UNIT 6. DEVELOPING THREAT/HAZARD-SPECIFIC ANNEXES

Transcription

1 UNIT 6. DEVELOPING THREAT/HAZARD-SPECIFIC ANNEXES

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3 UNIT INTRODUCTION Visual 6.1 This unit presents infrmatin n annexes that shuld be included in a schl emergency peratins plan (EOP) that fcus n specific types f threats, hazards, and incidents. Nvember 2013 Student Manual Page 6.1

4 UNIT INTRODUCTION Visual 6.2 The unit bjectives are t enable yu t: State the elements included in threat/hazard-specific annexes. Develp r update threat/hazard-specific annexes. Bth the imprtance f and the challenges faced in develping and implementing threat/hazardspecific prcedures are great. Example #1: In March 2007, a deadly trnad hit a high schl in Alabama. Officials at the schl had first planned n evacuating the schl in respnse t the severe weather warnings. After learning f an appraching trnad, they decided t keep the students inside the schl. Students mved t the interir f the schl. Minutes later, a trnad struck the schl, ripping ff the rf and cllapsing walls. Eight students were killed. Althugh the schl and gvernment fficials faced heavy criticism frm the cmmunity fr the decisin t remain at the schl, sme said the death tll wuld have been far greater if the students had been utside, lining up fr schl buses, when the trnad hit. Example #2: A 43-year-ld man, wearing a hded jacket and carrying a backpack, walked int a high schl with a grup f students. He entered a classrm and tk seven female students hstage fr several hurs. Thrugh hstage negtiatins five students were released safely. After several hurs f n cmmunicatin with the gunman, the tactical team frcefully entered the classrm. One student escaped safely while the ther was sht and died an hur later. Page 6.2 Student Manual Nvember 2013

5 UNIT INTRODUCTION Visual 6.2 (Cntinued) Althugh the schl district had cnducted an active shter drill several weeks befre the incident, they still identified several lessns learned based n the actual incident including addressing mental health needs, incrprating NIMS principles int the respnse, addressing cmmunicatin interperability, and cnsidering student and staff access and functinal needs. Nvember 2013 Student Manual Page 6.3

6 UNIT INTRODUCTION Visual 6.3 Earlier units in this curse described the first five steps in the CPG 101 planning prcess: frming the planning team, understanding the situatin, determining gals and bjectives, plan develpment, and plan preparatin, review, and apprval. This unit cntinues with step 5 f the prcess, fcusing n threat/hazard-specific annexes. Page 6.4 Student Manual Nvember 2013

7 DEVELOPING THREAT/HAZARD-SPECIFIC ANNEXES Visual 6.4 Unit 3 presented the imprtance f cnducting assessments t identify threats and hazards in rder t develp a cmprehensive schl EOP. The prcess f develping threat/hazardspecific annexes builds n the infrmatin frm the different schl assessments. In rder t prperly develp threat/hazard-specific annexes, the planning team: Reviews the infrmatin gathered frm the schl s threat and hazard assessments. Cnsiders what infrmatin is already included in any functinal annexes that have been develped. Identifies any gaps in the infrmatin prvided. Develps necessary threat/hazard-specific annexes. Nvember 2013 Student Manual Page 6.5

8 DEVELOPING THREAT/HAZARD-SPECIFIC ANNEXES Visual 6.5 In develping threat- and hazard-specific annexes, the cre planning team, wrking in cnjunctin with relevant subject-matter experts n the expanded team, shuld: Identify types f threat and hazard incidents that will require unique prcedures within the schl EOP. Identify the title, gal, bjective, and curses f actin (including respnsibilities, cmmunicatin, and specific actins). Prvide a brief summary f hw the critical peratinal functins will be incrprated int the threat- r hazard-specific annex. Test and refine the prcedures. Apprve and disseminate the prcedures. Page 6.6 Student Manual Nvember 2013

9 DEVELOPING THREAT/HAZARD-SPECIFIC ANNEXES Visual 6.6 The number and types f threat- and hazard-specific annexes included in the schl EOP shuld be based n the results f yur security assessments and the identificatin f threats and hazards f greatest cncern. Nt every threat r hazard requires an annex! Select thse that present unique challenges r unique prcedures, rles, r respnsibilities. Create a threat- r hazard-specific annex nly if the given challenges are nt sufficiently addressed in the basic plan r functinal annexes. Therefre, the schl EOP may nt include a great number f threat r hazard annexes. If there is a functinal annex that applies t ne f the threat r hazard annexes, the threat r hazard annex shuld include it by reference. Fr example, if a curse f actin fr a fire hazard invlves evacuatin and there is an evacuatin functinal annex, the Fire Threat Annex wuld indicate see Evacuatin Annex in the Fire Annex curse f actin sectin, rather than repeat the evacuatin curses f actin in the Fire Annex. Dn t repeat infrmatin presented in the basic plan r functinal annexes. Repeating infrmatin is nt advisable fr the fllwing reasns: Schl staff and students shuld learn and exercise simple prcedures that apply t all threats and hazards. The threat and hazard annexes shuld present nly unique infrmatin. Repeating prcedures increases the pssibility that there will be incnsistencies in prcedures that culd lead t cnfusin during an incident. The schl EOP becmes larger and mre difficult fr users t cmprehend. Nvember 2013 Student Manual Page 6.7

10 DEVELOPING THREAT/HAZARD-SPECIFIC ANNEXES Visual 6.6 (Cntinued) Examples f threat/hazard-specific annexes in a schl EOP include: Hurricane/Severe Strm Earthquake Trnad Hazardus Materials Incident Mass Casualty Active Shter Pandemic/Disease Outbreak (Nte: This is nt a cmplete list. Planning teams must define annexes n the basis f their hazard/threat and security assessment.) Page 6.8 Student Manual Nvember 2013

11 DEVELOPING THREAT/HAZARD-SPECIFIC ANNEXES Visual 6.7 When develping yur threat/hazard-specific annexes: Summarize where and hw hazards are likely t impact the schl. The hazards may be: Natural (e.g., earthquake, fld, hazardus weather, public health emergency). Technlgical (e.g., infrastructure/utility disruptin, radilgical, r hazardus material release). Human-caused (e.g., criminal r vilent behavir, intruder, demnstratin, active shter, terrrism). Fcus n the planning, mitigatin, and respnse needs fr a given hazard. This includes any prvisins and prtcls fr warning the public and disseminating emergency public infrmatin. Include: Infrmatin n legal requirements as directed by specific lcal, State, and Federal laws. Supprting dcuments as needed t clarify cntents f the basic plan. Fr example, in the case f a terrrist incident the lead agency natinwide is the Federal Bureau f Investigatin. There may be State laws gverning respnse authrities fr certain types f incidents. It is imprtant t cnsult legal cunsel r research State laws when develping threat/hazard-specific annexes. Nvember 2013 Student Manual Page 6.9

12 DEVELOPING THREAT/HAZARD-SPECIFIC ANNEXES Visual 6.8 Nw that yu knw what shuld be included in a threat/hazard-specific annex, lk at sme examples f hazards that yu may want t include. While peple may think f trnades r wildfires as natural hazards, pandemic disease such as influenza is als a natural hazard and yu may want t include prcedures in yur schl EOP t address the pandemic flu. Depending n the viral strain, the ppulatin may have little t n immunity t a flu virus. In these cases, influenza may: Cause serius illness. Spread easily frm persn t persn. Sweep acrss the cuntry and arund the wrld in a very shrt time. Page 6.10 Student Manual Nvember 2013

13 DEVELOPING THREAT/HAZARD-SPECIFIC ANNEXES Visual 6.8 (Cntinued) The CDC advcates simple actins that everyne can d t stay healthy, including: Cvering yur nse and muth with a tissue when yu cugh r sneeze. Washing yur hands ften with sap and water, especially after yu cugh r sneeze. Aviding tuching yur eyes, nse, r muth. Staying hme if yu get sick. The CDC als recmmends that peple with the flu shuld stay at hme until 24 hurs after the fever is gne. Other peple in their husehld shuld als, t the degree pssible, minimize utside cntact during this time. State and lcal health agencies may have different recmmendatins, depending n the risk t lcal cmmunities. A schl shuld take these recmmendatins int accunt when develping the respnse prcedures fr a flu utbreak. The Centers fr Disease Cntrl and Preventin (CDC) has develped recmmended actins t take fr each schl year. Check the CDC Web site ( search tpic: schl health. Nvember 2013 Student Manual Page 6.11

14 DEVELOPING THREAT/HAZARD-SPECIFIC ANNEXES Visual 6.9 Schls may als want t include a threat/hazard-specific annex n schl vilence. Schl vilence: Can be directed at students r faculty/staff. Includes bullying, cyberbullying, slapping, punching, weapn use, and sexual assault. May invlve ne r mre schls, as in gang vilence and inter-schl rivalries. Page 6.12 Student Manual Nvember 2013

15 DEVELOPING THREAT/HAZARD-SPECIFIC ANNEXES Visual 6.10 The Sample Schl EOP includes threat/hazard-specific annexes related t natural (fld, pandemic), technlgical (hazardus materials), and human-caused (active shter) threats and hazards. Nvember 2013 Student Manual Page 6.13

16 PLAN REVIEW SESSION Visual 6.11 Purpse: This activity will enable yu t review and further develp yur schl EOP. Instructins: Wrking as a schl team r individually: 1. Review the threat/hazard-specific annexes in yur schl EOP, the sample plan (if prvided), and the Threat/Hazard-Specific Annex Cntent Guide that fllws. Are any annexes repetitive r unnecessary? Determine if the threat/hazard-specific annexes include: The schl s specific cncerns, capabilities, and resurces. Respnsibilities (principal s actins, staff/faculty actins, etc.). Critical peratinal functins r prcedures fr respnding t this hazard. 2. Are there additinal prcedures and/r threat/hazard-specific annexes yu need t develp? Page 6.14 Student Manual Nvember 2013

17 PLAN REVIEW SESSION Visual 6.11 (Cntinued) 3. Update yur EOP. Remember that yu d nt need t repeat infrmatin cntained elsewhere in the plan. Use yur instructr and the Sample Schl EOP as resurces! Nvember 2013 Student Manual Page 6.15

18 UNIT SUMMARY Visual 6.12 In this unit, the fllwing key pints were presented: Threat/hazard-specific annexes: Build n threat, hazard, and vulnerability identificatin and assessments. Describe emergency respnse strategies fr a specific threat, hazard, r incident. Prvide infrmatin unique t that threat, hazard, r incident and shuld nt repeat infrmatin cntained elsewhere in the schl EOP. Useful tlkit resurces related t this unit are prvided in the Threat/Hazard-Specific Prcedures sectin under Develping Plans and Prcedures. Unit 7 describes cnsideratins fr training and exercising the prcedures in the schl EOP. Page 6.16 Student Manual Nvember 2013