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

More documents

Recommendations

Info

Information and planning: these are documenters and analyzers (support themission)This branch is typically mobilized in advance of a disaster, identifying and researchingresources, executing memoranda of understanding in advance. During anincident it documents the situation, activities, and assures accurate record keeping.Finance/administrators: these are payers (pay and negotiate)This function typically keeps records of resources and staff time expended duringany emergency, arranging compensation where permitted, and negotiating asneeded for access to needed resources.Disaster and Emergency Preparedness: Guidance for SchoolsICS is a flexible system that can be activated to different levels, depending on the situation.For example, an intruder on campus, a fight between students, or traffic accident mightbe handled by activating Level I alone. A small fire or flood might require Level II activation.A major disaster, such as an earthquake might require full activation of multiple teamsat Level III. Maintaining this structure allows more responders to be integrated, maintainingthe chain of command, and a manageable span of control (i.e., 5–8 people per supervisor). Itis not normally recommended to have permanent teams with single functions because eachsituation differs, and may call for more or fewer people on any particular team. As much asresources permit, staff should cross-train. Even if response teams are formed ahead of time,staff should understand and be prepared to assume any response role, as needed. IncidentCommand Systems are designed to be flexible, and to activate from the top down, only to thelevel, and only those functions required by the particular disaster or emergency.Standard operating proceduresStandard emergency response procedures depend on the hazard, and can and should be customizedto your unique circumstances. These are built around six basic emergency proceduresdetailed below:Building evacuation;Shelter-in-place;Lockdown;Assemble and shelter outside;Evacuate to safe haven;Emergency student release/family reunification.Each of the procedures is described in detail below. Remember that individuals withdisabilities, foreign language speakers and visitors unfamiliar with these procedures may20
Incident Command Systems OrganigramSchool Safety/School Disaster& Emergency Management CommitteeSafety OfficerManagement/CommanderCommunicationsTeamLevel ILiaison OfficerPublicInformationOfficerOperationsLogisticsAdministration,Finance & DocumentationLevel IIDamage AssessmentLight Search &RescueFire SuppressionEquipment& SuppliesVolunteering &StaffingPlanning, Analysis& FinanceDocumentationLevel IIIFirst AidPsychosocialSupportTransportation &TrafficShelter &SanitationProcurementStudentSupervisionWater &FoodStudentReleaseneed assistance in following them. The Emergency Procedures Decision-Tree that follows illustratesthe different circumstances that lead to these six basic procedures.Question #1—Is there any warning before the hazard impact? Is the hazard rapid-onset,without warning (such as acts of violence, earthquake, fire), or is it a slow or medium-onsethazard with some early warning (such as floods, cyclone, winter storms, etc.)? In the caseof medium onset events with early warning, school maybe closed, and alternate educationSchool Disaster Management21
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 and 22: On the Neighborhood Map mark vulner
Page 23 and 24: And last but not least, students wi
Page 25 and 26: Secure lighting fixtures to ceiling
Page 27: Standardization - the use of common
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

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

Create successful ePaper yourself

Delete template?

Save as template?