Disaster and Emergency Preparedness: Guidance for ... - INEE Toolkit

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Creative problem solving to bridge the gap between needs and resources: in oneuniversity, a single supplier delivers drinking water to many buildings and departments,but none had extra supplies. The university made a one-time purchaseof emergency water supplies. Now the water supplier uses this stockpile todistribute throughout the university, and re-stocks it, so that the university willalways have a fresh emergency water supply.Using school and neighborhood risk and resource mapsSchool site map and neighborhood maps are indispensible tools for recording and visualizingrisks and resources on your campus and in your community. They will help you recognizeand think through how to fill the gaps between vulnerabilities and capacities.On the School Map mark vulnerabilities and resources such as:Disaster and Emergency Preparedness: Guidance for SchoolsEntrances and exitsVisitor check-in pointEmergency assembly areaGas line shut off location(s)Electricity shut off location(s)Water shut off location(s)Building evacuation routesBuilding dangersUnderground dangersOverhead dangersHazardous materials locationsFire suppression equipment locationsFirst Aid staging areaRequest and Reunification gatesIndividuals with disabilities and youngchildrenResponse provisions on-site12
On the Neighborhood Map mark vulnerabilities and resources such as: Emergency evacuation routes Tools (e.g., generator) Emergency vehicle routes Resource people Alternate assembly area, shelters, Transportation resourcesand safe havens Vulnerable populations (elderly, young Health facilitieschildren) Fire station Vulnerable building, roads, and facilities Hazardous materials sites Resource people for response and recovery Response provisions off-sitePost these maps on your school safety bulletin board, and make them part of your staffhandbook and staff orientation. Review and revise these maps as you develop and reviseyour disaster prevention plan.Contingency planning for educational continuityWhen students are out-of-school for any prolonged period of time, drop-out rates increase,resulting in lifelong negative impacts. Staff unemployment also follows. In additionto all of the steps taken for hazard and resource assessment, physical protection, andresponse capacity development, you will also need to have contingency plans for how tocontinue providing education to students as quickly as possible following hazard impact.This is especially true for schools that face recurring hazards such as annual floods. Alternatesites, temporary shelters, delivery of homework packets, radio and television deliveryof lessons are just some of the creative alternatives for making sure that educationcontinues. In the post-disaster period, students will also need to participate in recoveryefforts, and have time set aside for a variety of psychosocial support activities, and opportunitiesfor communal grief recovery, to ease their adjustment to the sudden lossesin their lives. This may include people, homes, jobs, communities and tangible culturalheritage.Your school, if in good condition, may also be called upon to be used as an emergencyshelter, further disrupting education. If you use private services for security, catering andtransportation, these companies should be included in your planning process. Have memorandaof understanding ahead of time with engineers who can inspect your building forsafety, water pumping equipment providers, and various other contingency steps can betaken in advance and speed your recovery.School Disaster Management13
Page 1: The Connected Vehicle5.9 GHz DSRC f
Page 5 and 6: ContentsForewordviiIntroduction 1Sc
Page 7 and 8: ForewordThis handbook and its compa
Page 9 and 10: IntroductionMore than 400 national
Page 11 and 12: School Disaster ManagementSchool Di
Page 13 and 14: 1. Assessment and planningAssessmen
Page 15 and 16: vention awareness in the school com
Page 17 and 18: D. Find the relative risk score, by
Page 19: Priority 1: secure items that can k
Page 23 and 24: And last but not least, students wi
Page 25 and 26: Secure lighting fixtures to ceiling
Page 27 and 28: Standardization - the use of common
Page 29 and 30: Incident Command Systems Organigram
Page 31 and 32: Staff: ahead of time, practice as a
Page 33 and 34: necessary, or when there is not tim
Page 35 and 36: Reunification Team: greets parents
Page 37 and 38: When you are in transit. When trave
Page 39 and 40: If you are indoors, stay off all te
Page 41 and 42: Emergency Procedures Decision-TreeR
Page 43 and 44: Report findings to Operations Chief
Page 45 and 46: Work with the cafeteria and ICC to
Page 47 and 48: the drill, students can debrief wit
Page 49 and 50: ReferencesGFDRR and INEE, Guideline
Page 51 and 52: Addenda:Comprehensive School Safety
Page 53 and 54: addressed and implemented at the lo
Page 55 and 56: 5. Schools have and practice polici
Page 57 and 58: In Column B, the likelihood of occu
Page 59 and 60: “L”-shaped, “H”-shaped, “
Page 61 and 62: We have a fire extinguisher and mai
Page 63 and 64: Other variationsTo make this a real
Page 65 and 66: if there is an earthquake when they
Page 67 and 68: Class Status Report FormReturn this
Page 69 and 70: Emergency Provisions ChecklistsADMI
Page 71 and 72:
1 RADIOBATTERIES1 WHISTLE4 EMERGENC
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