated. New personnel should be assigned positions. Procedures will be revised as needed. Planning for training and drills will be established. Updates will be recorded. New procedures lessions learned from drills new personnel

Personal Preparedness Staff members should develop personal and family emergency response plans. Each family should anticipate that a staff member may be required to remain at school following a catastrophic event. Knowing that the family is prepared and can handle the situation will enable school staff to do their job more effectively. How will you communicate to your loved one you are ok.

School staff should have access to the following training, I.E.:  Federally required IS-100 or IS-100-SC General awareness training for all staff, including access and functional needs considerations First Aid and CPR training Critical Incident Stress Management (CISM) Pre-Incident training

Practice: Practicing the plan consists of orientation, tabletops, drills, functional exercises, etc. It is recommended that schools start with basic orientation and tabletop exercises prior to engaging in full-scale simulations or drills. It is important that training and exercises include access and functional needs discussions or scenarios. Tabletop first then drill Involve responders Let the community and parents know what your doing

Appendix: Maps to consider Individual Maps of each School in the District Fire District maps Base map of County School District map Hazard Zones maps

Several annexes can accompany the EOP; for example: Lockdown, Lockout, Evacuate and Shelter Annex Communications and Warning Annex Family Reunification Annex Continuity of Operations (COOP) Annex Public Health, Medical and Mental Health Annex Security Annex

Hazard and Threat Specific Annexes The hazard-and-threat specific annexes provide unique procedures, roles and responsibilities that apply to a specific hazard. They often include provisions and applications for warning the public and disseminating emergency public information. What to do if….. If this then….

Lets play a game….

Hazards and threats: Wild Fire Run Forrest Run Bomb Threat Active Shooter Earthquake Flood Tsunami Dam Failure Volcano Landslide Hazmat Run Forrest Run See Something, Say Something Run, Hide, Fight Drop, Cover, and Hold On Don’t Play in the Mud Puddle Let’s Get Higher Get out of the Way – Quick Don’t Touch the Lava – It’s Hot Get Away from the Muds, Rocks, and Trees Thumbs Up

School Emergency Response Team

Questions???