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

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authorities will return command to you when it is safe to do so. Following incident informstudents and parents, as appropriate, providing time for review and discussion.Disaster and Emergency Preparedness: Guidance for SchoolsStaff:1. Gather students into classrooms, maintaining calm. Try to warn other faculty, staff,students and visitors to take immediate shelter. If you are outside the building proceedimmediately to a secure area, away from the threat.2. Close and lock the doors from inside. Stay out of sight and stay away from doorsand windows. Wherever you are, turn all available desks and/or tables onto theirsides facing the hallway and/or outside windows, if necessary.3. Instruct students to drop and cover behind the desks making themselves as smalla target as possible. Do not close coverings on outside windows.4. Turn off lights and turn off radios and other devices that emit sound. Silence cellphones.5. Stay where you are until instructed in person by police or school authorities.6. Follow instructions to continue class and/or use Disaster and Emergency StudentRelease procedures.Emergency student release procedureDisaster and emergency student release procedures are intended to ensure that students andfamilies are safely reunited, following any unsafe or unusual circumstances. In the eventof an emergency or disaster, students under the age of 16 should not be permitted to leaveschool except in the company of an adult approved by parent or guardian.Parents: provide and maintain an updated List of Emergency Contacts for their child. Thisshould include parents or guardians and two or three trusted relatives or friends nearby whowill be nearby or come to collect student in case of emergency. In the event of emergencyor disaster, the student will only be released to persons on this list or authorized by personson this list.Administration: ensures that List of Emergency Contacts for each student is updated by parentsat the beginning of the school year, and can be updated by parents at any time. Maintainsthe current copy of student emergency contacts in administration office “Go-Box”, andannually in the school emergency supplies bin.Teachers: make sure that both students and parents are familiar with student release proceduresfor emergencies and disasters.26
Reunification Team: greets parents and emergency contacts at request gate, providing themwith Student-Family Reunification Form (permit to release child) form to fill out. Verify thatthe adult picking up the child is listed on the List of Emergency Contacts and verify theiridentity. Reunites students at reunification gate. Keeps signed copies of Student-Family ReunificationForms in order to respond to any query. Organizes request and reunification functionsfor maximum efficiency and safety.Hazard specific response proceduresGeneral:Visitor registration: to protect visitors from all hazards, and to protect students and stafffrom intruders, schools must maintain a single entrance and registration system with nametagsfor visitors, so that staff and students will know that unfamiliar people have identifiedthemselves before moving around on campus. Communicate these rules widely and assistvisitors in the registration process.Emergency calls: when calling for police, ambulance, fire or other emergency services beprepared to describe WHAT, WHEN, WHERE, WHAT is happening, WHO you are andhow to call you back. Do not hang up until told to do so. For personal safety you should programa next-of-kin phone number under the name “ICE” in your cell phone. This is the universalname for “In Case of Emergency”.Medical emergency: provide immediate medical care and call ambulance if necessary.Threats of Violence: violent incidents at school are not impulsive, random, or epidemic.Prior to most incidents the attacker told someone about his/her idea or plans. There is noaccurate profile of a violent offender. Some, but not all violent students have social difficulties,and there are many motivations for violence. Prevention can be achieved by building aclimate of trust and respect between students and adults. School should provide a place foropen discussion where diversity and differences are allowed and communication is encouragedand supported. Attention must be paid to students’ social and emotional as well as academicneeds.Whenever any threat is made, do not ignore them, and do not over-react. Threats ofviolence may be: direct— specific act against a specific target identified in a clear and explicitmanner; indirect—vague, unclear, ambiguous or implied violence; veiled—implied but notexplicitly a threat; conditional—warning of violence, if terms are not met (e.g., extortion).A professionally-trained threat assessment team may need to evaluate whether the threatSchool Disaster Management27
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 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: necessary, or when there is not tim
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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