1

Crisis Management

Planning for Schools

Maine Department of Education

Department of Health and Human Services

Maine Emergency Management Agency

June 2006

2

Overview of Presentation and Objective

AWARENESS LEVEL

•Requirements and logic•Concepts•Methods/process•Resources available

3

TODAY• Overview of Presentation and Objective • Pandemic Flu: A Scenario for Schools• Why Schools Need to Plan: Logic and Law• Completed Emergency Plan: Components

and Quality• Five Steps of Effective Planning Process• Tell us - What Resources do you need to

Develop Your Plan• Questions and Answers

4

Pandemic Flu: A Scenario for Schools

Andrew Pelletier, MD, MPHMaine Department of Health

and Human Services

5

Why Schools Need to Plan: The Law and Logic Behind the Community

Expectation

• Law – Title 20A Section 1001 (16)– DOE Rule Chapter 125 section 10.02– Public Law 634: Construction, Plans and

Curriculum

6

Title 20A section 1001 (16)Crisis response plan. They shall annually

approve a plan developed by the school unit administration working with local public safety, mental health and law enforcement officials to deal with crisis and potential crisis situations involving violent acts by or against students in each school in the school administrative unit.

7

DOE rule chapter 125 section 10.0216. Emergency Procedures

To protect the safety of students and personnel, each school administrative unit shall develop a Crisis Response Plan to deal with crises and potential crisis situations including violent acts by or against students or other persons in each school. The Plan shall include the designation of an adult responsible on site during an emergency. The unit will work with local public safety, mental health, and law enforcement officials in developing this plan, which will be included in the unit’s Comprehensive Education Plan.

8

Public Law Chapter 634:

Requires Generators in New School Construction

Requires Incorporation of Crisis Planning in Public School Curriculum

Requires DOE and MEMA Audit of School Crisis Plans

9

122nd legislature directions to MEMA = task force to study Maine’s Homeland Security needs– Direct MEMA to evaluate the emergency

preparedness or our public school and provide recommendations on how these systems should improve

– Incorporate emergency planning into the public curriculum

The real world- its happening in communities like yours right now

Why Schools Need to Plan: Law and Logic

10

• Emergencies Rarely Happen

• They Don’t Happen in Rural Towns

• Nothing Major has Happened at My School So I Don’t Need To Plan

SCHOOL DISASTER MYTHS

11

• School Administrators Will Know What To Do

• Community Resources Will Respond In A Coordinated And Effective Manner

• Disasters Develop Slowly So There Will Be Time To Prepare

SCHOOL DISASTER MYTHS

12

13

2005-06 Maine IED INCIDENT RATE 11 of 16 Counties

Androscoggin Aroostook Cumberland Franklin Hancock Kennebec Penobscot Piscataquis Somerset Washington York

One Every Three Days in Maine

14

Completed Emergency Plan:Components and Quality

“WHAT IF”

15

School Disaster Planning

Is a Community Effort

Is a Problem Identification and Solving Process

Is a Process Without an End

16

School Disaster Planning Principles

School Disaster Planning

Recognizes vulnerability to many hazards

Involves everyone- fire, police, parents, students, school staff, public works, mental health resources, etc.

17

School Disaster Planning Principles

School Disaster Planning Strives To Reduce Risk Through:

Changing the physical plant

Changing attitudes of staff and students

Building practical response procedures

18

School Disaster Planning Principles

School Disaster Planning Strives To Reduce Risk Through:

Community coordination

Training

Practice

Finding new resources in the community

19

School Violence

Planning only for school violence leaves a lot of holes in school

preparedness..

20

Components• Plan

– Diversified community team

– Multi hazard analysis

– Risk Mitigation

• Action steps

• Schedule

• Commitment of resources and budget

21

Components• Preparedness

– Resource needs and commitments– Capability development

• Needs analysis + identification• Action steps and schedule

– Cycle and schedule for testing, revision and practice

22

• Most schools do not have the skills or resource to create good emergency plans by themselves

• State, county, community emergency Managers regularly plan for emergencies

EMERGENCY MANAGERS CAN HELP YOU

23

Five Steps of Effective Planning

1.Risk Analysis

2.Mitigation planning

3.Preparation

4.Response/Recovery

5.Evaluation

24

Five Steps of Effective Planning

Step 1: Risk Analysis

Risk Analysis

Do a walk through identify the Risk and Vulnerabilities

Risks recorded on walk though

Prioritize risks and eliminate

25

Done with Town & County EMA Directors and Fire and Police

All serious risks are evaluated

Do a Risk Analysis

26

Process step 1 Risk Analysis

Hazard Identification Vulnerability Planning conclusion

Name and source?

Impact school?

Likelihood of an event occurring?

Property impact?

People impact?

Addressed in plan?

Observation – Survey – Research - Discussion

27

Five Steps of Effective Planning

Step 2: Mitigation Planning

What do we need to change or implement to:

• Reduce the probability

• Reduce the severity of the impact

28

Five Steps of Effective Planning

Step 2: Mitigation Planning(continued)

Action Steps:

• Capability and Training

• Facility Modification

• System Additions and Modifications

• Cost and resource requests

• Approvals

• Completion schedule timeline

29

Five Steps of Effective Planning Step 3 Preparation and Readiness

Planning

Resources

Training and Drills

30

Five Steps of Effective Planning Step 4 Response/Recovery

Alert and NotifyDirection and ControlEmergency ServicesEmergency Public InformationEvacuate

31

Five Steps of Effective Planning Step 4 Response/Recovery

(continued)

Shelter Resource Management Damage Assessment Recovery Plans and Actions

32

Five Steps of Effective Planning

Step 5: Evaluation

Test the Plan

Review and Revise Yearly

Assessment and Upgrade

33

Team Review After Each Test or Event√ What did we experience and learn?√ What worked well/ not so well?√ What was missed?√ Identify & list upgrades√ New plan review

Plan> Do > Check > Act

Then Reloop

34

TRAIN TRAIN TRAIN TRAIN

PRACTICE

IMPROVE AND UPGRADE

35

1. Use regular comprehensive planning, hazard proofing of buildings, and disaster drills and exercises to reduce risk.

2. Do nothing to eliminate risk or regularly plan for consequences.

3. Do some planning on an irregular basis with minor involvement of other community resources.

4. Assume that nothing will happen and that if it does everything will turn out okay.

Which method does your school use?

36

Be proactive

Guard against apathy

Secure support of top officials

Plan as a community

CHALLENGES

37

EFFECTIVE PLANNING

Takes time and time again

Takes resources

Reduces the impact of risk through mitigation

38

39

What can we do to help you?

40

Strive For The Ideal

- Do what Is Possible

41

RESOURCES

• DOE

• www.maine.gov/education/sos

42

RESOURCES

• Maine Emergency Management Agency

• MEMA Training opportunities• Planning assistance

• 624-4400• www.maine.gov/mema

43

Questions?

44

“IF ONLY”