Module 1: The Six Planning Principles

Transcription

1 High-Quality Emergency Operations Planning Tool (MOVED) Section 1: Planning Process Module 1: The Six Planning Principles 1. Are the Six Planning Principles used to guide the overall development of the District s multi-hazard Emergency Operations Plan (EOP)? The Six Planning Principles are: Planning must be supported by leadership. Planning uses assessment to customize plans. Planning takes an All-Hazards approach. Planning provides for the whole school community. Planning considers all settings and all times Planning is a collaborative process. Module 2: Strategic, Operational, and Tactical Considerations 2. Is the district s planning process designed to address strategic, operational and tactical considerations? The three tiers of planning are identified as: strategic, operational and tactical. All three tiers of planning occur concurrently and often overlap, as one tier is subsequently based on another. The intersection of the three occurs at multiple vectors during review or revision of the emergency planning processes, when successes are confirmed and as new needs are identified.

2 Module 3: Collaborative Planning Team 3. Has the district established a core emergency management planning team? A high-quality emergency planning process is dependent on involvement of a cross-section of stakeholders. 4. Is the emergency planning process in your district collaborative, regular and include a common mission, purpose and framework? Strong partnerships among districts, schools and their community partners are the foundation for development of strong emergency management programs. Each partner must recognize a shared vision and mission, acknowledge each entity s priorities and goals, and be willing to secure the highest level of cooperation during the stress of incident response.

3 Module 4: Situational Understanding 5. Does your district conduct regular threat & hazard identification and risk assessments? Threat and hazard assessment is a part of the planning process and is fundamentally to managing the risk inherent to a particular district or campus. 6. Are Site Assessments completed as part of a school-specific, ongoing planning process? A site assessment examines the safety, accessibility, and emergency preparedness of the school s buildings and grounds. 7. Are Culture and Climate Assessments completed as part of a school-specific, ongoing planning process? A school culture and climate assessment evaluates student and staff connectedness to the school and problem behaviors. 8. Are the Capacity Assessments completed as part of a school-specific, ongoing planning process? A capacity assessment examines the capabilities of students and staff as well as the services and material resources of community partners.

4 Module 5: Establishing Goals and Objectives 9. Was the district s emergency planning process developed using SMART goals to ensure the reduction of risk during an incident or event? SMART goals are specific, measurable, attainable, realistic and timely. 10. Was the district s emergency planning process developed using SMART goals to ensure the protection of lives and property during an incident or event? SMART goals are specific, measurable, attainable, realistic and timely. 11. Was the district s emergency planning process developed using SMART goals to ensure the sustainability of operations during an incident or event? SMART goals are specific, measurable, attainable, realistic and timely.

5 Module 6: Plan Development 12. Does the district s planning process integrate preparedness and support for people with disabilities and other with access and functional needs? The planning process must take into consideration federal, state and local mandates concerning people with disabilities and others with access and functional needs. 13. Have applicable hazards and threats been included as part of the District s emergency operations planning process? 14. Was formal direction and control of incidents/events established as part of the district s emergency operations planning process? Formal direction and control should explain: the ICS structure as used by the school; the relationship between the school EOP and the district, or the broader community's emergency management system; and who has control of the equipment, resources, and supplies needed to support the school EOP. 15. Was the National Incident Management System (NIMS), including Incident Command System (ICS), incorporated into the district s emergency planning process?

6 Module 7: Plan Preparation, Review, Approvals 16. Does the district emergency management planning process support stakeholder consensus in plan preparation and review? Confirmation from all stakeholders that the plan is adequate (provides guidance to the district on identified threats or hazards), feasible (the activities outlined are achievable with the resources identified) and that roles and responsibilities are understood and accepted by all stakeholders. 17. Is the district multi-hazard Emergency Operations Plan reviewed and updated annually? 18. Does the district planning process support regular self-assessments for safety, security and emergency management?

7 Module 1: Gap Analysis Section 2: Strategic Planning 19. Does the district s emergency planning process incorporate a gap analysis to identify strategic needs? In performing a gap analysis, one will identify elements in the Emergency Operations Plan (EOP) that are missing or less than adequate. Module 2: Plan Integration 20. Does the emergency planning process provide for alignment considerations among internal district programs and external partners? (e.g., existing plans, processes and concepts) National guidance and consensus standards expect that a jurisdiction s plans will be coordinated and integrated among all levels of government and with critical infrastructure planning efforts. Vertical integration is the meshing of planning both up and down the various levels of government. It follows the concept that the foundation for operations is at the local level and that support from Federal, state, territorial, tribal, regional, and private sector entities is layered onto the local activities. Horizontal integration serves two purposes. First, it integrates operations across a jurisdiction. For example, an agency, department, or sector would write its plan or standard operating procedures/standard operating guidelines (SOPs/SOGs) for its role in an evacuation to fit the controlling jurisdiction s plan for such an evacuation. Second, horizontal integration ensures that a jurisdiction s set of plans supports its neighboring or partner jurisdictions similar sets of plans.

8 Module 3: Policy Level Consideration 21. Does the plan align with and include district policy? Module 4: EOP Development and Components 22. Does the district s planning process identify the roles and responsibilities for district personnel during an incident? Define and assign roles and responsibilities: each person involved in the development and refinement of the plan should know her or his roles and responsibilities in the planning process. The best time to resolve the issue of roles and responsibilities is when creating an emergency plan before an event occurs. Module 5: Resource Management 23. Does district s planning process include strategic development of agreements such as Memorandums of Understanding (MOU) and other formal agreements? A Memorandum of Understanding (MOU) is a document that expresses mutual accord on an issue between two or more parties. Memoranda of understandings are generally recognized as binding, even if no legal claim could be based on the rights and obligations laid down in them. To be legally operative, a memorandum of understanding must: 1. identify the contracting parties, 2. spell out the subject matter of the agreement and its objectives, 3. summarize the essential terms of the agreement, and 4. must be signed by the contracting parties. 24. Are existing Memorandums of Understanding (MOU) and other formal agreements consistent with district policy and referenced in the district s multi-hazard EOP?

9 Module 6: Channels for Requesting/Providing Assistance 25. Does the district s planning process include written guidelines for requesting and providing resources through proper emergency management channels? Resource management is a system for identifying available resources at all jurisdictional levels to enable timely, efficient, and unimpeded access to resources needed to prepare for, respond to, or recover from an incident. Resource management under the National Incident Management System includes mutual aid and assistance agreements; the use of special Federal, state, territorial, tribal, and local teams; and resource mobilization.

10 Section 3: Operational Planning Module 1: Understanding Annex Development 26. Does the district s emergency planning process support the development of Functional Annexes to guide emergency operations? Functional annexes detail the goals, objectives, and courses of action of functions (e.g., evacuation, communications, and recovery) that apply across multiple threats or hazards. Functional annexes set forth how the school manages a function before, during, and after an emergency. 27. Does the district s emergency planning process support the development of Hazard Specific Annexes to guide emergency operations? Hazard-specific annexes specify the goals, objectives, and courses of action that a school will follow to address a particular type of threat or hazard (e.g., hurricane, active shooter). Treat and hazard-specific annexes, like functional annexes, set forth how the school manages a function before, during, and after an emergency. 28. Were the Six Planning Principles applied throughout the development of district annexes? The Six Planning Principles are: Planning must be supported by leadership. Planning uses assessment to customize plans. Planning takes an All-Hazards approach. Planning provides for the whole school community. Planning considers all settings and all times. Planning is a collaborative process.

11 Module 2: Campus Plans 29. In addition to the district s multi-hazard EOP, does each campus have a separate emergency plan that addresses its unique threats and hazards? 30. Have campus emergency plans been developed with applicable job aids, tools and attachments? Job aids are checklists or other materials that help users perform a task. Examples of job aids include telephone rosters, report templates, software or machine operating instructions, and task lists. Job aids are often included to help relatively inexperienced EOC personnel complete their assigned tasks or as a reference for experienced personnel. Job aids may also reduce complexity or the opportunity for error in executing a task (e.g., providing a lookup chart of temperature conversions rather than providing a formula for doing the conversion). These job aids do not eliminate the need for training, but may serve to address gaps in training during an incident. 31. Were the Six Planning Principles applied throughout the development of each campus plan? The Six Planning Principles are: Planning must be supported by leadership. Planning uses assessment to customize plans. Planning takes an All-Hazards approach. Planning provides for the whole school community. Planning considers all settings and all times. Planning is a collaborative process.

12 Section 4: Tactical Planning Module 1: Preparedness Beyond the Classroom 32. Is tactical planning approached collaboratively, engaging the whole school community? Tactical plans focus on managing personnel, equipment, and resources that play a direct role in an incident response. Pre-incident tactical planning, based upon existing operational plans, provides the opportunity to pre-identify personnel, equipment, exercise, and training requirements. These gaps can then be filled through various means (e.g., mutual aid, technical assistance, updates to policy, procurement, contingency leasing). 33. Are the before, during and after concepts integrated as part of the district and campus planning processes? Functional annexes set forth how the school manages a function before, during, and after an emergency. Functional annexes detail the goals, objectives, and courses of action of functions (e.g., evacuation, communications, and recovery) that apply across multiple threats or hazards.

13 Module 2: Protective Measures and Decision Process 34. Does the district s planning process empower staff to initiate tactical protective measures? Protective measures include equipment, personnel, training, and procedures designed to protect a facility against threats and to mitigate the effects of an incident. 35. Were the Six Planning Principles applied when developing the tactical elements of the campus plans? The Six Planning Principles are: Planning must be supported by leadership. Planning uses assessment to customize plans. Planning takes an All-Hazards approach. Planning provides for the whole school community. Planning considers all settings and all times. Planning is a collaborative process.

14 Module 3: ICS for Schools 36. Does the planning process identify the Incident Command System (ICS) as required-use during incidents and events? The Incident Command System (ICS), is a standardized, on-scene, all-hazard incident management approach. ICS allows school personnel and community responders to adopt an integrated organizational structure that matches the complexities and demands of the incidents without being hindered by jurisdictional boundaries. The ICS structure is flexible. It can grow or shrink to meet different needs. This flexibility makes it a very cost-effective and efficient management approach for both small and large situations. In this course, you ll learn ICS principles that can be applied to school-based incidents. And, more importantly, you ll be better able to interface with other community responders. 37. Does the district require the use of the Incident Action Plan (IAP) format for incidents and major events? The Incident Action Plan (IAP) is a written plan that defines the incident objectives and reflects the tactics necessary to manage an incident during an operational period. There is only one FEMA IAP for each incident, and that IAP is developed at the incident level. The IAP is developed through the incident action planning process.

15 Section 5: Next Steps Module 1: Drills, Exercises and Training 38. Were expectations and guidelines for staff emergency management training developed as part of the planning process? 39. Were the district s drills and exercises developed using a comprehensive and progressive drill and exercise program? 40. Does the district s planning process support coordination with stakeholders for education, training, drills and exercises? Module 2: AAR/Corrective Action Plans 41. Are After Action Reviews (AAR) utilized to identify gaps after both incidents and events that occur in the district? An After Action Review (AAR) is a simple process used by a team to capture the lessons learned from past successes and failures, with the goal of improving future performance. It is an opportunity for a team to reflect on a project, activity, event, or task so that they can do better the next time. 42. Are Corrective Action Plans (CAP) used to address the gaps identified through the AAR process? A Corrective Action Plan (CAP) is a document describing exactly how a specific situation will be changed to better meet the goals of a future incident. A corrective action plan is a response to a situation that is problematic.