homeland security planning for campus executives

Homeland Security Planning for Campus Executives



Module Title Time

1 Workshop Introduction, Administration, and Pre-Assessment

35 min.

2 Introduction to Homeland Security 35 min.

3 Crisis Preparedness Planning for Higher Education Institutions

35 min.

4 Training, Equipping, and Exercising for Campus Preparedness

45 min.

5 Communications Planning and Implementation 30 min.

6 Lessons Learned 25 min.

7 Workshop Summary, Post-Assessment, and Evaluation 15 min.

Total Time≈ 3 hours40 min.

Workshop Agenda


Activity - Icebreaker

• Instructor and facilitator introductions

• Site introductions College/University name Expectations of the workshop

Activity - Icebreaker


Pre-Assessment (15 minutes)

• You will now take the pre-assessment that will be administered by each site facilitator.

Pre-Assessment


Module 1Workshop Introduction, Administration,

and Pre-Assessment

• Homeland Security• Relevance to Higher Education• Workshop Main Goals and

Components• Workshop Schedule and

Administrative Requirements• Module Summary


Department of Homeland Security

Homeland Security Act of 2002 Established the Department of

Homeland Security with these missions:

• Prevent terrorist attacks• Reduce vulnerability• Minimize damage• Assist in recovery

1.1.1


Vision of Homeland Security

“We must lay out a vision of homeland security that is sustainable over the long run – a vision that balances durable and comprehensive security with the American way of life; the values we cherish and the uninterrupted flow of lawful commerce across our borders.”

Secretary of Homeland Security Michael Chertoff April 2005

1.1.2


Risk Management

• Threat

• Vulnerability

• Consequence

1.1.3


Relevance to Higher Education

• 4,000 higher education institutions in U.S.

• Over 15 million students

• Several million faculty, staff, and visitors

1.2.1.A


Relevance to Higher Education

• Large entertainment venues

• Critical national research facilities

• Nuclear and biological materials

• Animal and environmental concerns

1.2.1.B


Activity - Discussion

• Every campus has a number of vulnerable targets that need to be considered when preparing an emergency management plan.

1.2.1 Activity - Discussion


Discussion Questions

1. What are specific issues and concerns related to Homeland Security on your campus?

1.2.1 Activity - Questions


Discussion Answers

1. Specific issues and concerns on a typical campus:

• Open access areas• Arenas and stadiums• Chemical research labs• Hazardous materials areas• Area containing sensitive information• President and executive offices• Student housing

1.2.1 Activity - Answers


Workshop Goals

• Improve planning and preparedness capabilities of higher education institutions

• Help campus executive leadership understand principles of campus incident readiness

• Provide leadership with examples, tools, and resources for Homeland Security strategies

1.3.1


Module 1 Summary

• The Department of Homeland Security works to prevent terrorist attacks, reduce vulnerabilities, minimize damage, and aid in recovery operations.

• National preparedness represents a continuous effort to develop procedures, policies, and training to maximize capabilities to prevent and respond to domestic incidents.

• Homeland protection procedures should become a normal part of everyday campus life.

1.4.1.A


Module 1 Summary

• Risk management principles can guide the decision-making process in developing plans and allocating resources in a way that balances security and freedom.

• Higher education institutions must become involved in Homeland Security planning at institutional, regional, and national levels.

1.4.1.B


Module 2Introduction to Homeland Security

• National Strategy for Homeland Security

• Local, Regional, State, and Federal Government Roles in Homeland Security

• Module Summary


Department of Homeland Security Directorates

• Directorate for Preparedness• Science and Technology Directorate• Management Directorate • Office of Policy Directorate• Federal Emergency Management

(FEMA) Directorate

Effective as of 02/02/2007

2.1.1


LocalLocalResponseResponse

StateStateResponse or SupportResponse or Support

FederalFederalResponse or SupportResponse or Support

FederalFederalResponse or SupportResponse or Support

Incident

KnowledgeKnowledgeKnowledgeKnowledge

AbilitiesAbilitiesAbilitiesAbilities

National Response Plan (NRP)

National Incident Management System (NIMS)Aligns command, control, organization structure, terminology, communication protocols, and resources for all events

ResourcesResourcesResourcesResources

National Response Plan (NRP)Integrates and applies federal resources, knowledge, and abilities before, during, and after Incidents of National Significance

2.1.2


Six Components of the National Incident Management System (NIMS)

Command and Management

Command and Management PreparednessPreparedness Resource ManagementResource Management

Supporting TechnologiesSupporting TechnologiesCommunications and Information Management

Communications and Information Management

Management andMaintenance of NIMS

Management andMaintenance of NIMS

2.1.3



• The National Response Plan is an all-hazards plan.

• An all-hazards approach includes identifying and planning for the similar effects that occur across the range of potential hazards.




1. Why is an all-hazards approach necessary?

2. What purpose do the National Response Plan (NRP) and the National Incident Management System (NIMS) serve for higher education institutions?



Discussion Answers

1. An all-hazards approach is necessary to manage domestic incidents.

2. Higher education institutions must use national plans as a basis to develop internal systems to match their needs and to interface with other agencies in a consistent manner.



Homeland Security Presidential Directive(HSPD)-8 in Context

Relevant as of 03/08/06

2.1.4


Incident Command System (ICS)• ICS is a component of NIMS and is a management

system designed to integrate resources from numerous organizations into a single response structure using common terminology and processes

• Use the FEMA PowerPoint Presentation on the CD-ROM called State & Local Partners Training

• Incident management activities organized under four functions:

OperationsOperations

CommandCommand

PlanningPlanning LogisticsLogistics FinanceFinance

2.2.1


Unified Command System (UCS)

• System that coordinates local, state, federal, tribal, and non-governmental entities with overlapping jurisdiction and incident management responsibilities

• The key here is jurisdictional responsibility overlap

• Roles change as incidents evolve• Command is given to the lead agency• One incident commander

2.2.2


Roles, Positions, and Responsibilities

Position Responsibilities

Campus

Campus Executive Leaders • Provide leadership in campus emergency response activities

• Initiate emergency response plan (ERP)

• Consult and coordinate with off-campus emergency response leaders

Campus Public Safety Officers

Crisis Management Team

Local

Law Enforcement • Criminal investigations• Perimeter and patrol services• Search and rescue• Support personnel, equipment, and

supplies• Specialized resources• Recovery assistance• Emergency communications• Public information communications

Fire Department / HazMat

Emergency Medical Services (EMS)

Emergency Preparedness Office

Medical Examiner

Public Works Office

Press Secretary / Public Affairs

City / County Attorney

2.2.3.A


Position Responsibilities

State and Regional

National Guard / Civil Support Team (CST) • Support Personnel, Equipment, and

Supplies• Specialized Resources• Field Assessment• Declarations of Emergency• Federal Assistance Requests

HazMat Personnel

Aviation Support

State Emergency Management Agencies

Governor and Staff

Federal

Federal Bureau of Investigation (FBI)• Leading the Criminal Investigation

(in certain circumstances)• Federal Recovery Assistance• Support and Specialized Resources• Armed Forces Support

Federal Emergency Management Agency (FEMA)

Centers for Disease Control (CDC)

Army/Navy/Air Force/Marines

Roles, Positions, and Responsibilities

2.2.3.B


Response Relationships

FederalFederalStateState

RegionalRegional

LocalLocal

CampusCampusResourcesResources

2.2.4


Module 2 Summary

• The NRP is an all-discipline, all-hazards plan for managing domestic incidents.

• NIMS provides a consistent nationwide template to enable all government, private sector, and nongovernmental organizations to work together during domestic incidents.

2.3.1.A


Module 2 Summary

• HSPDs provide the foundation for Homeland Security operations.

• Institutions should apply ICS to enable integration with other agencies under a UCS.

• Campus and local entities will handle the initial response.

2.3.1.B


Module 3Crisis Preparedness Planning for

Higher Education Institutions

• Planning and Management Issues• Concepts of Prevention, Detection,

Deterrence, Response, and Recovery• Threat and Vulnerability Assessments• Planning Tools and Checklists• Module Summary


All-Hazards Response Plan

• An approach that coordinates prevention of, preparedness for, response to, and recovery from terrorism, major natural disasters, and other emergencies

• Addresses preparedness and relationships

• Requires decision-making authority in planning session

• Addresses training• Must be feasible and flexible

3.1.1


EvaluationAnd Revision

EvaluationAnd Revision

Training,Equipping, and

Exercises

Training,Equipping, and

Exercises

ProtectiveMeasuresProtectiveMeasures

Threat andVulnerabilityAssessments

Threat andVulnerabilityAssessments

Establish and Strengthen

Relationships

Establish and Strengthen

Relationships

ResponsePlanning

ResponsePlanning

Response Planning Process

3.2.1


Relationship Development

• Collaboration with supporting agencies

• Input from various sources within the campus community

• Incident management provisions

3.2.2


Threat and Vulnerability Assessments

VulnerabilityVulnerability ThreatThreat

Identify Potential Threat Elements (PTEs) and suspicious activities on or near campus

Identify Potential Threat Elements (PTEs) and suspicious activities on or near campus

Determine goals, motives, and objectives of PTEsDetermine goals, motives, and objectives of PTEs

Review previous attacksReview previous attacks

Evaluate and rank potential targetsEvaluate and rank potential targets

Determine actions necessary to reduce vulnerabilityDetermine actions necessary to reduce vulnerability

Increase awareness of existing hazardsIncrease awareness of existing hazards

3.3.1


Critical Vulnerabilities

• Open access areas• Access by vehicles• Building systems• Security for hazardous

materials• Security for sensitive

information• Large gatherings of people

Photo Credit: NASA

3.3.2


Elements of Campus Preparedness

• Prevention

• Detection

• Deterrence

• Response

• Recovery

3.4.1



• Institutions of higher education need to be prepared for a variety of incidents that could take place on their campuses.




• What are some of the critical tasks associated with elements of campus preparedness (prevention, detection, deterrence, and recovery) and what should you do as a campus executive?



Discussion Answers

• Prevention Anticipate possible emergency events

and take actions to lessen the probability that such events occur

• Detection Early detection of potentially hazardous

events and other disasters may prevent them from occurring at all

3.4.1 Activity – Answers A


• Deterrence Perform risk assessments in order to

harden possible targets through heightened awareness and communication

• Recovery Reestablish essential services,

coordinate actions with local, state, and federal authorities, etc.

3.4.1 Activity – Answers B

Discussion Answers


Planning Tools(PDF files available on accompanying CD-ROM)

Campus Preparedness

Assessment Manual

Building a Disaster-Resistant University

Primer to Design Safe School Projects in Case

of Terrorist Attacks

3.5.1


Module 3 Summary• All-hazards response plans should be

realistic, flexible, and specific to the school and its needs.

• Collaboration and communication with supporting agencies and various resources on and around the campus are necessary to establish relationships as part of the response planning process.

• Threat and vulnerability assessments help identify potential weaknesses on a campus and need periodic updating.

3.6.1.A


Module 3 Summary• Campus public safety officials play key

roles in prevention, detection, deterrence, response, and recovery.

• A variety of planning tools are available to assist campus security personnel with developing emergency response plans.

3.6.1.B


Module 4Training, Equipping, and Exercises

for Campus Preparedness

• Who Needs Trained to Do What?• Training Providers and Availability • Homeland Security Training and

Exercises• Equipping Standards• Funding Streams• Module Summary


Training Needs

Senior Administrative PersonnelSenior Administrative Personnel ● Developing emergency management plans● Ensuring that personnel are trained, equipped and exercised in ICS, UCS, and Emergency Operations Center (EOC) processes.● Collaborating with other agencies● Designating an Emergency Preparedness Officer

Senior Administrative PersonnelSenior Administrative Personnel ● Developing emergency management plans● Ensuring that personnel are trained, equipped and exercised in ICS, UCS, and Emergency Operations Center (EOC) processes.● Collaborating with other agencies● Designating an Emergency Preparedness Officer

Campus First RespondersCampus First Responders● Taking command of incident site● Notifying appropriate agencies● Identifying and assessing the events● Using Personal Protective Equipment (PPE)● Participating in Weapons of Mass Destruction

and ICS training

Campus First RespondersCampus First Responders● Taking command of incident site● Notifying appropriate agencies● Identifying and assessing the events● Using Personal Protective Equipment (PPE)● Participating in Weapons of Mass Destruction

and ICS training

4.1.1



• Campus public safety officers should be aware of the potential targets on campus as well as groups that pose a threat.




• What groups on your campus or groups that may come to your campus pose a potential threat?



Discussion Answers

• Groups that could pose a threat include: Animal Rights Groups Pro-abortion or anti-abortion groups Radical Environmental Movements Groups that advocate violence or civil

unrest



Training Available from theOffice of Grants and Training (G&T)

1. The Course Catalog is available at: http://www.ojp.usdoj.gov/odp/docs/coursecatalog.pdf

2. Schedule G&T Training - CallG&T Helpline 1-800-368-6498

3. Go to http://www.firstrespondertraining.gov/

4. Submit request to State TrainingPoint of Contact (POC)

5. State POC will call G&T to schedule training

Effective as of 04/19/06

4.2.1


Types of ExercisesLevels of Training

Training and Exercises

• Awareness level• Performance• Planning and

Management

• Discussion-Based Seminars Workshops Tabletop Exercises

(TTXs)

• Operations-Based Drills Functional Exercises

(FEs) Full-Scale Exercises

(FSEs)

4.3.1


Critical Incident Stress Training• Critical Incident Stress

Management (CISM)• Stress Inoculation

Training (SIT)• Three-Pronged Approach

to Deal with Critical Incident Stress1. Defusing2. Critical Incident Stress

Debriefing (CISD)3. Peer Support

4.3.2


Sources of Traininghttp://www.iaclea.org/visitors/professionaldevelopment/index.cfm

International Association of Campus Law Enforcement Administrators (IACLEA)

4.3.3


Office of Grants and Training (G&T)Equipping Standards

• G&T Authorized Equipment List• Equipment Purchase Program• G&T Funding is available

• Levels of Personal Protective Equipment (PPE) Level A Level B Level C Level D

4.4.1


Time, Distance, and Shielding

• Time Minimize time spent in

affected area

• Distance Maximize distance from

affected area

• Shielding Seek protection from

harmful materials

4.4.2


DHS Funding Streams

G&T Competitive Training Grants Program G&T Competitive Training Grants Program (CTGP)(CTGP)

● Developing emergency management plans● Ensuring coordinated response● All-hazards planning and response● Collaboration with other agencies

G&T Competitive Training Grants Program G&T Competitive Training Grants Program (CTGP)(CTGP)

● Developing emergency management plans● Ensuring coordinated response● All-hazards planning and response● Collaboration with other agencies

State Homeland Security Formula GrantsState Homeland Security Formula Grants

● State by state allocation ● State Administrative Agency (SAA) list

State Homeland Security Formula GrantsState Homeland Security Formula Grants

● State by state allocation ● State Administrative Agency (SAA) list

4.5.1


Module 4 Summary

• Training should involve familiarization with emergencies, roles, and responsibilities of each department or individual. Exercises will demonstrate the pressures of an actual emergency, and allow practice in decision-making and efficient response techniques.

• Catalogs of courses provided by G&T and its training partners are available through the G&T State and Local Domestic Preparedness Support Helpline at 1-800-368-6498.

4.6.1.A


• Campus personnel should be trained in the levels of PPE that are necessary for different situations and understand how to use time, distance, and shielding to minimize exposure.

• G&T funding is available for institutions in the areas of planning, equipping, training, and exercises.

Module 4 Summary

4.6.1.B


Module 5Communications Planning and Implementation

• Serving Multiple Constituencies• Components of a Risk Communications Plan • Crisis Management Communications • Prepared Communications Plans• Spokesperson Training• Module Summary


Constituencies• Governing Body• Faculty• Staff• Students• Parents• Alumni• Guests/Visitors• Community• Response Partners• Media• Volunteers

5.1.1



• Public Information Officers deal with a variety of different groups through various methods of communication.




1. What groups or organizations do you work with when there is an emergency, and what is your usual method of communication with them?

2. Would you deal with them differently in a crisis? How?



Discussion Answers

1. Groups Involved: Governing body, faculty, students Communications systems: E-mail,

Web sites, newsletters

2. Most crisis situations include sensitive information that must be kept from the public or diplomatically expressed to them.



The Media Will Be There!

5.2.1


Risk Communication• Be First• Be Credible• Pre-Event• Crisis Management• Post-Event

http://www.cdc.gov/communication/emergency/erc_overview.htm

5.2.2


Crisis Communications Plan

• Build relationships before a crisis happens• Establish and know partner roles• Establish contact lists with multiple means

of communication (e.g., phone, fax, e-mail)• Develop plan for frequency of contact

during a crisis (e.g.,three times per day)• Provide constituents with the next update

time

5.3.1


Crisis Communications Management

• Prepared plan

• Demonstrate institution’s commitment to correct problem

• Take control of information flow

• Integral part of all-hazards emergency response plan

5.3.2



• A well-organized crisis communication management plan is a key resource in managing a crisis effectively.




1. Do you currently have a crisis communication plan?

2. What possible partners do you have for creating joint information releases?



Discussion Answers1. Crisis communications plans should include the

following elements:• Designated line and staff responsibilities for the public

information teams • Internal information verification and approval procedures• Agreements on information release authorities, who releases

them, and under what conditions they will be released• Procedures to coordinate with the public health organization

response teams• Designated spokespersons for public health issues and third-

party validators in an emergency• A regional and local media contact list and contact numbers

for your organization’s emergency response team and emergency response information partners



Discussion Answers

2. Possible partners in creating joint information releases:

• City manager’s office• Local emergency response agencies• Regional response agencies• Governor’s office


• Agreements/procedures to join the joint information center of the emergency operations center if it is activated

• Procedures to secure needed resources to operate the public information and media operation during an emergency

• Identified vehicles of information dissemination to the public, stakeholders, and partners during a crisis


Prepared Communications Plan

• Contact lists• Designated spokesperson(s)• Fact sheets about likely threats• List of experts for likely threats• Frequently Asked Questions (FAQ) for fact

sheet and background• Fact sheet with explanation of technical terms• Releases made from a Joint Emergency

Operations Center (EOC)

5.4.1


Spokesperson Training

• Formal risk communication training• Express empathy and concern• Body language• Exercise caution with promises and

commitments• Anticipate tough questions

5.5.1


Module 5 Summary

• An effective risk communication plan should include details about roles, procedures, agreements, contact information, and channels of communication.

• Crisis communications involves exchanging information with a variety of constituent groups such as the media, faculty, staff, students, governing boards, neighbors, community members, regulators, and lawmakers.

5.6.1.A


• Effective crisis management communication helps to reduce tension, demonstrates the institution’s commitment to correct the problem, and controls the information flow in times of crisis.

• Create a crisis communications plan as a guideline for your institution to follow in order to implement the strategy’s objectives.

• Provide formal risk communication training to designated PIOs.

Module 5 Summary

5.6.1.B


Module 6Lessons Learned

• Recommended Priorities for Campus Preparedness

• Emergency Response Example (Tulane University)

• Lessons Learned Information Sharing (LLIS)

• International Association of Campus Law Enforcement Administrators (IACLEA)

• U.S. Department of Education Emergency Planning Web site

• Module Summary


Recommended Priorities• Interoperability

Local, State, and Federal

• Clear Roles, Responsibilities, and Decision-Making Authority

Crisis Preparedness Plan

• Comprehensive, Tested Communication Plan(Each group will have a different plan)

Emergency Responders Faculty and Staff Students and Parents

6.1.1


Tulane UniversityPartnerships with other Institutions

DillardUniversity of New Orleans

www.dillard.edu/

• Holding spring 2006 classes on the campuses of Tulane and Loyola Universities

Xavier University

of Louisianawww.xula.edu/

• Tulane added 200 Xavier faculty housing spaces in its request to FEMA

Loyola University of New Orleanswww.loyno.edu/

• Holding spring 2006 classes on the campuses of Tulane and Loyola Universities

• Tulane reached out to other institutions to help open their doors for the Spring semester.

• Association ofAmerican Universities (AAU) response: Provided temporary

housing for displaced students and faculty

Directly aided recovery effort

Raised funds for storm victims

6.2.1


Tulane UniversityEmergency Response to Katrina

• Established a call center

• Established remote offices

• Provided updated information for students, parents, faculty, and staff on Web site

www.tulane.edu

6.2.2



• Read the article on the following pages in your participant guide titled “Hurricane Katrina and Tulane U – A Look Back at a Disaster Plan: What Went Wrong and Right.”




1. What actions do you think were most beneficial to Tulane University and its partners in their communications, response, and recovery operations?

2. Are there any areas where Tulane and its partners could have taken additional steps to improve communications, response, and recovery operations?



Discussion Answers

1. Beneficial Tulane University actions: Pre-planning for hurricanes Specific communications efforts such as Web presence,

call center, blog monitoring Creation of task force to solve difficult issues Partnerships with other affected higher education

institutions Relocation of displaced students, faculty, and staff Establishment of registration system to keep track of

employees Town hall meetings led by the president, provost, and

vice provost



2. Additional Steps Tulane University Could Have Taken:

Pre-planning communications and alternative communications as there were difficulties with cellular phones

Tulane University did not have machine replacement agreements with any outside vendors


Discussion Answers


• Emergency Disciplines• Historical Incidents• Exercises• Emergency Functions• Emergency Operations

Phases• Source Directory for

Academia

www.LLIS.gov

Lessons LearnedInformation Sharing (LLIS) Web Site

6.3.1.A


• Lessons Learned• Best Practices• Good Stories• Online Library• Online Forum• Directory of local, state,

and federal emergency responders

www.LLIS.gov

Lessons LearnedInformation Sharing (LLIS) Web Site

6.3.1.B


International Association of Campus Law Enforcement Administrators (IACLEA) Web Site

• Educational Resources• Background Kits• Monographs• Publications• Standards • Weapons of Mass

Destruction (WMD) Awareness Training

• Management Training• Management Consulting• Incident Command System

(ICS) Training

www.IACLEA.org

6.3.2


U.S. Department of EducationEmergency Planning Web Site

• Crisis Planning Resources Practical Information on

Crisis Planning Bomb Threat Assessment

Guide Campus Public Safety:

Weapons of Mass Destruction Terrorism Protective Measures

Disaster Preparedness for Schools

Incident Command System (ICS) Training

www.ed.gov/admins/lead/safety/emergencyplan/index.html

6.3.3


Module 6 Summary

• The main priority in a crisis situation is life safety.

• Tulane University and its partners’ communications, response, and recovery procedures have provided practical strategies and examples for recovering from a disaster.

• Access to Lessons Learned and Best Practices information is on the Department of Homeland Security LLIS Web site.

6.4.1.A


Module 6 Summary

• IACLEA provides educational resources and professional development materials about public safety to colleges and universities.

• The U.S. Department of Education’s Emergency Planning for Schools Web site hosts downloads to aid school leaders and communities in developing response plans to prepare for disasters and terrorist acts.

6.4.1.B


Module 7Workshop Summary, Post-Assessment, and Evaluation

• Workshop Summary

• Distribution of Post-Assessment

• Distribution of Evaluation form


Workshop Summary

• Support the Department of Homeland Security’s initiative for improving preparedness and planning at colleges and universities

• Enhance campus preparedness leadership to prevent, deter, mitigate, and respond to catastrophic events on campus

7.1.1


Post-Workshop Assessment

• Comparison between pre- and post-workshop assessments for percentage of knowledge gained

• Must have passing score of 70 percent to receive certificate for attendance

7.2.1


Workshop Evaluation

• Information will be used to enhance workshop

• Be honest with comments

7.2.2

homeland security planning for campus executives

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