Emergency Response Incident Command System Training Jordan School District

1. Law Enforcement Emergency Response Incident Command System TrainingJordan School District Fire Schools

2. Because the potential for a school emergency exists, school staff and faculty must be prepared to manage the incident.

4. Critical Elements of an Effective Management System • “All Risk” • Plan of Action • Predesignated Roles and Responsibilities • Simple • Proven Effectiveness

5. Common terminology Predetermines who is in charge of the overall incident and defines key functions Pre-established line of communication Common approach to incident mitigation Forms a unified command Incident Command SystemBenefits

6. The Advantage of ICS in Schools • During an incident, school emergency plans will mirror those of emergency responders. • The ICS action plans will ensure a logical approach based on the prioritization of objectives. • The ICS will incorporate and enhance the current emergency response plan. • The ICS unifies emergency responders and school staff and faculty into one planning and mitigation team!

8. This is how the accountability system works… Use the Flow Chart

9. School Emergency Flow Chart

10. Flow Chart for Large Schools

12. “Common Factors” • Law Enforcement • Fire • Emergency Medical Services • Schools • Hospitals ALL WORKING TOGETHER

13. Ultra Violence atColumbine High School“After Action Report” Captain Don Lee

14. “The need for a standard emergency management system, and the fact that all agencies (fire, law enforcement, schools, and hospitals) adopt it.” • “The need to develop an all-risk “incident action plan” for response to acts of ultra-violence.” • “Standard operating procedures for school officials should be established for different crisis incident types.” Captain Don Lee

15. “We waited to see what the teacher did after the earthquake, but he didn’t know what to do. He kept saying, ‘Don’t worry don’t worry, stay calm, stay calm,’ but it was scary.”Student, Loma Prieta, CA 1989

17. C.A.R.E.CoordinatedActionsinResponsetoEmergencies---------------------C.A.R.E.CoordinatedActionsinResponsetoEmergencies--------------------- Jordan School District’s ROADto Emergency Preparedness

18. Acronyms to Know • ICSIncident Command System (The emergency response system) • IAPIncident Action Plan (The objectives to achieve) • SOGsStandard Operating Guidelines (The actions to be done)

19. C.A.R.E. COMPONENTS of ICS 1) Organization (Responsibilities) 2) Incident Action Plans (Objectives) 3) Standard Operating Guidelines (Actions) 4) Tactical Worksheets (Documentation) These four components will specify the“ROAD” we will take when responding to an emergency.

20. ORGANIZATION (Responsibilities) • Incident Commander • Safety Officer • Documentation Officer • Public Information Officer (PIO) • Operations Officer • Branch Director • Group Leader • Teacher

21. Incident Commander:(Principal) • Activates the ICS • Implements the IAP • Assigns the SOGs • The point of contact for emergency responders • Responsible for students, before, during and after any incident • THE BUCK STOPS HERE!

22. Safety Officer:(Custodian) • Knows the school facility • Reports to Incident Commander • Knows the location/operation for ALL utilities • Assists Incident Commander with safety decisions

23. Documentation Officer:(Office Secretary or Assistants) • Reports to Incident Commander • Responsible for daily attendance records • Documents command post activities during emergencies

24. Public Information Officer (PIO):(Principal or District PIO) • Communicates with the news media • Coordinates news releases and conferences with the Fire and Law Enforcement PIO

25. Operations Officer:(Assistant Principal or Secretary) • Reports to Incident Commander • Directs the incident action plan • Supervises Branch Directors or Group Leaders and Teachers • Relays pertinent information and decisions to and from the command post

26. Branch Directors in Large Schools • Supervises his/her assigned GROUPS • Reports to the Operations Officer • Receives reports from Group Leaders • Documents accountability to Operations • Executes incident action plan

27. GROUP LEADERS:Teacher (Group 1) K & 1stTeacher ( Group 2) 2nd & 3rdTeacher (Group 3) Kitchen & 4thTeacher (Group 4) 5th & 6th • Supervises his/her assigned classes • Reports to the Branch Director or Operations Officer • Sweeps designated areas • Documents accountability • Executes incident action plan

28. Teacher • Reports to his/her Group Leader • Responsible for the safety and welfare of her/his students • Executes incident action plan in his/her class

29. Organizational Flowchart

30. Flow Chart for Large School

32. INCIDENT ACTION PLAN (IAP)(Objectives) • To prioritize and logically manage emergency objectives • To respond to an emergency methodically and systematically • To keep emergency responders focused while functioning under stress

33. 3. Standard Operating Guidelines(Actions) • Outline things to be done • Variations MAY BE needed • Incident commander MUST approve variations

34. 4. Tactical Worksheets(Documentation) • Designed for: • Incident Commander • Operations Officer • Documentation Officer • Branch Directors • Group Leaders • Used to keep track of: • Student accountability • Injured persons • Persons needing medical attention • Used to document drills, needs, adjustments, etc.

35. Emergency Preparedness means each school staff member knows… • her/his role (Responsibilities) • what needs to be done (Objectives) • what she/he is to do (Actions) • what and how to (Document)

36. Five General Types of Emergencies • Fire • Shelter in Place • Earthquake • Violence • Bomb Threat

37. FIRE(School’s Objectives) • Activate the Incident Command System (ICS) • Evacuate the building • Account for students and staff • Initiate search and rescue if safe to do so

38. FIRE(Teachers’ Actions) • Gather class roster, accountability card packet, and emergency materials. • Exit the building • Account for students • Report accountability • IF all students are present, hold up aGREEN CARD • IF missing students, write names and a (-) by each on the red card. If you have extra students, write name and a (+) by each on the red card. Hold upRED CARD • The Group Leader will contact you

39. SHELTER IN PLACE(School’s IAP Objectives) • Activate the ICS • Seal off or restrict airflow • Clear common areas • Account for all students and staff • Initiate a search for missing persons

40. SHELTER IN PLACE(Teachers’ Actions) • Close, lock, and seal all windows and doors • Account for students • Report accountability • IF all students are present, put aGREEN CARDon the hall floor by your door. • IF missing students, write names and a (-) by each on the red card. If you have extra students, write name and a (+) by each on the red card. Place theRED CARDon the hall floor by your door. • Report injuries on theYELLOWCARD • The Group Leader will gather cards

41. Expect the Unexpected!

42. EARTHQUAKES(School’s IAP Objectives) • React to the initial earthquake threats • Activate the ICS • Initiate an appropriate and SAFE response • Account for students • Provide medical needs • Search and rescue if safe to do so

43. EARTHQUAKE(Teachers’ Actions) • Have everyone drop, cover, and hold for at least 60 seconds. • Determine most safe location after earthquake • Account for students before you leave and after moving to another place. • Report accountability using the GREEN, RED, andYELLOWcard system

44. Most safe location after an earthquake? • Stay where you are (RECOMMENDED) • Wait for instructions from administrator or group leader • If extended wait OR if you smell gas OR see smoke, move to safety (leave building) • If gas or smoke is not a threat, the safest place MAY BE another room • If you relocate, account before and after you move

45. SCHOOL VIOLENCE(School’s IAP Objectives) • Observe and gather intelligence • Advise administration and 911 dispatch • Issue a PA warning • Protect students and staff • Provide additional information • Prepare for law enforcement response • Account, evacuate and account

46. Hints for Responding to Violence • Difference between External and Internal Lockdown • If hostage situation, seal off area if you can • If taken hostage, follow directions and don’t provoke • If intruder, take someone with you • PREVENT – PREPARE – RESPOND

47. School Violence(Teachers’ Actions) • NOTIFY OFFICE: age, height, weight, clothing, type of weapon, location, direction, # of hostages, # of victims, etc. • LISTEN for PA warning/instructions “Attention all teachers, we are going into a lockdown.” • LOCK and barricade classroom • POSITION students for maximum protection • LIMIT visibility • ACCOUNT and affix to exterior window (if safe) • LIMIT ALL SOUNDS including talking

48. SCHOOL VIOLENCE(Teachers’ Actions – cont.) • PREPARE for dynamic law enforcement response: – comply with all police directives – maintain calm amongst students – positively identify police before allowing entrance – everyone on floor with hands extended – police escort, account, and remain with students

49. BOMB THREAT(School’s IAP Objectives) • Determine seriousness of threat • Notify 911 • Activate ICS • Evacuate • Account for students

50. BOMB THREAT(Teachers’ Actions) • Gather class roster, accountability card packet, and emergency materials • Take 30 seconds – look for unusual items (Do NOT pick up) • Exit the building • Account for students • Report accountability • IF all students are present, hold upGREEN CARD • IF missing students, write names and a (-) by each on the red card. If you have extra students, write name and a (+) by each on the red card. Hold upRED CARD • The Group Leader will contact you – report any unusual items