PLANNING GUIDE FOR SCHOOL RESPONSE

Transcription

1 PLANNING GUIDE FOR SCHOOL RESPONSE Tools and templates to help increase the effectiveness of your schools emergency response training program Clark Regional Emergency Services Agency- Emergency Management 710 West 13th St, Vancouver WA EXERCISES

2 TABLE OF CONTENTS CHAPTER PAGE Introduction and Overview... 1 Exercise Design Team... 2 Planning Meeting Agendas... 3 Hazard Assessment & Worksheet... 4 Organization Assessment & Worksheet... 7 Exercise Objectives & Template Evaluation & Worksheet After Action Review Training Scenario Sample School Exercise Calendar P a g e 8 / 1 /

3 Introduction Throughout our community emergencies disrupt hundreds of lives every year; having a lasting effect on people, property and organizations. However, preparedness can reduce the fear, anxiety and losses that accompany those emergencies. And the cornerstone of preparedness is understanding what to do when the emergency occurs. Practice is a key component of that understanding. it provide stakeholders from across the whole community the opportunity to shape planning, assess and validate capabilities, and address areas for improvement. Through the use of a systemic approach to practice, leaders can develop, carry out, and evaluate actions that address the priorities established by an organization s leaders. Priorities established to ensure the safety and well-being of those we have been in trusted to coach, teach, and mentor at the same time we perform our most important mission-keeping them from harm. Overview This guide is founded on the principals of the Federal Emergency Management Agencies (FEMA) Homeland Security Exercise and Evaluation Program (HSEEP). HSEEP is a systemic, whole community approach to preparing and training for disasters that is based on both the training cycle of plan, do, check, adjust and the building block approach that says we need to create a plan, train the plan and then test the plan. Although the ideas and tools provided here are time tested and based on both lessons learned and best practices; they should not be considered as all inclusive or as one size fits all. Nor should they be considered to be binding or reflective of regulatory requirements. They are also not intended to replace or circumvent regulatory requirements, professional standards or organizational policy. It is the intent of the HSEEP methodology that each organization exercising its plans create tools and templates that match the needs, strengths and gaps of the whole community being tested. In the HSEEP methodology the term exercise is used to describe any event used to train, test, and improve performance in dealing with emergencies in a risk-free environment. In this document the term is synonymous with practice. 2 P a g e 8 / 1 /

4 Exercise Design Team The exercise design team manages, and is ultimately responsible for, exercise design, development, conduct, and evaluation. Using the priorities and guidance from leadership, the team determines exercise objectives key functions to be assessed; creates an applicable scenario to assess them; and develops supporting documentation, to allow for effective evaluation and review of the exercise and its lessons learned. Although the principal or superintendent provides direction to, and oversight of, the exercise design team they should not serve as a team of one. They should work to create an exercise design that represents the full range of participating departments and relevant stakeholders and be of manageable size. Generally, design team members are not exercise players but serve as evaluators or exercise leads. When resources are limited, exercise design team members are players and should be especially careful not to divulge sensitive exercise information to other players. 3 P a g e 8 / 1 /

5 AGENDA Annual Disaster Practice Design Meeting ANYSCHOOL USA 1234 Main Street Aug 23, 20XX 9:30 a.m. 11:00 a.m. 1) 05 Min Hazard Assessment 2) 25 Min Organization Assessment 3) 25 Min Set Objectives 4) 15 Min Evaluation Criteria 5) 15 Min Schedule Practice 6) 05 Min Designate Practice Leader AGENDA Monthly Disaster Practice Design Meeting ANYSCHOOL USA 1234 Main Street Aug 23, 20XX 9:30 a.m. 10:00 a.m. 1) 10 Min- A.I.R. last month 2) 10 Min- Create the Scenario 3) 10 Min- Focused Teaching Message 4 P a g e 8 / 1 /

6 Hazard Assessment The purpose of the Hazard Assessment is to give planners a sense of what hazards they should consider in design and preparing for emergencies. The fact that the assessment describes specific hazards does not suggest that those involved in emergency design should dwell on each particular hazard. A good emergency response program should be applicable to a wide variety of disasters. An all-hazards approach will avoid the creation of plans and procedures that are not transferable to different types of incidents. The purpose of the detailed descriptions of individual hazards described in the assessment is to provide an overall picture of what hazards are possible and a description of the ways in which these hazards may impact the community. Terms HAZARD: A possible source of danger or harm to the community VULNERABILITY: The potential for death, injury, damage or destruction caused by a hazard. COMMUNITY: The total population, property, infrastructure, environment and services that the design team is responsible for protecting. May be a single school, a campus of multiple schools or a school district. Probability of Occurrence A subjectively ranked assessment of a hazard s frequency using information provided by relevant sources, observations and trends. HIGH (3): MEDIUM (2): LOW (1): Vulnerability Rating Great likelihood that event will occur within the next 25 years. Moderate likelihood that event will occur within the next 25 years. Little likelihood that event will occur within the next 25 years. A subjectively ranked assessment of the ratio of the community at relative risk in relationship to the whole community or a collection of communities. HIGH (3): The community is uniformly exposed to the effects of a hazard of potentially great magnitude. MEDIUM (2): The community is uniformly exposed to the effects of a hazard of moderate influence; or The community is exposed to the effects of a hazard, but not all to the same degree; or An important segment the community is exposed to the effects of a hazard. LOW (1): A limited area or segment the community is exposed to the effects of a hazard. 5 P a g e 8 / 1 /

7 Risk Rating A subjective estimate of the combined average of probability of occurrence and vulnerability. HIGH (3): There is strong potential for a hazard of major proportions during the next 25 years; or History suggests the occurrence of multiple hazards of moderate proportions during the next 25 years. This hazard should be a major focus of the emergency design program. MEDIUM (2): There is moderate potential for hazard of less than major proportions during the next 25 years. This hazard should be included in the emergency design program LOW (1): There is little potential for hazard during the next 25 years. This hazard need not be specifically addressed except as generally dealt with during hazard awareness training. Sample Hazard Assessment Worksheet Hazard Probability Vulnerability Risk Rating Dam Failure Low-1 Low-1 Low-1 Drought High-3 Low-1 Medium-2 Earthquake High-3 High-3 High-3 Flood High-3 Medium-2 Medium-2.5 Landslide High-3 Medium-2 Medium-2.5 Severe Weather High-3 Medium-2 Medium-2.5 Volcano Low-1 Medium-2 Low-1.5 Wildfire Medium-2 Low-1 Low-1.5 Haz. Mat Medium-2 Low-1 Low- 1.5 Criminal Violence High-3 Low-1 Medium-2 Infrastructure Fail Medium-2 Low-1 Low P a g e 8 / 1 /

8 Organization Assessment The purpose of the Organization Assessment is to give planners a sense of how effectively their organization can perform the key functions needed by an organization to address a hazard. This allows for the creation of plans and training that address the whole of an incident rather than just a single component. In this way, based on the priorities set forth by organizational leadership these plans should either build on existing strengths, close identified gaps or have a structured and integrated approach to doing both. The assessment rankings should be based on documented strengths or gaps brought to light through previous training events, real world events or formal evaluations. Subjective ratings should be avoided if at all possible as they can create a false sense of readiness or lack of readiness. In addition, what constitutes meeting, exceeding or setting the standard should be determined by leadership based on regulation, best practices and the individual needs of the organization. Key Functions AWARENESS: Gaining or establishing knowledge or perception of the existence of a hazard and its relationship to an organization. NOTIFICATION: Effective and efficient dissemination of awareness to members of the organization. RESPONSE: The individual and collective actions taken upon notification to ensure Life Safety, Incident Stabilization and Critical Infrastructure Protection. These can be grouped under the categories of Evacuation, Shelter, and Lock Down/Out. RECOVER: The individual and collection actions taken after response to maintain Life Safety, Incident Stabilization and Critical Infrastructure Protection while transitioning back to normal operations. Awareness Rankings A subjectively ranked assessment how individuals in become aware. Examples of what goes into awareness rankings include: SETS STANDARD (3): Formal polices in place designating specific, trained individuals as being responsible for the identification of ALL impending hazards identified in the hazard assessment. Includes the monitoring of multiple media sources and access to those areas most vulnerable to ALL impending hazards. EXCEEDS STANDARDS (2): Mixture of formal and informal polices in place designating specific individuals, who may or may not be trained, as having a responsibility for the identification of MOST impending hazards identified in the hazard assessment. Includes the monitoring of some media sources and access to those areas most vulnerable to MOST impending hazards. MEETS STANDARDS (1): Informal polices in place empowering individuals, who may or may not be trained, with the responsibility for the identification of the HIGHEST 7 P a g e 8 / 1 /

9 impending hazards identified in the hazard assessment. Includes the access to media sources and access to those areas most vulnerable to HIGHEST impending hazards. Notification Rankings A subjectively ranked assessment how individuals notify the organization and what the organization does with that notification. Examples of what goes into a notification ranking include: SETS STANDARD (3): The entire community can be effectively and efficiently notified, using primary and secondary means, from primary and secondary locations. The entire community is knowledgeable on the notification policy for ALL hazards EXCEEDS STANDARDS (2): The majority of the community can be effectively and efficiently notified, using limited means, from limited locations. The entire community is familiar with the notification policy for MOST hazards MEETS STANDARDS (1): The community can be notified, using limited means, from limited locations. Efforts will take place during an incident to expand notification. The community knows a notification methodology exists for the HIGHEST hazards Response Rankings A subjectively ranked assessment how the organization responds. Examples of what goes into a response ranking include SETS STANDARD (3): The entire community is aware of and has practiced actions related to ALL hazards and have developed primary and secondary tactics for Evacuation, Shelter, and Lock Down/Out. EXCEEDS STANDARDS (2): The entire community is aware of and has practiced actions related to MOST hazards and have developed primary and some secondary tactics Evacuation, Shelter, Lock Down/Out. MEETS STANDARDS (1): The entire community is aware of and has practiced actions related to the HIGHEST hazards and have developed primary tactics Evacuation, Shelter, Lock Down/Out. Recovery Rankings A subjectively ranked assessment how individuals in become aware SETS STANDARD (3): The entire community is aware of and has practiced actions related to ALL hazards and have developed primary and secondary tactics. EXCEEDS STANDARDS (2): The entire community is aware of and has practiced actions related to MOST hazards and have developed primary and some secondary tactics. MEETS STANDARDS (1): The entire community is aware of and has practiced actions related to the HIGHEST hazards and have developed primary tactics. 8 P a g e 8 / 1 /

10 Sample Organizational Assessment Worksheet Hazard Awareness Notification Response Recovery Dam Failure Meets Meets Meets Meets Drought Meets Meets Meets Meets Earthquake Exceeds Exceeds Sets Meets Flood Sets Meets Meets Exceeds Landslide Sets Meets Meets Exceeds Severe Weather Exceeds Meets Sets Meets Volcano Meets Meets Meets Meets Wildfire Meets Meets Meets Meets Haz. Mat Sets Sets Sets Sets Criminal Violence Infrastructure Fail Exceeds Exceeds Meets Sets Meets Exceeds Sets Meets Rating Exceeds(2.6) Meets(1.5) Meets (1.6) Meets (1.5) 9 P a g e 8 / 1 /

11 Exercise Objectives When an incident occurs at a school our actions are directed toward achieving one of three goals; getting the community out, keeping the community in, and isolating the threat. When we practice we are demonstrating our ability to perform the required actions needed to achieve these goals. Exercise objectives are a written description of those actions; and focus on testing or validating plans, policies and procedures. Written in a single sentence, the objective explains who should do what, under what conditions (when) and according to what standard (how). Ensure objectives are clear and unambiguous. Objectives should utilize the SMART methodology described below to ensure clarity and to facilitate an effective evaluation. Objectives should be limited to those that directly lead to sustaining a strength or addressing a gap. This mean a typical 30 minute exercise should have at least 2 but no more than 3 objectives, one of which must be a response objective as required by RCW 28a.320 and described in the RESPONSE RANKINGS section above. SMART Methodology Specific: The action needed and person doing it must be clear Measurable: The actions has a metric that indicates success. Achievable: The person(s) being tested must be able to perform the action. Relevant: The action pertains to the goal being tested Time/Task Based: The action has clear stop and start points Objective Statement Examples Within 10 minutes of receiving notice of a severe weather warning, the principal will complete notification procedures to school administrators per the Emergency Operations Plan Within 2 minutes of receiving a CO monitoring alarm, the facility manger will confirm location of the leak, report the leak, and prepare to isolate the leak per the facility maintenance procedure. Upon hearing the audible evacuation alarm, educators will stop all activities, call for quiet, issue instructions to line up at the door, turn off the lights, and lead the class from the room in an orderly manner as quickly as is safe. Objective Template Who is doing WHAT WHEN something occurs, in accordance with policy/procedure or standard. 10 P a g e 8 / 1 /

12 Exercise Evaluation Exercise evaluation maintains the fundamental link between the exercise and improvement design. Through exercise evaluation, organizations assess the capabilities needed to accomplish key functions and goals. This assessment is based objective assessment of the performance of critical tasks. In the absence of established evaluation tools or evaluation standards established by regulation it may be necessary to create evaluation tools. In that case the evaluation tools should focus on the key functions and goals to be completed, the standard to be met and the ability of the evaluated individual or group to meet the standard. Evaluators should be knowledgeable on all of these components as they perform their role. They should also be observant for factors impacting the ability to perform the task that are outside the control of the individual or group being tested. These can include communications systems, infrastructure, staffing levels..etc. Evacuation Ratings Examples Performed without Challenge (P): The tasks were completed in a manner that achieved the objective(s) and did not negatively impact the performance of other activities. Performance of this activity did not contribute to additional health and/or safety risks, and it was conducted in accordance with applicable plans, policies, procedures, regulations, and laws. Performed with Some Challenge (S): The tasks were completed in a manner that achieved the objective(s) and did not negatively impact the performance of other activities. Performance of this activity did not contribute to additional health and/or safety risks, and it was conducted in accordance with applicable plans, policies, procedures, regulations, and laws. However, opportunities to enhance effectiveness and or efficiency were identified. Performed with Some Challenge (M): The tasks were completed in a manner that achieved the objective(s), but some or all of the following were observed: demonstrated performance had a negative impact on the performance of other activities; contributed to additional health and/or safety risks and/or was not conducted in accordance with applicable plans, policies, procedures, regulations, and laws. Unable to be Performed (U): The tasks were not performed in a manner that achieved the objective(s). 11 P a g e 8 / 1 /

13 Sample Organizational Assessment Worksheet Hazard Hi Wind Objective Secretary will monitor news and alert staff Function Awareness Notification Response Recovery Goal Evacuation Shelter Lock Down /Out Task(s) Task(s) Task(s) Monitor the radio or TV news for weather alerts Upon notice of an alert go to to verify location If location is within 10 miles of the school notify the principal Rating S Notes Net nanny would not allow secretary to use the Mapping feature on the NWS website. All others tasks performed at a P rating. Organizational Assessment Worksheet Template Hazard Objective Function Awareness Notification Response Recovery Goal Evacuation Shelter Lock Down /Out Task(s) Task(s) Task(s) Rating Notes 12 P a g e 8 / 1 /

14 After Action Review Organizational learning requires that teams continuously assess their performance to identify and learn from successes and failures. The After Action Review (AAR) is a simple but powerful tool to help you do this. Conducting an AAR at the end of an exercise, or actual event will help you and your team learn from your efforts. AAR s also help future teams learn your successful strategies and avoid pitfalls you have worked to overcome. AAR s can be conducted in under 10 minutes or can be an all-day affair. The key to remember is that the value is not in the length but in the lessons learned. AAR Basic Questions What was supposed to happen? As succinctly as possible explain what should have happened. What did happen? As succinctly as possible explain what should have happened. What went well and why? Look for roots causes of success, not situational opportunities that resulted in success. EX- We were lucky the SRO was there. What can be improved and how? Look for gaps in plans, polices, training, or equipment. This is NOT about who did what. It is about what things need to change to close a gap. AAR Features An open and honest professional discussion Participation by everyone on the team A focus on results of an event Identification of ways to sustain what was done well Development of recommendations on ways to overcome obstacles Willingness to listen and accept feedback-even if it hurts Willingness to speak up-even if it hurts AAR Worksheet What was supposed to happen? What did happen?. What went well and why? What can be improved and how? After Action Review 13 P a g e 8 / 1 /

15 Exercise Scenario Scenarios are the story that drive the exercise and they serve a single point providing context for players and nothing more. Scenarios should be as simple as possible and be tied directly to the objectives. Details and information that does not directly drive player s actions should be avoided. Scenario injects are those parts of the story that prompt action on the part of players. Whenever possible they should be a visual or audible signal. Examples include fire alarms, safety announcements on public address systems, simulated damage, simulated injury, or simulated hazards. If simulation is not practical, for example a tornado or an active threat, then a verbal trigger- What do you do? Can be used. The scenario for a minute single or double objective exercise is usually no more than 2. The final sentence of the scenario is always the scenario inject, this will trigger the start of the exercise. Players will usually receive only the scenario injects as other parts of the scenario-such as the date, time and weather- can be considered as is. Injects should mimic reality as much as possible. Example Scenarios It is 1:00 pm on a mid-week afternoon, the day is cool and cloudy with light rain falling all day. You are in your office when feel the room begin to shake, and as you seek cover under your desk you hear items falling from the walls and ceiling. What do you do? Today at this time you receive a call from CRESA informing you that a fire has been reported as the chemical plant two blocks from your school and you need to evacuate the school within the next 30 minutes. What do you do? It s 2:45 p.m. on hot, sunny Tuesday afternoon. The school security officer notices a 30y/o adult male with a long over coat enter the North West door to the school with a long cylindrical object in their hand. Approximately 10 seconds later they hear gunshots. Today at this time and an electrical fire has broken out in the kitchen and it quickly spreads to the common room outside the kitchen. Kitchen staff activated the fire alarm prior to exiting the kitchen. 14 P a g e 8 / 1 /

16 SAMPLE SCHOOL DRILL CALANDER Long Range Calendar - This is only shared with the members of each schools exercise planning team. Objective: Which of the 3 mandated drill types is being tested. Key Functions: Every event has 4 parts. Awareness that the threat exists or has occurred. Notification of the school that the threats exists or has occurred. Responding to the threat (this is the physical act of students and staff moving) and Recovery from the threat (accounting for students, reunification, first aid..) Month Obj. Function Function When Hazard Sept Evacuation Respond Notification 1 st Week Fire Oct Lock Down Respond Awareness 3 rd Week Active Threat (external) Nov Evacuation Respond Notification 2 nd Week Gas Leak Dec Shelter In Respond Awareness 2 nd Week Earthquake Place Jan Shelter In Place Respond Notification 1 st Week HazMat Feb Evacuation Respond Recovery 4 th Week Fire Mar Evacuation Respond Notification 2 nd Week Flood Apr Lock Down Respond Recovery 1 st Week Active Threat (internal) May Shelter In Respond Awareness 3 rd Week Wind Event Place Jun Lock Down Respond Awareness 1 st Week Active Threat (internal) Short Range Calendar- Each member of the exercise planning team takes a month as theirs and creates their calendar for exercise day. It has the day and time they have chosen as well as the more detailed scenario. They won t share with anyone until just before the event. Month Obj. Function Function When Threat Nov Evacuation Respond Notification 8 th 1015 Gas Leak School maintenance staff smells leaking gas and hears a hiss from the gas supply line. They notify the front office vis hand held radio. Front office follows protocol however the PA system is down for maintenance. Evaluation points- Notification of front office, Notification of students/staff, Evacuation Preparedness Calendar/Monthly Education Message- Shared with staff and students this calendar helps teachers and administrators identify teaching moments and teaching topics that reinforce the basic messages of situational awareness, personal safety, group safety, and immediate actions. They DO NOT give away the drill, rather they allow staff to conduct training that will make the drill more effective and help to identify strengths and gaps in the overall school response plan 15 P a g e 8 / 1 /

17 Month Safety Awareness Topics Nov Workplace Safety Hazards and Emergency Communication 1) What are some common safety hazards in a work place 2) What do you do when they become deadly 3) What do you want to avoid doing when you encounter one of these hazards 4) How would you inform people of the presence of a work place hazard 5) What if that method doesn t work 6) What if the people you are trying to inform cannot or do not understand 16 P a g e 8 / 1 /