1. Building Capacity
for Crisis Response and
Incident Management
1

2. Presentation Goals
Participants will learn:
The Four Phases of Crisis Management
How to conduct a building assessment
Drill preparation
The basics of incident command
2

3. What is a crisis
Incidents involving individual students or whole communities.
They can happen before, during and after school.
All districts and schools
Need leadership at the top.
Need a functioning crisis team.
Need an organizational structure that will work in a crisis.
Need to coordinate with all community first responders.
Need to be prepared and trained.
Need to continue to assess, plan and change.
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4. A Crisis Can Be:
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A large fight
Natural disaster or impending natural
catastrophe—e.g., earthquake/tsunami
Fire
Hazardous Materials spill
Death of a staff member or student
Bomb threat
Medical Emergency
Act of terror or war
4

5. Crisis Planning

Who should be involved in developing
your school crisis plan?
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6. 6

7. Sequence of Crisis
Management
Mitigation/Prevention
 Preparedness
 Response
 Recovery
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8. Mitigation & Prevention
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The goal of mitigation is to decrease the need for response
as opposed to simply increasing response capability.
Connect with community emergency responders to identify
local hazards.
Review the last safety audit to examine school buildings
and grounds.
Determine who is responsible for overseeing violence
prevention strategies in your school.
Encourage staff to provide input and feedback during the
crisis planning process.
Review incident data.
Determine major problems in your school with regard to
student crime and violence.
Assess how the school addresses these problems.
Conduct an assessment to determine how these problems—
as well as others—may impact your vulnerability to certain
crises.
8

9. Building Assessments
For NIMS Compliance
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School districts are to assess and evaluate their
incident response and management capabilities.
From this assessment, preparedness
recommendations an Emergency Operations Plan for
schools and district is to be developed.
Emergency Operations Plans are to be reviewed
yearly to determine if there are unmet requirements.
9

10. Building Assessment
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Customize this instrument for your
school.
Use this form every year.
Meet with the crisis team at each
individual school.
Use the results to drive your crisis
planning.
10

11. Parts of the Assessment
Mitigation and Prevention
 Building Crisis Plans
 Supervision/surveillance
 Physical Plant
Preparedness
 Logs and Drills
Response
 Medical Team
 Safety Team
Recovery
 CARE Team
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12. The Instrument
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13. Preparedness
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Good planning will facilitate a rapid, coordinated, effective response
when a crisis occurs.
Determine what crisis plans exist in the school, district and
community.
Identify all stakeholders involved in crisis planning.
Develop procedures for communicating with staff, students,
families, and the media.
Establish procedures to account for students during a crisis.
Gather information about the school facility, such as maps and the
location of utility shutoffs.
Identify the necessary equipment that needs to be assembled to
assist staff in a crisis.
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14. Preparedness
DRILLS
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Use plain language
Uniform across district
Involve your local response agencies
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15. Preparedness
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What is your responsibility?
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Communicate the plan
Train staff and students
Assign roles and hold realistic drills
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16. Preparedness
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Drills
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Evacuation
Reverse Evacuation
Lock Down
Shelter in Place
Duck, Cover, and
Hold
Hit the Deck
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Other Responses
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Cancel school before
it starts
Early release
Relocation
Activation of Incident
Command System
16

17. Evacuate
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Evacuate students
Minimum initial distance is 300 ft.
All persons must leave the facility.
Close, but DO NOT lock, doors behind you.
DO NOT return to buildings using a
bell signal (bells can malfunction).
Return to building when instructed by incident
commander or report to relocation site as
ordered.
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18. Evacuation
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This response is used for fire, unsafe
building (after earthquake damage),
bomb threat.
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19. Reverse Evacuation
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Move indoors quickly.
Close doors behind you.
Close windows once you are inside.
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20. Reverse Evacuation
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This response is used for weather
emergency, intruder, sniper or gunfire,
hazardous materials release. May be
rapidly followed by lock down or shelter
in place.
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21. Shelter In Place
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Move everyone inside. (interior rooms on
upper level floors).
Close and lock all windows and doors.
Custodian to immediately shut down all
HVAC units . Call central maintenance?
Seal off all openings with tape and plastic
(windows, doors, heat/ air units, electrical
outlets, etc).
Await instructions from public officials before
exiting shelter.
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22. Shelter In Place
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This response is used for hazardous
materials in the environment.
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23. Duck, Cover and Hold
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Take cover under tables or desks.
Keep as much of body shielded as possible
If outside, lie on stomach with face away from
windows.
If special needs, do not remove from wheelchair.
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24. Duck, Cover and Hold
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This response is usually used for
earthquake, explosion, and severe
weather. May be followed by
Evacuation when safe to move.
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25. Lock Down
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Full Lock Down: Level 3
Students in halls and restrooms move to the nearest classroom.
Classroom doors and all exterior doors/ windows are
immediately locked.
Cover windows and door window panels, if able.
Sit on floor out of sight of windows, doors.
Take attendance.
Do not open door or windows.
May only be released from Lock Down by police or
administrator and designated staff unlocking doors.
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26. Lock Down
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Modified Lock Down: Level 2
Same procedures as level 3, except
students may move about the locked
classroom.
May only be released from Lock Down
by police or administrator and
designated staff unlocking doors.
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27. Lock Down
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Modified Lock Down: Level 1
Exterior doors and windows are locked
and secured.
Free movement within the school
building.
May release by PA announcement.
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28. Lock Down
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This response is usually used for an
intruder inside or outside the building.
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29. Hit the Deck
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Anyone recognizing immediate danger
shouts “Hit the Deck”
Everyone immediately drops to the
ground and lies flat.
No one should get up until an adult
gives directions.
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30. Hit the Deck
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This response is usually used in the
event of gunfire. Usually followed by
Lock down or evacuation when safe to
do so.
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31. Plans for Special Needs Students
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Have you assessed all your drills to
include special needs students?
What special considerations have you
made?
Are your first responders aware of your
special needs population?
Never leave these students alone.
Review the special needs school plans.
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32. Response
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A crisis is the time to follow the crisis plan and make use of your
preparations.
Determine if a crisis is occurring.
Identify the type of crisis that is occurring and determine the
appropriate response.
Activate the incident management system.
Ascertain whether an evacuation, reverse evacuation, lock-down, or
shelter-in-place needs to be implemented.
Maintain communication among all relevant staff at officially
designated locations.
Establish what information needs to be communicated to staff,
students, families, and the community.
Monitor how emergency first aid is being administered to the
injured.
Decide if more equipment and supplies are needed.
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33. Response
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What is your responsibility?
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Act and react
Perform as you were trained
Accept help and relinquish command and
control when professional help arrives
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34. Incident Command: Why are
we doing this?
As defined in the Homeland Security Act of
2002, Section 2(10) the term “local
government means (A) county, municipality,
city, town, township, local public authority,
school district, special district, council of
governments…or agency or instrumentality of
a local government and a rural community,
unincorporated town or village, or other public
entity.” 6 U.S. C. 101 (10)
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35. Incident Command: Why are
we doing this?
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It is mandated
It works
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Establishes clear focus on objectives and lines of
authority
Helps entities to establish response roles and
capabilities before an incident
It saves lives and money
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Lessons learned
Practicing and drilling
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36. Incident Command
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A commonly accepted plan for disaster incident management
that assigns tasks and allows for rapid, expert decision making.
Enhances communication at the incident site within each
agency and between agencies.
The Incident Commander is responsible until the authority is
delegated to another person.
The incident command post is where the primary admistrative
functions are coordinated.
IC can used for fires and earthquakes as well normal city
events.
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37. Incident Command Principles
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Everyone should:
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Use the same titles to provide a common standard for all users.
Know the common terminology for efficient, clear communication.
Work from the same set of achievable objectives.
There should have no confusion over different titles or
organizations as this can be a stumbling block.
Every incident needs a person in charge
No one should direct more than 7 others.
No one should report to more than one person.
The Incident Action Plan is used in taking actions
based on objectives.
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38. Incident Command Team
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Key positions should be assigned “three
deep”
Best assigned by position, not name or
title.
Those assigned to primary incident
command roles cannot be on “teams”
38

39. Seven Critical Tasks in a Crisis
1.
2.
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5.
6.
7.
Establish communication
Identify areas of danger
Set Inner Perimeter
Set Outer Perimeter
Open a Command Post
Activate Additional Staging Areas
Identify and Request Resources
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40. Threat Levels
Level I - Monitor: Potential crisis; notify necessary
staff
Examples: wildfire or tsunami (following an earthquake)
Level II- Standby: Potential or low level crisis; Put
parts of team on standby or notify team to be
prepared.
Example: wildfire or tsunami— let staff know that it may
become necessary to move if wildfire is within site or
tsunami warning issued by NOAA
Level III- Emergency: Full crisis, activate
Crisis Response and Incident Command
Examples: wildfire or tsunami alert; full evacuation is
necessary
40

41. Incident Command Organization
at CPS Building Site
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Command Staff
Incident Commander (always staffed in ICS applications)
Liaison Officer
Public Information Officer
Safety Officer
General Staff
Operations Section Chief
Logistics Section Chief
Planning Section Chief
Finance Section Chief
Scribe
41

42. Incident Command System
Building Level
Incident Command
Liaison Officer
Safety Officer
Public Information
Officer
Operations
Section Chief
Planning
Section Chief
Logistics
Section Chief
Finance/
Administration
Section Chief
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43. Operations Teams
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Medical Disaster Response Team
Student Care Team
Safety Team
Team Leaders report to the Operations
Officer
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44. School
Incident Command
System
Incident Commander
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Is in charge of any crisis until appropriate
emergency responder arrives.
Assesses level of danger and determines level
of threat.
Establishes inner and outer perimeter and
summons additional help.
At level three, the Incident Commander
establishes a command post and summons the
Incident Command Management Team to the
CP.
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45. Liaison Officer
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Identifies responding crisis groups
(fire, police, red cross, hazmat, health
department, district personnel).
Maintains contact with each
responding agency.
Keeps Incident Commander informed
of all responding groups actions and
coordinates school's efforts with
these groups.
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46. Public Information Officer
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This position serves as a conduit between
internal and external stakeholders
Calls necessary district personnel about
the crisis.
Gathers accurate details of the incident.
Establishes a media center.
No information is released at the building
site. Release of information will be
handled at the district level.
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47. Safety Officer
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Monitors safety conditions of students/school
staff and develops measures for assuring
their safety.
Determines if response actions/strategies by
Emergency Operations team can cause harm
to staff/students
Determines whether students have been
evacuated far enough from school.
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48. Operations Section Chief
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A general staff position that conducts tactical
operations and objectives.
Keeps Incident Commander informed of all
student and staff actions.
Communicates objectives of incident action
plans from the command staff to the teams
who will do the work.
Organizes the school’s response to the crisis
at hand.
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49. Logistics Section Chief
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Is responsible for ensuring that assigned
incident personnel are fed and have
communications, medical support and
transportation.
Maintains adequate supplies in preparation
for emergency.
Acquires supplies needed to assist
individuals (food, water, transportation).
Works with Operations Officer to determine
team needs.
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50. Planning Section Chief
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General Staff position that prepares
documents and the Incident Action Plan.
Collects and evaluates information.
Maintains resource status.
Maintains documentation for incident
records.
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51. Finance/ Admin Section Chief
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General Staff position that tracks resource
use: both human and material.
Collects and evaluates information.
Procures necessary resources.
Maintains documentation for incident
records.
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52. Scribe
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Handles all recording duties of planning
and finance sections when those positions
not filled.
Maintains log of events.
Assists the Incident Commander in
completing the Incident Report Form to
document events, response, and outcomes.
Collects and synthesizes for files, all
completed forms used to document the
crisis.
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53. Operations Teams
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Medical Disaster Response Team
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Student Care Training Team
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Safety Team
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54. Medical Disaster Response Team
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School nurse leads this team and coordinates its
training.
Team identifies necessary staging areas, personnel,
and supplies.
Team receives training in First Aid, CPR, AED and
Triage.
Team is responsible for triaging and treating all
casualties until outside assistance arrives and takes
over.
Team documents all treatment activities.
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55. Student Care Team
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School Counselor leads this team and coordinates this training.
Team identifies personnel, supplies and necessary staging areas.
Team counsels traumatized students and staff.
Team coordinates aftermath procedures for students/ school staff.
Team assists with student accountability, reunification and release
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56. Student Accountability
Coordinator
• Operates under direction of Student Care Team Leader.
• Responsible for accounting for and tracking the location and
disposition of all students.
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57. Safety Team
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School Safety and Security Officer leads this team and coordinates its training.
Coordinates functions of site security (parental management, violence, crowd control)
Team creates a manpower pool.
Secures evacuation site, assists in evacuation, informs safety officer of any unsafe conditions.
Assists building in reviewing the crisis plans.
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58. Manpower Pool Coordinator
•Operates under the direction of the Safety Team Leader.
•Responsible for assembling and tracking use of staff
members assigned to the Manpower Pool.
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59. General Staff Assignments
Everyone has an assignment - i.e. specific Incident
Command role, Team assignment, Classroom
Coverage, or Manpower Pool.
Classroom Coverage – specifically list who will cover
which classrooms.
Manpower Pool – specifically assign all staff not given
Incident Command roles, Team assignments, or
Classroom Coverage assignments to Manpower
Pool.
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60. Incident Command System
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Sites and staging areas should be preplanned with back ups.
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Command Post
Triage
Student Accountability
Care Team
Manpower Pool
Whole school relocation sites
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61. Staging Areas
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The location where personnel and equipment are kept while waiting
for assignments.
Command Post staging area
Triage staging area
Care Team staging area
Security Team staging area
Manpower Pool staging area
Relocation Site
61

62. Incident Action Plan
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Measurable Strategic operations to be
achieved within the specified period.
To be filled out by each command and
general command officer for any
objectives they have developed and
implemented during a crisis.
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63. Crisis supplies for your school
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School crisis kit. Who carries it out? At a
minimum:
1. Flashlights
2. First Aid Kit
3. Student Rosters
4. Emergency medical cards
5. Student Medications/ personnel med.
supplies
6. Emergency Phone/ walkies
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64. Recovery
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During recovery, return to learning and restore the infrastructure as
quickly as possible.
Strive to return to learning as quickly as possible.
Restore the physical plant, as well as the school community.
Monitor how staff are assessing students for the emotional impact
of the crisis.
Identify what follow up interventions are available to students, staff,
and first responders.
Conduct debriefings with staff and first responders.
Assess curricular activities that address the crisis.
Allocate appropriate time for recovery.
Plan how anniversaries of events will be commemorated.
Capture "lessons learned" and incorporate them into revisions and
trainings.
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65. Desirable Qualities
for Service Providers
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A sense of responsibility beyond routine
Ability to establish rapport quickly
Ability to listen to different feelings and
experiences of others.
Clear about feelings, thoughts, and biases.
Maintain confidentiality
Aware of limitations
Aware of need for self care
65

66. Rationale/Need for Recovery
Services
Trauma Creates Barriers to Learning
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Physical changes
Emotional changes
Cognitive changes
Behavioral changes
Spiritual changes
66

67. General Anxiety Behaviors
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Physical complaints
Wanting to be alone/withdraw
Anger/irritability/ crying uncontrollably
Lack of concentration
Misbehavior at school
Sleeping in the classroom
Eating problems
Use of drugs or alcohol
Feelings of helplessness
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68. Action Steps:
Immediately After the Crisis
Prepare for 3 levels of intervention
Tier 1 – General School-Based Interventions
Triage and assessment
Supportive environment
Tier 2 – School-Based Interventions
Trauma and grief – focused counseling
Short-term group or individual counseling
Tier 3 – Specialized Community-Based Interventions
Referral to on or off-site MH services
68

69. Crisis Management Loop
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Completing the Crisis Management Plan
might seem like the end, but it is also the
beginning.
The “Plan” is a work in progress. Evaluate
each incident response. What worked? What
didn’t? How could you improve operations?
Update and strengthen the plan so that in a
crisis, no child is left behind.
69

70. Reflection and Dialogue
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Reality Check
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What do you currently have in place…
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As a district?
As a school site?
What are the strengths and weaknesses of
your current action plan?
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What are your next steps
70

71. Reflection and
Dialogue(cont’d)…
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What are your possibilities and
feasibilities in terms of your next steps?
What are your constraints or
obstacles…
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School site?
District
71