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

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Communicating your planDisaster and Emergency Preparedness: Guidance for SchoolsSchool faculty and staff, students, parents, and local community leaders and first respondersall need to be familiar with your plans, in order for them to work effectively. Communitymembers have a great deal to offer the school disaster management process, supporting inrisk reduction activities, participating in school drills, volunteering during response and recovery,and providing response supplies.You may want to hold special meetings with local public safety representatives, and anopen meeting for your entire school community to communicate your plans and invite participationand support. Communicate this information in as many ways as possible (written,audio, visual, demonstration, and through younger students). Translate as necessary to includeeveryone.Staff need to understand your expectations of them. If a disaster occurs, when are theyexpected to report to work? How they will organize shifts? Which individuals may not beable to stay because young children or elderly family members are at home. Open discussionand realistic planning will help. Everyone will want to know what notification systems youwill be using (telephone tree, posted notice on building, radio, automated phone messages,e-mail, school web-page).Parents need to be knowledgeable and involved. It is essential for disaster preparednessthat parents know and trust that their children will be safe and cared for at school, until thedanger has passed or outside help arrives, even for two to three days! Let them know, in advance,all emergency procedures.Clearly explain student release procedures to parents, students and community members.Students will be released only to parent/guardian or other pre-authorized emergencycontact (who should bring photo identification with them). Provide information about alternateevacuation and reunification site, especially if your school grounds are not likely tobe safe because of nearby hazards. Explain that in case of a lockdown, the school will not beable to answer incoming phone calls or make outside calls. Police will provide assistance. Noone, including parents, will be allowed near the school. Students will be kept inside and notpermitted to leave until the lockdown is lifted by the police. After that, parents may come toschool to pick up their children.As part of this communication process, you should ask parents to provide: Emergency contact information: in order to implement student release procedures,be sure that parent and emergency contact information is updated at the beginningof each school year and that parents notify the school of changes during theschool year. Student comfort bags: these hold essential supplies each child in case of emergency(see Section 3.C below).14
And last but not least, students will be empowered participants in disaster prevention,now and in the future, if they are fully and thoughtfully included in communicating schoolsafety plans.2. Physical and environmental protectionYour plan to reduce vulnerability and risks will need to consider:Structural safety – this addresses the safety of buildings on or near the school site;Non-structural safety – this addresses the threats posed by building furnishingsand equipment as well as building elements such as roofs, windows, stairs, heatingand cooling systems, water storage, pipes, and exit routes. This includes fire safety;Local infrastructure – this addresses lifeline utilities such as water, electricity, gas,as well as communications and transportation conduits. It also covers transportationsafety;Environmental mitigation – this addresses ambient conditions such as temperature,inundation, hazardous materials release, and climate change impacts.The dos and don’ts below will assist in identifying and implementing these protectionmeasures.Structural safety maintenanceWhile implementation of structural safety measures is beyond the scope of this document,building maintenance is a critical component in the maintenance of structural and nonstructuralsafety. Damage should be repaired as discovered, and structural safety shouldnot be compromised through alteration and misuse. Responsibility for this rests with localschool administration and designated facilities and maintenance personnel.Check to be sure that you:Do not compromise columns or beams by cutting, exposing, or making holes inthem;Do not let reinforcing steel be exposed to air or moisture;Do cover exposed steel with concrete mortar;Fix wood rot, cracked mortar, cracked bricks, and concrete damage;Keep gutters and drainage systems clear of debris;Make sure that water and moisture drains away from building;Replace broken glass.School Disaster Management15
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 and 20: Priority 1: secure items that can k
Page 21: On the Neighborhood Map mark vulner
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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