May 2023
CALIFORNIA EMERGENCY
MANAGEMENT FOR SCHOOLS:
A Guide for Districts and Sites
Gavin Newsom
Governor
Nancy Ward, Director
California Governor’s Office of Emergency Services
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Disclaimer: The recommendations and suggestions included in this document
are intended to improve emergency preparedness and response. However, the
contents do not guarantee the safety of any individual, structure, or facility in a
disaster. The State of California does not assume liability for any injury, death, or
property damage that occurs in connection with a disaster.
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Record of Changes
The most current copy of this toolkit, including any changed pages, is available
through the Planning and Preparedness Branch of the California Governor’s
Office of Emergency Services at 3650 Schriever Avenue, Mather, CA 95655.
Copies are also available on the Planning and Preparedness Branch web
page.
Change #
Date
Summary of Changes
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A Message to School Districts and Sites
On behalf of the California Governor’s Office of Emergency Services (Cal OES),
the California Department of Education (CDE), and other contributing partners,
we are pleased to announce the implementation of the California Emergency
Management for Schools: A Guide for Districts and Sites. This guidance is a
collaborative Cal OES and CDE effort to emphasize disaster preparedness for
our school districts and sites and is a tool to assist in implementing
comprehensive school safety planning. School disaster preparedness is a top
priority within the state, and providing relevant information, resources, and tools
for educational administrators, faculty, and staff is an essential part of this effort.
This guidance is part of a core effort to strengthen relationships, the Whole
Community Planning approach between school districts and sites, and local
emergency management and first response agencies. This guidance includes
comprehensive resources and lessons learned from previous disasters such as
the Tubbs and Camp Fires, the COVID-19 pandemic, and the Ridgecrest
Earthquake to better mitigate, prepare for, respond to, and recover from
disasters. This guidance promotes disaster preparedness and equity within our
educational community, will create a culture of disaster resiliency for our districts
and sites, and helps planning efforts to protect the health and safety of
California students.
Cal OES and the CDE are committed to providing the most accurate and useful
information and resources possible with the collaborative support of our
partners.
Please consider incorporating the California Emergency Management for
Schools: A Guide for Districts and Sites as part of your emergency response plan
to enhance your district and school disaster preparedness efforts.
NANCY WARD
TONY THURMOND
Director
State Superintendent of Public Instruction
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Contact Information
For additional information or technical assistance, contact the California
Governor’s Office of Emergency Services (Cal OES):
www.CalOES.ca.gov
Cal OES Planning and Preparedness
10391 Peter McCuen Blvd
Mather, CA 95655
(916) 845-8731
Coastal Region
2333 Courage Drive, Suite H
Fairfield, CA 94533
(707) 862-2372
Inland Region
630 Sequoia Pacific Blvd., MS 31
Sacramento, CA 95811
(916) 657-9210
Southern Region
4671 Liberty Ave #283
Los Alamitos, CA 90720
(562) 795-2900
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Preface
At the California Governor’s Office of Emergency Services (Cal OES), we believe
that “schools are the heart of our community”. This is where our children learn
and grow and where our communities gather for events. This document is
intended to assist school personnel to understand emergency management
systems in California and where schools/districts fit into these systems.
The California Department of Education (CDE) is responsible for outlining
requirements for Comprehensive School Safety Plans (CSSP) to ensure the safety
of students. Cal OES is responsible for maintaining the State Emergency Plan
(SEP), which provides a consistent, statewide framework to enable state, local,
tribal, and federal governments, and the private sector to work together to
mitigate, prepare for, respond to, and recover from emergencies and disasters.
As schools plan for and execute response and recovery activities through their
school safety plans, the concepts and principles outlined in the SEP provide a
standardized approach for incident management, regardless of the hazard,
size, location, or complexity. By using and understanding these systems during
an incident, schools will be better prepared to work with the responders in their
communities more effectively to ensure a coordinated response to incidents
involving schools.
In this guide we will cover applicable emergency laws, California’s Standardized
Emergency Management System (SEMS) and its role in schools, the four phases
of emergency management (mitigation, preparedness, response, and
recovery), and finally resources and best practices that may assist a school
district or site in being better prepared for emergencies or disasters.
Cal OES encourages school officials to take steps now to prepare for disasters.
This includes making plans and communicating them to staff, attending or
participating in trainings offered by local, state, and federal partners, and
discussing and coordinating those plans with local government, law, and fire
officials as well as the students and their parents/guardians.
For Private Schools
Most of this document is written with public schools in mind and based on
applicable laws. Although not subject to many of the laws and regulations
outlined in this guide for public schools, private schools may still benefit by
adopting this framework and utilizing the information provided.
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The themes and messages outlined in this guide can help any school build or
improve its current school safety plans.
Cal OES and the CDE encourage private schools to work with neighboring
schools, district emergency planners and school administrators, local
emergency managers, and first responders in their communities. This
collaboration will better prepare private schools for all hazards and continuously
look for ways to improve their school safety plans to protect students, faculty,
and staff.
Whole Community Planning
The state is committed to improving inclusion and equity in planning for disasters.
We encourage school administrators to look outside of their own school and
involve the whole community to ensure emergency plans consider their
students' and communities' culturally diverse needs.
When planning for emergencies, school and district emergency planners and
school administrators should include representatives from a wide range of
school personnel, including, but not limited to the following: educators, aides,
school psychologists, nurses, facilities managers, transportation managers, food
personnel, and family services as part of the planning process. Include local law
enforcement officers, emergency medical services (EMS) personnel, school
resource officers, fire officials, public and behavioral health practitioners, and
local emergency managers. Also, consider including student and parent
representatives, individuals and organizations that serve and represent the
interests of students with disabilities, students, and families with Limited English
Proficiency (LEP), and others with access or functional needs, as well as racial
minorities and faith-based organizations, so that specific considerations are
included in the early stages of planning.
This wide range of expertise will bring a multitude of perspectives for a more
inclusive and robust emergency management program. When disasters affect a
school, they most likely affect the community as well.
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Table of Contents
Record of Changes ....................................................................................................... ii
A Message to School Districts and Sites .................................................................... iv
Contact Information .................................................................................................... vi
Preface .........................................................................................................................viii
Section 1. Introduction to Emergency Management ................................................ 1
Background.............................................................................................................. 1
Purpose ..................................................................................................................... 2
Section 2. Standardized Emergency Management System ..................................... 3
What is SEMS?........................................................................................................... 3
SEMS Organizational Levels .................................................................................... 4
National Incident Management System (NIMS) ................................................... 6
How to Organize for SEMS ...................................................................................... 9
SEMS in Schools ...................................................................................................... 10
Section 3. Phases of Emergency Management ....................................................... 15
Prevention-Mitigation ............................................................................................ 16
Preparedness ......................................................................................................... 21
Recovery ................................................................................................................ 39
Section 4. Incident Command System in Schools ................................................... 49
Incident Command System (ICS)......................................................................... 49
How the Incident Command System Functions Work ....................................... 49
Command and General Staff .............................................................................. 52
Incident Command System Position Checklists .................................................. 54
Appendix A: Further Readings and References ....................................................... 55
Appendix B: Emergency Regulations ....................................................................... 59
Emergency Laws.................................................................................................... 59
Types of Disaster Declarations .............................................................................. 62
Appendix C: Common Acronyms ............................................................................. 63
Appendix D: Public School Employees as Disaster Service Workers ..................... 67
Building Relationships Before the Disaster ........................................................... 68
Employee Responsibilities ..................................................................................... 68
Disaster Service Worker Reminders ...................................................................... 69
Appendix E. Schools as Post-Disaster Shelters ......................................................... 71
Sheltering Scenarios .............................................................................................. 72
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Inter-Agency Coordination and Pre-Disaster Agreements ............................... 73
Sheltering Stakeholders ......................................................................................... 74
Appendix F. Exercise Scenarios for Discussion ........................................................ 77
Wildfire .................................................................................................................... 79
Earthquake ............................................................................................................. 81
Flood/Dam Failure ................................................................................................. 83
Tsunami ................................................................................................................... 85
Power Disruptions ................................................................................................... 87
Public Health Emergency ..................................................................................... 89
Hazardous Materials (HazMat) Emergency ........................................................ 91
Active Shooter/Intruder Emergency .................................................................... 93
Cybersecurity Emergency .................................................................................... 95
Protests/Riots/Civil Unrest Emergency ................................................................. 97
General Discussion Questions............................................................................... 99
Appendix G. Readiness and Emergency Management for Schools and Technical
Assistance (REMS TA) Center ................................................................................... 101
Topic Specific Resources Offered ...................................................................... 101
Six-Step Planning Process .................................................................................... 102
Sample Emergency Supplies from REMS TA Center ......................................... 103
Annex A. School Incident Command System Position Checklists ....................... 106
Example: Emergency Operations Chart ........................................................... 107
Example: L.A. Unified School District Emergency Management Organization
Chart ..................................................................................................................... 108
Section: Command Staff .................................................................................... 109
Section: Operations ............................................................................................. 122
Section: Planning/Intelligence ........................................................................... 140
Section: Logistics .................................................................................................. 148
Section: Finance/Administration ........................................................................ 158
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Section 1. Introduction to Emergency Management
Background
California is one of the most diverse states when it comes to our people, terrain,
natural resources, and weather. That also means we have some of the most
diverse types of natural hazards including wildfires, floods, earthquakes,
tsunamis, and yes, even volcanoes. These hazards can pose ongoing threats in
our communities and significantly impact our lives when disaster strikes.
For many communities, 2017 through 2021 were devastating years. Disasters
included drought, floods, wildfires, mudslides, earthquakes, power shutoffs, and
the worldwide COVID-19
pandemic.
In 2017, after six years of
unprecedented drought
conditions, California
experienced record rainfalls
that resulted in the evacuation
of over 188,000 people due to
failure of the Oroville Dam
emergency spillway. Each year
wildfires continue to increase in
size, severity, and acres
burned. In 2018, wildfires in
California killed over 120
people, destroyed more than
22,700 structures, and burned
over 1.8 million acres. California's deadliest wildfire nearly leveled the entire town
of Paradise, killing 86 people.
In addition to fires, in July 2019, a 6.4 magnitude foreshock and 7.1 magnitude
earthquake struck near Ridgecrest—the most powerful earthquake in California
in nearly 20 years. Luckily, school was not in session, but several sites throughout
the region were damaged.
In 2020, six of the 20 largest wildfires in California history occurred destroying over
2.6 million acres. We also began experiencing the largest public health crisis
since the Spanish flu of 1918 due to the international outbreak of the Novel
Coronavirus (COVID-19).
Satellite Photo of the 2018 Camp Fire,
courtesy of NASA Earth Observatory image
by Joshua Stevens, using Landsat data from
the U.S. Geological Survey, and MODIS data
from NASA EOSDIS/LANCE and
GIBS/Worldview
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This public health emergency strained all facets of life to include economic
growth and healthcare services. Although this disaster did not result in
widespread destruction like earthquakes and wildfires, the economic and social
effects were seen everywhere.
Purpose
Disaster/emergency planning is one of many components of the state
mandated Comprehensive School Safety Plan (CSSP) [California Education
Code (Ed. Code)Sections 32280 - 32289.5]. With the volume and variety of
California disasters and their impacts on school sites and districts, it is important
to be prepared for any hazards that may occur. For more information on the
CSSP, visit the CDE’s CSSP Best Practices Resources website for reviewing and
approving plans.
The intent of this guide is to provide an informational framework for sites and
districts to better prepare for disasters that compliments the required school
safety plans. This guide will provide information on how to incorporate the
concepts of SEMS, the National Incident Management System (NIMS), and the
Incident Command System (ICS) into school emergency planning.
School administrators have the responsibility to ensure the safety of their
students, faculty, and staff in an emergency, whether it’s an earthquake, flood,
wildfire, or an act of terrorism. School sites and districts should work with their
local first responders and emergency management officials to build and
maintain emergency plans that can be applied to all types of hazards.
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Section 2. Standardized Emergency Management System
What is SEMS?
SEMS is the cornerstone of California’s emergency
response system and the fundamental structure for
the response phase of emergency management.
SEMS was created because of shortfalls and
coordination failures in emergency response
agencies stemming from the Tunnel Fire in
Oakland in 1991. The state government
recognized the need to unify all elements of
California’s emergency management community into a single integrated
system and standardize key elements of emergency response.
SEMS is required by the California Emergency Services Act for managing
multiagency and multijurisdictional responses to emergencies in California. SEMS
is based on several concepts: 1) a management tool called the Incident
Command System (ICS); 2) the Master Mutual Aid Agreement and mutual aid
program; 3) Multi-Agency Coordination (MAC), under which diverse
organizations work together and communicate with each other; and 4) the
Operational Area Concept. As stated earlier, state agencies must use SEMS, and
local government entities shall use SEMS to be eligible for any reimbursement of
response-related costs under the state’s disaster assistance programs.
1) The Incident Command System (ICS) was developed by fire departments
to give them a common language when requesting personnel and
equipment from other districts, and common tactics when responding to
emergencies. The system is designed to minimize the problem common to
many emergency response efforts--duplication of efforts--by giving each
person a structured role in the organization, and each organization its
piece of the larger response. Schools are encouraged to follow the ICS
model as an organizational tool as it is scalable for the incident and allows
for easier integration among partner agencies. For more detailed
information on ICS, see Section 4. ICS in Schools.
2) Master Mutual Aid Agreement and mutual aid programs established that
resources belonging to the State of California and its various departments,
agencies, various political subdivisions, municipal corporations, and other
public agencies be made available to prevent and combat the effect of
disasters.
“SEMS is a
hierarchy of
mutual support”
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3) Multi-Agency Coordination (MAC) occurs whenever personnel from
different agencies that have legal responsibilities to abate the emergency
are involved in the response. While informal arrangements among
agencies can be made to work, it is more effective to establish MAC
procedures in advance in a planned and organized manner.
4) Operational Area (OA) is an intermediate level of the state emergency
services organization, consisting of a county and all political subdivisions
within the county area.
SEMS Organizational Levels
SEMS is organized into five primary levels ranging from the incident area (field) to
the state where each level provides support to the impacted jurisdiction. An
easier way to think about SEMS is to frame it as a staircase, when the incident
grows or the lower jurisdiction becomes overwhelmed, resources from a higher
level are engaged to support the lower level. The figure below displays the
support hierarchy in response to an incident.
Figure 2.1 SEMS Organization Levels
• Field – The Field Level is where emergency response personnel and
resources, under the command of responsible officials, carry out tactical
decisions and activities in direct response to an incident or threat.
• Local Government – The Local Government level includes cities, counties,
tribal governments, and special districts, which includes the County Office
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of Education (COE) and school districts. Local governments manage and
coordinate the overall emergency response and recovery activities within
their jurisdiction. Local governments are required to use SEMS when their
Emergency Operations Center (EOC) is activated, or a local emergency is
declared or proclaimed, to be eligible for state reimbursement of
response-related costs.
• Operational Area (OA) – An OA is the intermediate level of the state's
emergency management organization which encompasses a county’s
boundaries and all political subdivisions located within that county,
including special districts. The OA facilitates and/or coordinates
information, resources, and decisions regarding priorities among local
governments within the OA. The OA serves as the coordination and
communication link between the local government level and regional
level. State, federal, and tribal nations in the OA may have their own
statutory authorities for response like that at the local level.
It is recommended that school districts and local Offices of Education
connect with the local OA Coordinator to understand how their school’s
districts and sites fit in to the emergency plans developed by the OA. The
local OA Coordinator is your gateway to all things regarding emergency
management to include mitigation, preparedness, response, and
recovery plans and activities.
• Region – The Regional Level coordinates information and resources
among OAs within the mutual aid region and between the OAs and the
state level. The Regional Level also coordinates overall state agency
support for emergency response activities within the region. California is
divided into three Cal OES Administrative Regions – Inland, Coastal, and
Southern – which are further divided into six mutual aid regions. See
Figures 2.2 and 2.3 for map of California Administrative and Mutual Aid
regions
• State – The state level of SEMS prioritizes tasks and coordinates state
resources in response to the requests and coordinates mutual aid among
the mutual aid regions and between the Regional Level and State Level.
The state level also serves as the coordination and communication link
between the state and the federal emergency response system.
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The state level requests assistance from other state governments through
the Emergency Management Assistance Compact (EMAC) and similar
interstate compacts/agreements and coordinates with the Federal
Emergency Management Agency (FEMA) when federal assistance is
requested. The state level operates out of the State Operations Center
(SOC).
National Incident Management System (NIMS)
NIMS is defined as the comprehensive approach guiding the whole community -
all levels of government, nongovernmental organizations (NGO), and the
private sector - to work together seamlessly to prevent, protect against,
mitigate, respond to, and recover from the effects of incidents. NIMS, like SEMS,
is a scalable and flexible approach that provides mutual aid, response, and
recovery support to the states responding to a disaster.
Ultimately, during a federally declared disaster, FEMA and other federal partners
join with the state incident management to provide resources and support to
the regions and operational areas responding to and recovering from the
disaster.
The State of California adopted NIMS on February 8, 2005, by Executive Order S-
2-05. By utilizing SEMS, agencies are following NIMS, and are therefore eligible for
federal reimbursement with some conditions. Additional information on NIMS
can be found in Append B: Emergency Laws.
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Figure 2.2: California Administrative Regions
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Figure 2.3: California Mutual Aid Regions
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How to Organize for SEMS
There are several concepts which are important to understand before you
begin incorporating SEMS into your emergency plan:
• This is a group process. Individuals will not be able to develop a workable
plan for your school. Everyone has a role to play during the emergency, so
everyone should be trained before it happens. You should share
information among colleagues, gain support for the planning process,
and train people in their emergency responsibilities.
• There are certain responsibilities that are related to the emergency that
are not specifically related to one's job, for example, search and rescue
and site security.
• Everyone should have responsibilities based on his/her job at the school.
Instructional faculty and staff, for example, will be expected to maintain
control of their classrooms, account for their students, or direct
evacuations. Administrators will be responsible for making school-wide
decisions such as the need for evacuations, the need to close the
campus, communication with the district office, and communication of
new procedures to parents. Some site personnel will have to be freed of
classroom or office assignments so that they can fulfill emergency
responsibilities.
• Training and exercising are critical. They help faculty and staff become
familiar with their responsibilities. They document for the state that your
personnel are up to date on their SEMS responsibilities. Training and
exercises are necessary for new employees to ensure successful
integration and execution of response plans.
Just as a district is encouraged to follow the ICS model, the district should ensure
that each school site follows the model as well. This promotes the greatest
possible coordination between an individual school and its district, between a
district and its local government, and among districts and all other
governmental agencies.
At a district and site level, a plan based on SEMS should be developed, duty
statements for each function written, and checklists of Standard Operating
Procedures (SOP) created. Once these materials are available, personnel
should be assigned to one of the five ICS functions, according to their expertise
and ability.
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All personnel should then be trained in how to respond to a disaster according
to the system. Table-top and small-scale exercises are useful drills for making
nature of these functions clear. It is important to integrate access and functional
needs into training and exercise programs. Include students, faculty, and staff
with access or functional needs within the development of the exercises, on the
front end, as well as during the actual exercise. Including this lived experience
adds validity to the emergency plan.
By practicing what to do during and after an emergency, you increase the
confidence of school personnel, students, and parents that disasters can be
manageable events.
SEMS in Schools
The list below suggests ways that you can divide various emergency
responsibilities among your site and district personnel and how SEMS and ICS
can be adapted to schools. Everyone will have some responsibilities based on
their job and some people will have additional emergency responsibilities.
Major Concepts/Components
• Every emergency, no matter how large or small, requires that certain tasks
be performed, specifically management, planning, operations, logistics,
and finance/administration.
• The system can be expanded or contracted, depending on the situation
and the immediate needs. One person can do more than one function.
• Every incident needs a person in charge, called the Incident Commander
at the site level, or the EOC Director at the district level.
• No one person should oversee more than five to seven people. [Note: this
does not apply to Student Supervision.]
• Common terminology - All faculty and staff in the school/district should
use the same words to refer to the same actions. This terminology should
be known and practiced before a disaster.
Establishing an Incident Command Post
An Incident Command Post (ICP) is a command center that is in or near the
incident. For a school, the ICP would normally be found in the administrative
office of the school, a large conference room, or in the parking lot in front of the
school if working with first responders. The ICP serves as the initial command post
until the incident is resolved or authority is transitioned to the district EOC.
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For example, in an active shooter event, law enforcement, fire and rescue
personnel may establish an ICP offsite to gain command and control of the
situation.
Establishing an Emergency Operations Center
An Emergency Operations Center (EOC) is usually located at or near the school
site or school district office. Most public agencies have a separate room for the
EOC or a conference room that can be quickly converted into an EOC for
centralized emergency management coordination. A pre-planned alternate
site should also be identified in the event the primary location is not useable.
School Site or School District EOC
The primary role of the EOC is to coordinate and organize all relevant
information and needed resources regarding the emergency in one place. This
helps the school site or district’s decision-making body coordinate resources.
The EOC staff should not be providing ″hands on” assistance to the various
school sites that are dealing with the actual field activities. Their role is to obtain
and deliver needed resources to the affected school sites. Under SEMS, the
school site Incident Commanders have clear authority to command and direct
the resources under their control. It is the responsibility of the EOC Director and
the EOC staff to find and have delivered the needed resources to the Incident
Commanders at the individual school sites.
EOC Planning Considerations
• Have top level administrators committed to the successful operation of
the EOC.
• Have a centralized location that is safe and accessible.
• Have a well-designed facility that allows for efficient operations (include
sample floorplans).
• Have employees filling or performing the five ICS functions.
• Have documented standard operating procedures which include
checklists for each position.
Schools and SEMS: Where do schools fit into this model?
The mutual aid process may differ among operational areas, schools, school
districts, and other jurisdictions depending on their location and circumstances.
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The variation is due to a few issues at the city and county level:
• Many school districts cover several cities, municipalities, and/or tribal
jurisdictions.
• Several school districts are in unincorporated areas.
• Some school districts are in small cities that have insufficient resources
even for their own needs.
• The role of each County Office of Education differs; therefore, schools
and districts will need to know how their county will support them.
In the SEMS model, school sites and districts are considered special districts
within the SEMS hierarchy of mutual aid support. Special Districts are below the
local level and generally under the city or county jurisdiction. School sites and
districts need to work with their County Office of Education to determine types
of support available during an emergency response. Figure 2.4 below better
illustrates schools and their mutual support during a disaster.
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Figure 2.4: Mutual Aid Model for Schools
Why should schools use SEMS?
Utilization of SEMS ensures that certain costs and/or damages associated with
the incident are eligible for reimbursement, if state or federal reimbursement is
authorized. Schools should use SEMS because it will increase their access to
resources and information during the disaster response. SEMS eliminates
duplication of efforts by giving each person a structured role in the organization
and each organization its specific role in the response effort. This means that
resources can be supplied more effectively and efficiently. Lastly, utilization of
SEMS, if state or federal reimbursement is authorized, ensures that certain costs
and/or damages associated with the incident are eligible for reimbursement.
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Section 3. Phases of Emergency Management
Emergency plans should include the four phases of emergency management
which are prevention/mitigation, preparedness, response, and recovery. For
example, if a county is developing plans to deal with a wildfire, then logically,
the county would plan for how to prevent or mitigate its risk from wildfires, how it
would prepare for a wildfire, how it would respond to the wildfire, and then
lastly, how it would recover from the wildfire.
Schools and districts can use the principles below for their own emergency plans
tailored to keeping students, faculty, and staff safe at sites.
In the figure 3.1 below, we illustrate the logical thought pattern behind the four
phases and how each one performs a vital function to emergency planning.
Figure 3.1: Four Phases of Emergency Management
• Prevention-Mitigation is defined as any sustained action taken to reduce
or eliminate long-term risk to people and property from natural or human-
caused hazards and their effects. This definition distinguishes actions that
have a long-term impact from those more closely associated with
immediate preparedness, response, and recovery activities.
• Preparedness involves activities undertaken in advance of an emergency
to develop and enhance operational capacity to respond to and
recover from an emergency.
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As part of a comprehensive preparedness program, the emergency
management community (districts, counties, and tribes) should develop
plans and procedures, maintain prevention programs, manage resources,
establish mutual aid agreements, train personnel, and educate the
schools.
• Response activities are comprised of the immediate actions to save lives,
protect property, and the environment, and meet basic human needs. An
example is evacuating school children to higher ground during a tsunami
emergency. It is important to have points of contacts from the following
partners: local law enforcement, fire departments, local Office of
Emergency Services, County Department of Education, the American Red
Cross, and other local resources that can assist.
• Recovery refers to actions to restore the learning environment for schools
affected by an event. Recovery is an extended period that blends into
the “before” timeframe of the next hazard event for a community and
should include steps to build back better so that future natural hazards
have lesser impacts.
Prevention-Mitigation
Prevention-Mitigation, as mentioned earlier, is any action taken to reduce or
eliminate long-term risk to people and property from natural or human-caused
hazards and their effects. The most important factors in reducing/eliminating risks
are knowing and understanding what hazards affect your area and region,
ensuring your schools have adequate insurance coverage, and taking
appropriate measures to physically harden your facilities against potential
disasters.
Knowing your hazards
The Cal OES MyHazards is a tool for the public to discover hazards in their area
(earthquake, flood, fire, and tsunami) and learn steps to reduce risk. Using the
MyHazards tool, users enter an address, city, zip code, or select a location from
a map. The map targets the location and allows users to zoom and scroll to their
desired view. The webpage then presents information on the risks identified
within the search radius and recommended actions to protect against that
hazard. Hazard Data is approximate and data layer visibility are subject to the
extent of the Map.
MyHazards can be view at http://myhazards.caloes.ca.gov/.
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Figure 3.2 Image of the MyHazards Webpage
Hazard Mitigation Plans
Through various state and local hazard mitigation planning activities, local
jurisdictions can focus efforts on reducing risk and hazard prevention. Effective
mitigation planning can break the cycle of disaster damage, reconstruction,
and repeated damage. Hazard mitigation plans focus on efforts, such as public
works projects like levee reinforcement or erosion control, and long-term
strategies that can reduce risk to or lessen the impacts of a disaster through
various activities.
Activities may include fire mitigation, levy improvements, construction, and
other investments in long term projects to build community resiliency. Connect
with your local emergency services office to determine what hazards may
affect your district or site and how they are working to reduce your risk. Consider
developing your own hazard mitigation plan or participating in the city/county
plan. To be eligible for federal hazard mitigation grants, schools need to have or
be part of an approved hazard mitigation plan.
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Physical Hardening of the Facility
Schools and districts can protect themselves from disasters by investing in
infrastructure upgrades. Two resources exist to support the mitigation efforts for
natural and human caused disasters.
For natural disasters, FEMA’s Safer, Stronger, Smarter: A Guide to Improving
School Natural Hazard Safety is a comprehensive resource in identifying natural
hazard risks and solutions that can be taken to reduce the school’s risk to the
impacts of the disaster. This Guide provides advice on both successful
operational policies and practices, as well as recommendations on how to
improve the physical protection of the school facility to resist natural hazards to
improve overall school safety.
For human caused disasters, such as active shooters/intruders which can quickly
overwhelm a school’s ability to react, school/district administrators and security
personnel can take advantage of the Cal OES State Threat Assessment Center’s
(STAC) School Vulnerability Assessment Program. This train-the-trainer program,
taught by the Regional Threat Assessment Centers across the state, provides the
knowledge and information to perform a vulnerability assessment on campus.
Mitigation can involve multiple agencies, in the photo above, the
US Army Corp of Engineers works to repair and improve levees
along the American River. Photo courtesy of U.S. Army Corps of
Engineers, Sacramento District, June 11, 2020
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Information collected during the vulnerability assessment can be used to
determine potential solutions for a wide range of identified security gaps.
Physical security enhancements may include:
• New access controls such as key card or badging entry systems,
upgraded locks and push bars, tamper resistant doors, and other access
control measures that the make the facility more difficult to access.
• Applications such as ballistic film or blast resistant window treatments can
prevent glass and windows from becoming shrapnel and causing further
harm.
• Installation of security cameras, lights, and announcement systems may
be beneficial in deterrence of potential threats.
Be sure to check with the following organizations before installing or updating
the facility:
• The district security or facilities section to ensure upgrades are compliant
with district policies.
• The city and/or county building permitting office.
• The Division of the State Architect, Department of General Services, on
acceptable standards for safety/security equipment in schools.
• The Office of the State Fire Marshal on fire codes relevant to the types of
equipment to be installed or modified.
Examples of Prevention-Mitigation Activities for Schools may Include:
• Ensure that your sites and districts are properly insured against known
hazards in the area; increase or modify insurance coverage as needed.
• Ensure buildings and structures are up to the applicable building codes,
for example, retrofitting buildings prior to 1976 to withstand earthquakes.
• Increase awareness of hazards, impacts, and vulnerabilities to better
prepare site and district personnel, students, and families. This can be
done by providing informational resources and trainings or presentations
to sites and districts.
• Engage with your county, city, and/or community leaders to ensure
awareness of current emergency plans and mitigation projects that may
affect your site or district.
• Strapping and bracing of objects such as bookshelves to walls.
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• Ensuring partitions, overhead lights, ceilings, and air ducts are secured to
the structure of the building.
• Trimming trees or removing dry brush from buildings creating defensible
space from fires.
• Upgrading roofs using fire resistant materials or installing sprinkler systems.
• Erosion control around structures.
• Hazard mapping to include floods, faults, and volcano threats.
• Updating buildings and infrastructure to current standards or best
practices.
Planning Considerations for Districts and Sites
What have you done to reduce your potential losses? Which of the nonstructural
hazard mitigation measures below have been completed at your school?
• Have bookshelves, file cabinets and free-standing cupboards been
bolted to the wall or arranged to support each other?
• Have heavy items been removed from the tops of bookshelves and
cupboards?
• Have the windows in the classrooms and other campus buildings been
equipped with safety glass or covered with protective film?
• Are the partitions, ceilings, overhead lights, and air ducts secured to the
structure of the buildings?
• Have inventories been made of hazardous chemicals in areas such as the
science building and maintenance shops?
• Is there an earthquake preparedness program in your curriculum?
• How and where are you storing vital data and records? Do you have
duplicate copies of important data stored in an off-site location?
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Preparedness
Preparedness consists of activities or actions that have been taken in advance
of the emergency to develop plans, build capabilities of responding jurisdictions,
and provide training and exercises. In this phase, districts and sites should focus
on building the faculty and staff knowledge of what to do during a disaster.
Trainings should focus on hazards, emergency response, access and functional
needs, and anything jurisdictionally specific that may affect response or
recovery plans.
Examples of Preparedness Activities may Include:
• Development of plans and procedures between schools, districts, and the
local level, generally the county/city emergency office. Plans include:
o Communications plans and procedures
o Earthquake plans and procedures
o Evacuation plans and procedures
• Participation in emergency management programs at the district or
county level.
• Participation in training such as California Specialized Training Institute
(CSTI) or FEMA Independent Study courses.
• Participate in Seminars/Workshops/Drills/Exercises.
• Know your facilities and where the utility shutoffs are located.
Developing Your Plan
Your site or district plans should not be developed without utilizing whole
community planning. It is in your best interest for the safety of your students,
faculty, staff, and the community to work with your Office of Education, if
applicable, local emergency management agencies, community-based
organizations (CBOs), and other stakeholders (transit and paratransit providers,
parent-teacher organizations, School Site Councils (SSCs), local media, etc.) to
develop plans that work for both the sites and the responders. Ensure
community representatives include individuals with lived AFN experience. This
plan should incorporate ideas on inclusive sheltering operations, accessible
evacuation and transportation, communication strategies, and reunification
procedures that are accessible, comprehensive, and feasible.
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Lastly, your plan should be integrated into your site or district’s Comprehensive
School Safety Plan (CSSP).
When developing your plan, consider the following, specifically for the student
body and/or personnel with disabilities or an AFN:
• The disproportionate impacts on individuals and families with disabilities
and the growing number of students and employees that utilize assistive
technology and/or assistive/adaptive devices. Consult the individuals
with the disability or AFN, or their representative to identify needs and
gaps in existing evacuation plans
• Define how evacuations will be conducted quickly, safely, and
effectively, all site employees are aware of all exit routes and designated
meeting areas, and cross training is implemented to familiarize all
personnel on evacuation procedures
• Ensure equipment and supplies needed for evacuation are readily
available (stair chairs, student rosters, items needed for those with
disabilities and other functional needs
• Establishing a “buddy system” to coordinate accommodation/assistance
that may be needed by individuals during an active intruder/active
shooter incident
• Ensure site administration is aware of the location(s) or classrooms of those
with identified disabilities or an AFN
Readiness and Emergency Management for Schools Technical Assistance
Center
The Readiness and Emergency Management for Schools Technical Assistance
Center (REMS TA Center), a federal resource, contains Emergency Operations
Plan (EOP) development tools and is a great resource to begin the EOP
development process. In Appendix G we provide some of the REMS TA Center’s
information and links to help get you started.
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Crisis Response Box
Another great available resource is the
California Department of Justice’s and
California Department of Education’s Crisis
Response Box, a guide to help every school
assemble the tools and resources needed for a
critical incident response. The Crisis Response
Box is a guide to assist schools in crisis
prevention planning. A strong crisis response
strategy is designed to contain a crisis and
thereby reduce the risk of violence or trauma to
students and school personnel.
“The box” is a unique product developed to help
schools, local law enforcement, and emergency services personnel prepare for
a school emergency.
Classroom Preparedness Programs
• Cal OES Preparedness Ambassadors
Preparedness Ambassadors is a statewide program designed to engage
fourth grade students to develop and promote disaster preparedness
guidelines for their homes, schools, and local communities. This is the first
statewide classroom preparedness program in California. Through
instruction and handouts, students will learn about various disasters in their
communities by gathering and using data, reading case studies about
actual disaster events, and reflecting on which behaviors may help
contribute to staying safe during a disaster.
Students will develop their own disaster preparedness guidelines and then
compare that with the disaster preparedness guidelines identified in the
Cal OES Family Readiness Guide.
Lastly, the Preparedness Ambassadors program was developed using the
following education standards: CA Health Education Content Standards
(Primary), CA Next Generation Science Standards, CA Environmental
Principles and Concepts, and CA English Language Arts Standards.
• Ready San Diego’s Be Aware, Be Prepared
Be Aware, Be Prepared is a fourth-grade unit of study created by the
Office of Emergency Services in partnership with the San Diego County
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Office of Education. In this unit, students build knowledge about the
geological systems of the Earth, natural disasters, and disaster preparation
through print and technology sources and collaborative research. The unit
directly reflects the overarching intent and goals of the Common Core
State Standards (CCSS). The curriculum includes safety information that
could be lifesaving to students and families in our community.
• Get Ready 5th Grade Bay Area
The Get Ready 5th Grade Bay Area program (GR5) is taking the first steps
in changing our youth’s perceived vulnerabilities to disasters. The GR5
curriculum engages the students in a classroom setting with a one-hour
lesson covering a variety of emergency and disaster preparedness topics.
The GR5 program emphasizes capacity building by teaching the students
clear and actionable preparedness steps to take as a household to be
prepared for an emergency or disaster event.
Train Personnel
Coordinate with your local Office of Education and emergency managers to
conduct relevant training for hazards identified in your area and region.
Trainings will allow your district or site to build your response knowledgebase as
well as prepare for integration into emergency responses in the event your
location is utilized as a shelter or operations center.
California Specialized Training Institute is a division of
Cal OES and hosts a range of online trainings related to
emergency operations and management. Through CSTI’s
Learning Management System, users can register for free
coursework in EOC positions that fall within the scope of ICS.
Online Coursework includes, but is not limited to:
• Standardized Emergency Management System Introduction (SEMS G606)
• Management
• Operations
• Planning & Intelligence
• Logistics
• Finance & Administration
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FEMA’s Emergency Management Institute (EMI) School Program offers
independent coursework for school officials, free of charge, to support building
school emergency management capacity. Several other courses are in person
and can be scheduled by working with FEMA’s National Training and Education
Division.
Online coursework includes, but is not limited to:
• IS-036: Preparedness for Child Care Providers
• IS-100: Introduction to the Incident Command System, ICS 100
• IS-200: ICS for Single Resources and Initial Action Incidents
• IS-360: Preparing for Mass Casualty Incidents: A Guide for Schools, Higher
Education, and Houses of Worship
• IS-362: Multi-Hazard Emergency Planning for Schools
• IS-366: Planning for the Needs of Children in Disasters
• IS-700: An Introduction to the National Incident Management System
• IS-800: National Response Framework, an Introduction
• L0360: Preparing for Emergencies: What School Staff Need to Know
Your local jurisdiction may have specific online and in-person trainings that may
suggest you take or attend, as well as train-the-trainer coursework for more
virtual learning.
Test All Personnel (Exercise)
Building the plan and training on the plan requires exercises to become familiar
with the procedures, facilities, and systems used in emergency situations.
Exercises should:
• Be as realistic as possible.
• Be based on risk assessments (credible threats, vulnerabilities, and
consequences).
• Include non-governmental organizations and the private sector, when
appropriate.
• Incorporate the concepts and principles of SEMS and NIMS.
• Demonstrate continuity of operations issues.
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• Incorporate issues related to individuals with disabilities and others with an
AFN for both students, faculty, and staff.
• Also Include students and personnel with a disability or an AFN within the
development of the exercises, as well as during the actual exercise.
Exercises allow the school personnel and leadership to practice their developed
plans to identify gaps and shortfalls, critical issues, as well as depth of knowledge
and experience.
Exercises occur in several ways:
• Seminars/Workshops are low-stress, informal discussions in a group setting
with little or no simulation, used to provide information and introduce
people to policies, plans, and procedures.
• Tabletop Exercises provide a convenient and low-cost method designed
to evaluate policy, plans, procedures, and resolve coordination and
responsibilities. Such exercises are a good way to see if policies and
procedures exist to handle certain issues.
• Drills/Tests are conducted on a regular basis to maintain the readiness of
operational procedures, personnel, and equipment. Examples include
tests of fire and earthquake drills, evacuation procedures, shelter in place
or lockdown drills, and testing of communication systems.
• Functional Exercises are designed to test and evaluate the capability of
an individual function such as communications, evacuations, or medical
capabilities.
• Full-Scale Exercises simulate an actual emergency. They typically involve
complete emergency management personnel and first response
agencies and are designed to evaluate the operational capability of the
emergency management system. Examples include active shooter, full
scale evacuation, and medical emergency exercises.
Emergency Operation Plans
Thorough response planning for a hazard event helps ensure that a school
community executes an organized, timely, and well-communicated response
when the unexpected occurs. As stated earlier, emergency plans compliment
the state mandated CSSP.
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Every school should develop and maintain an Emergency Operation Plan (EOP)
that clearly states what actions need to be taken before, during, and after an
emergency event, who is responsible for those actions, and contingencies for
the different situations that could arise. The plan should provide enough details
that it can be actionable, easily understood, and readily used.
If any part of the school campus will be used as a shelter, during or following a
natural hazard event, mass care and shelter considerations should be included
in the emergency plan. For example, plans for storing adequate amounts of
water, food, and first aid supplies for occupants should be established, as well as
plans for providing adequate power (e.g., backup generators and storage of
sufficient fuel supply). Students, faculty, staff, and families/guardians with access
or functional needs (e.g., wheelchair users, assistive technology users, those who
are power dependent, have dietary restrictions, carry prescriptive medications,
etc.) should be considered and addressed to ensure inclusive sheltering
operations. Those responsible for developing these plans and ensuring that they
are carried out will vary by location and should be identified. Consider adding
any providers of accessible sheltering, transportation, and communication
resources in your plan. Backup personnel should also be identified.
Administrators, faculty, and staff should know their roles and be trained
accordingly. The entire school community needs to practice responding to an
event so that everyone reacts appropriately when a disaster occurs. School
leaders should know how to interface with community partners, such as local
fire, law enforcement, and other emergency personnel. EOPs should also
incorporate school preparedness and mitigation strategies including up-to-date
school safety policies and protocols.
An EOP is a good way for school personnel to think through and be ready for all
the difficult issues that emergency events bring. It also protects financial
investments and helps build a culture of personal safety in the school
community.
For more information on how to build an EOP, including the six-step planning
process, please reference the Guidance tab on the REMS TA Center website at
https://rems.ed.gov. Another resource is the Guide for Developing High-Quality
School Emergency Operations Plan and The Role of Districts in Developing High-
Quality School Emergency Operations Plans: A Companion to the School Guide
which is also available on the REMS TA Center website.
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Consider These Topics for Inclusion in your Emergency Operations Plan:
• Communications plan that includes a process for alerting the
school/district, first responders, families/guardians, and other identified
stakeholders that need notification. Consider the use of social media in
your plan.
• Campus ingress and egress points.
• Campus lockdown procedures.
• Active Intruder/Shooter Response.
• Shelter in place and evacuation plans.
• Transportation plan.
o How are you incorporating school or district transportation resources
into evacuating or relocating students and
personnel?
• Reunification of students with their
families/guardians.
Catastrophic Plans
The widespread impact of a catastrophic incident
increases the importance of emergency planning
for schools. A catastrophic incident is defined as:
• A sudden event, which results in tens of thousands of casualties and tens
of thousands of evacuees,
• Response capabilities and resources of the state and local jurisdictions will
be overwhelmed,
• The severity of the incident will impact the response strategy and further
tax the capabilities and resources available to the area,
• Life-saving support from outside the area will be required, and time is of
the essence; and,
• Likely to have long-term impacts within the incident area as well as, to a
lesser extent, on the nation.
If the state is
preparing for the
worst-case scenario
in your area, then
you should, too!
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Impacts of a catastrophic event include degraded transportation routes (roads
and rail lines), large amounts of structural damage, severe shortages of response
personnel to support the communities affected, and other impacts to
infrastructure such as power/water/communication outages.
Impacts of a catastrophic event on schools can be profound and may require
schools to plan for the following:
• Require the sheltering of students up to several days until they can be
released to their parents.
• Require the sheltering of the community in open spaces such as athletic
fields when community members are afraid to be in a building after a
major earthquake.
• Widespread damage or destruction of schools throughout the district.
• In an earthquake, schools may be structurally compromised requiring
safety and/or damage assessments prior to safe reoccupation.
• Schools may need to evacuate over long distances.
• Large, full service high schools outside of the impact areas are a good
source for temporary sheltering facilities.
• Local school food authorities, in coordination with local jurisdictions, may
need to make their food stockpiles available to support disaster relief.
• Regional transit and school buses may be utilized for evacuations.
• Schools can potentially be used as shelters, emergency supply distribution
sites, or other types of recovery activities due to their locations in the
community, size/acreage, and their accessible facilities such as
Americans with Disabilities Act (ADA) compliant showers and restroom
facilities.
With these planning factors in mind, remember that Cal OES has four
catastrophic incident response plans (listed below) for floods, earthquakes, and
tsunamis across the state. These plans incorporate various counties and levels of
government to include our federal partners.
Northern California Catastrophic Flood Response Plan (NCCFRP) (2018)
The NCCFRP focuses on a catastrophic flood in the Sacramento River Basin and
the Sacramento-San Joaquin Delta Region.
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Due to the unpredictable nature of weather, this plan was developed utilizing a
risk-based approach to a weather event causing catastrophic flooding
throughout the region. Counties impacted include Butte, Colusa, Contra Costa,
Glenn, Sacramento, San Joaquin, Solano, Sutter, Yolo, and Yuba.
There are approximately 2,235 schools in the NCCFRP planning area; 164 schools
(7%), are in the 100-year flood zone, 711 schools (32%), are in the 500-year flood
zone, and 875 schools (39%) are in an area that is subject to flooding.
Bay Area Earthquake Plan (2016)
The plan focuses on the San Andreas Fault System between the North American
and Pacific tectonic plates with the highest probabilities of causing a significant
seismic event in the Bay Area. Counties impacted include Alameda, Contra
Costa, Marin, Mendocino, Monterey, Napa, Sacramento, San Benito, San
Francisco, San Joaquin, San Mateo, Santa Clara, Santa Cruz, Solano, Sonoma,
and Yolo.
Cascadia Subduction Zone (CSZ) – Earthquake and Tsunami Response Plan
(2013)
The plan focuses on a catastrophic earthquake along the northern California
coast. The offshore fault is approximately 800 miles long, stretching from
California to Vancouver Island in Canada. Counties impacted include: Del
Norte, Humboldt, and Mendocino. In this plan a total of 223 schools were
identified for sheltering in Del Norte, Humboldt, and Mendocino Counties. It is
important to note that the population of Humboldt and Mendocino counties
can surge by 15,000 people due to the presence of out-of-area college students
during the school year.
Southern California Catastrophic Earthquake Response Plan (2022)
This plan focuses on a catastrophic earthquake in Southern California. Counties
impacted include Imperial, Kern, Los Angeles, Orange, Riverside, San Diego, San
Bernardino, and Ventura. The plan draws on information from the California
Geological Survey and the United States Geological Survey’s Shakeout Scenario
of 2008.
Public versions Cal OES catastrophic plans can be found here:
https://www.caloes.ca.gov/office-of-the-director/operations/planning-
preparedness-prevention/planning-preparedness/catastrophic-planning/
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Preparedness Considerations
The questions below are common concerns and things to think about when
making a school better prepared for disaster. They are not all inclusive and may
take time to answer. The overall goal is to be able to answer these questions
within the school’s emergency plan.
• Has the school coordinated or engaged with the County Office of
Education and emergency services to understand your role in emergency
planning, response, and recovery efforts?
• Does the school have up-to-date points of contact for district, city, county
and/or tribal resources to assist in an emergency?
• Are there any programs established between the school and parent
groups which discuss the school's policies regarding student release and
retention and the development of an emergency plan for the home?
• Are you, your faculty, and your staff aware of everyone’s roles and
responsibilities under the plan?
• Does the plan address students and personnel with a disability or other
AFN?
• Is your district/site adequately prepared to support your students and
families with disabilities or other AFN?
• Does your plan incorporate the principles of the SEMS?
• Are your personnel trained to perform the responsibilities under SEMS?
Assignments should be made for management, planning/intelligence,
operations, logistics, and finance.
• Have you had drills and exercises that involve ICS responsibilities?
• Have you conducted an inventory of the kinds of skills or needs of your site
and/or district personnel (emergency medical technician certification, bi-
lingual/interpreter, hearing impaired, mobility assistance, etc.)? Have you
conducted training in first aid, damage assessment, search and rescue,
and fire suppression?
• Do your site personnel know the location of the main gas, electricity, and
water shut-off valves? Who has been trained to check for damage and
turn them off if the need arises?
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• Have you made a list and a map of the location and availability of first
aid and other emergency supplies?
• Are your faculty and staff aware that they are, by law, Essential and
Disaster Service Workers? Do they know what this entails? See Appendix D
for more information on Disaster Service Workers and Essential Workers.
• Does your school have enough supplies (water, food, blankets) to handle
sheltering of students that may last up to three or four days if the situation
requires?
• Is everyone aware of primary evacuation routes, alternate routes, and
evacuation points or destinations?
• Do school safety drills use all evacuation possibilities?
In Appendix F of this guide, we provide information on common hazards,
scenarios, and questions to think about. The purpose of Appendix F is to help
you start a conversation and explore your own site’s/district’s capabilities.
Understanding your hazards and being prepared can save lives and protect
school assets. Having knowledge of what to do through developing your plans
and training on your procedures will ultimately make your school and district
safer.
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Response
In the previous sections, we discussed the importance of eliminating risk and
preparing and planning for potential hazards a school or district may face. As
we talk about response, we want to ensure that the EOP is integrated into those
response efforts, as well as the personnel required to respond have trained to
and understand their emergency plan. Under the concepts of SEMS, it
establishes a common operating framework with similar structures in which each
level, be it local, county, or state, is communicating and functioning in similar
manners. Utilization of the SEMS framework can eliminate duplications of work,
de-conflict lines of communication and information flows, and synchronize
responses depending on the scale of the disaster.
More importantly, in large scale
disasters, schools and districts
should work with their local office
of emergency management to
ensure resources are made
available to students, faculty, and
staff impacted by the disaster. This
includes transportation,
reunification, documentation,
sheltering and other efforts during
and after the disaster.
The response phase is where
government emergency
management and first responder
agencies are engaged responding to an active disaster or incident involving
public safety. Disasters are dynamic incidents where planning and organization
are key to success. In this section we will cover the basics of response as it
concerns life safety and the concepts of SEMS in response to better understand
how each level of government response is related.
Examples of Response Activities may Include:
• Implementation of emergency plans.
• Activation of sheltering and/or evacuation procedures.
• Organizing site and district personnel into a response structure using ICS.
Employees assist in response to the
COVID-19 Public Health Crisis. Cal OES
State Operations Center, taken March
2nd, 2020.
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• Coordination with first responder and emergency management agencies
for life saving resources.
• Communication with parents/guardians and the district to ensure safe
reunification of students with their family units.
Execute the Plan
Schools and districts that have created and/or maintained their emergency
plans should be able to implement it in the response phase. This also implies that
all employees and administrators have read or practiced the plan and know
what to do. All school and district personnel should act quickly to fulfill their
designated roles to include staffing of the ICS functions.
Immediate Life Safety
Schools and districts should develop safety plans that address how all faculty,
staff, and students will work together to preserve lives and provide aid to those in
need in the event of a disaster. A variety of courses and trainings exist publicly
and commercially, and schools and districts are encouraged to take
advantage of these programs to better train their personnel. Some topics
include first aid, active shooter/intruder training, crisis response, earthquake
safety, and many others.
• The Emergency First Aid Guidelines for California Schools Manual is meant
to provide recommended procedures for school personnel in responding
to medical emergencies when the school nurse is not available and until
emergency medical services responders arrive on scene. These guidelines
provide recommended actions and do not supersede or invalidate any
laws or rules established by a school system, a school board, or the state.
Situational Awareness
For the school or district to respond in a safe manner to a disaster, there needs
to be a way for the Incident Commander(s) to make decisions and support the
response. Generally, this is done using Situation Reports (sitreps) that follow the
5-Ws of who, what, where, when, why, and how, if applicable. These sitreps can
provide information on safety such as students injured or trapped, incident status
such as ongoing or worsening, personnel status or availability, or anything else
deemed necessary to the command team during response. The Incident
Commanders should establish priorities of information that will aid them in
decision-making during the incident.
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Establishing a School Site or District Emergency Operations Center
Establishing an EOC can be very beneficial and does not require a lot of
coordination. Within the school or district’s EOP, establishing a base of
operations will provide a coordination hub for all activities related to the
disaster. Schools and districts should only establish an EOC when it is safe to do
so. Generally, the EOC at a school should be established if the school is
sheltering in place and awaiting assistance from fire and/or law enforcement
officials. At the district level, an EOC should be established when supporting
numerous schools that are impacted to better manage the flow of information
and coordinating ability of the district.
Once the EOC is established several actions should occur to include:
• Creating the incident action plan.
• Setting the priorities and objectives.
• Determining the operational period.
• Coordinating and communicating the plan with everyone involved.
Incident Action Plan
An incident action plan (IAP) is the formal and/or informal documentation of the
incident priorities and objectives (P&Os), operational period objectives, and the
response strategy defined by incident command during response planning. The
IAP may be formal and written for longer incidents or informal or spoken for
smaller incidents. It contains general tactics to achieve goals and objectives
within the overall strategy, while providing important information on situation
and response activities. Equally important, the IAP assists in the dissemination of
critical information about the status of response assets themselves. As incidents
evolve, action plans should be revised on a regular basis to maintain consistent,
up-to-date guidance across the system. IAPs should be updated at least once
per operational period which is a period of time scheduled for executing a
given set of actions. The IAP should contain the following information utilizing ICS
Forms that can be found here,
https://training.fema.gov/icsresource/icsforms.aspx
• Incident Briefing, ICS Form 201
• Incident Objectives, ICS Form 202
• Organizational Assignment list, ICS Form 203
• Assignment List, ICS Form 204
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• Incident Radio Communications Plan, ICS Form 205
• Communications List, ICS Form 205A
• Medical Plan, ICS Form 206
• Incident Organization Chart, ICS Form 207
• Safety Message-Plan, ICS Form 208
• Site Safety and Control Plan, ICS Form 208HM
• Incident Status Summary, ICS Form 209
• Resource Request, ICS Form 213RR
• Activity Log, ICS Form 214
• Operational Planning Worksheet, ICS Form 215
• Daily Meeting Schedule, ICS 230CG
• Any other information deemed necessary by the command staff
NOTE: The list of forms above is not comprehensive, however they are the most
used in a formal IAP. They are tools for schools and districts to use and are
scalable to meet the needs of the organization during the disaster. After
reviewing the ICS forms schools should determine what their own information
needs are and develop their own action plans.
Priorities and Objectives
The Incident Commander(s) (principals and/or district leadership) should
establish incident priorities and objectives (P&O). These P&Os are the driving
factors behind the Incident Action Plan. Essentially, it is what the school or district
is going to do based on the type of the incident and the school’s emergency
plans. The P&Os will and should change as the disaster evolves, especially, if the
disaster requires long-term sheltering. Below are examples of Priorities and
Objectives.
• Priorities (concerns/goals of the Incident Commander that help create
objectives for the site and district).
o Ensure life safety is paramount throughout the incident.
o Ensure accessible restroom facilities are available and useable for all.
o Reunify students with parents/guardians.
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• Objectives (measurable tasks that are created from the priorities).
o Establish EOC within 4 hours of the incident in the administration office
conference room.
o Stand up search and rescue teams within 2 hours of incident.
o Establish student/personnel status reporting on hourly intervals.
o Relocate school sustainment supplies to auxiliary gymnasium no later
than 12:00pm.
Operational Period
As mentioned earlier, the operational period is the period of time scheduled for
executing a given set of operational actions as specified in the IAP. The length
of the operational period, typically 12 to 24 hours at the beginning of incident
requiring extensive response efforts, is established at the start of the incident,
and subsequently reviewed and adjusted throughout the life cycle of the
incident as operations require. When operations are focused primarily on
recovery programs, operational periods are typically a week or longer. 12-hour
operational periods are common for large-scale incidents. The Incident
Commander determines the length of the operational period based on the
complexity and size of the incident.
Coordinate and Communicate
At the site level, while working to preserve the lives of the students, faculty, and
staff, administrators should be simultaneously trying to communicate with the
district office and, depending on the incident, with emergency management
and first response agencies. Coordination efforts at all school levels should be
established to synchronize efforts and information.
Communication efforts should be focused on internal and external lines of effort.
Internally, the school or district should be communicating evacuation or
sheltering information, reunification plans, and sustainment plans throughout its
jurisdiction. Externally, schools and districts should be communicating, with the
use of Public Information Officers (PIO), situation statuses, information for
parents/guardians, and any other communications needed for external partners
and stakeholders. School Districts should provide PIOs to assist in the external
communications. PIOs may assist in the use of news releases, social media posts,
and other forms of official communications.
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Cost Accounting
Sites and districts at the onset of the incident should begin tracking costs to seek
reimbursement in the recovery process. Tracking costs should include employee
time dedicated to the incident, any materials, supplies, and equipment used
(aid kits, fuel costs, etc.), and any damage estimates. It is important to
understand that not all costs are reimbursable; schools/districts will need to work
with their respective county to determine what costs are recoverable. More
detail on costs and reimbursements is provided in the Recovery Section.
Transition to Recovery
During the response phase, schools should begin the initial planning for
recovery. As mentioned earlier, tracking costs is one of the single most important
tasks, therefore organized recordkeeping will be essential during the response
phase. In the recovery phase, school or district personnel should be focused on
tracking potential reimbursements for costs incurred during the response such as
employee overtime, emergency related purchases, and any other costs
associated with the incident. Some recovery tasks include coordinating
damage assessments and debris removal. Additionally, schools or districts should
contact their insurance provider to determine what costs or damages may be
covered. The Recovery section will go into more detail along with useful
resources to assist in the recovery process.
Additional Planning Considerations for Response
• Has each school and district incorporated the principles of SEMS in its
plan?
o Are the school site plans coordinated with the district’s plan? Is
everyone trained on ICS?
o Do they understand the basic principles?
o Is everyone trained in how to perform the (one or two) functions
they will most likely be assigned to?
• Has an EOC, "command post", or other central planning area been
identified?
• Has the EOC been equipped with maps of the campus, facilities and
hazards in the area, a current student enrollment sheet, and an employee
roster?
• Are procedures for utility shutoffs (water/electric/gas) readily available?
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• Are first aid supplies, and other tools necessary available to manage the
emergency response activities before, during, and after a disaster?
• Does your school have an internal communication system such as
walkie-talkies, megaphones, or intercom?
• Does your school have a back-up communications system such as cellular
phones, or radios to communicate with your district and Operational Area
(county) Emergency Operations Center?
o Are several people trained to use this equipment?
• Are there extra sets of keys available to secure the facility or tools
available to open jammed doors, shut off gas, etc., to assist in responding
to an emergency?
• Is there emergency food and water available on site to feed students,
visitors, and personnel in the event of an extended shelter-in-place?
• Are individual classroom supply kits available to include first aid supplies,
water, blankets, student comfort kits, etc., and do these kits have the
necessary supplies for students with disabilities or access or functional
needs?
Recovery
Recovery is the process in which disaster impacted jurisdictions recoup losses
such as financial or property/asset damages. Recovery incorporates damage
assessments, cost recounting, repair, and the reestablishment of operations. The
biggest challenge for most sites and districts is determining if a location is safe for
the students, faculty, and staff to reoccupy. Post-Disaster recovery leaves a lot
of unanswered questions such as:
• How much damage was caused by the disaster?
• Is it covered by insurance?
• Is there a school site to go back to?
• Is the school site safe to use again?
• Who is the local authority that will help reopen the school or district for
instruction?
• How many employees were affected by the disaster?
• How many students were affected by the disaster?
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Depending on the severity of the
disaster, recovery can take days,
weeks, months, and even years to
complete, involving numerous levels
of government partners and agencies
and, finally, many dollars to ensure
recovery occurs to a new normal.
The key takeaway for recovery
operations is that it is all geared
toward restoring those affected by
the disaster to a new normal. In more
recent disasters such as the Tubbs Fire
of 2017 or the Camp Fire of 2018,
some of the challenges were dealing with schools and neighborhoods that were
destroyed, therefore bussing students to neighboring districts became a
logistical challenge for school district transportation efforts.
Fast forward to the 2019/2020 school year, school districts in the impacted areas
have seen significant decreases in student population with questions raised
about the sizes and number of schools required to replace what was lost.
In surrounding counties, districts have been picking up the slack to ensure
students have a place to go to receive instruction.
The core areas of recovery are first and foremost damage assessments, debris
removal, and reoccupation which we will cover in the next few pages.
Examples of Recovery Activities may Include:
• Coordinating with district and/or city/county to enact recovery
procedures for debris removal, safety inspections, and eligibility for cost
recovery.
• Conduct after action reviews (AARs) in accordance with jurisdictional
guidelines and implement lessons learned, update plans, and review
policies.
• Identify record keeping requirements and sources of financial aid for
disaster relief.
School Insurance
The first step to recovery takes place before the disaster ever happens. Know
and understand the school’s insurance policy to determine what is covered
Paradise Elementary School was lost in
the Camp Fire. 2018.
Rich Pedroncelli, Associated Press.
California Emergency Management for Schools: A Guide for Districts and Sites
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versus what is not.
Having the school or district’s insurance policy on hand will assist in the
development of the emergency plans and understanding the risks associated
with the school or district location. It is important to mention that not all disasters
are eligible for disaster recovery costs from the state or federal government.
Damage Assessment
Damage Assessments are an important piece in the recovery process as it
pertains to safe reoccupation of buildings and structures as well as determining
the costs associated with damaged or destroyed buildings. Damage
assessments should be coordinated with the district, local building inspector
department as well as the school or district insurance provider. In the sections
below, we will discuss some hazard specific damage assessment criteria and
considerations.
After an Earthquake: To reoccupy a school after a disaster, schools should check
with their respective school district and/or COE for damage assessment
programs. These assessments can provide valuable information about the
overall safety of the structure as well as list any damage observed. Schools and
districts should work with their COE and their building safety department to
ensure buildings are safe for instruction.
Generally, counties should have a
representative trained in the Safety
Assessment Program (SAP) which utilizes
volunteers and mutual aid resources to
provide professional engineers,
architects, and certified building
inspectors to assist local governments in
safety evaluations of their built
environment in the aftermath of a
disaster. The program is managed by Cal
OES, in cooperation with professional
organizations. The goal of the SAP is to
help local government perform accurate
facility safety assessments as quickly as
possible. This will allow people to use safe homes and businesses and ensure that
people are prohibited from entering unsafe structures after a disaster. SAP
Evaluators survey damaged facilities to determine if there are safety hazards to
Lunch Pavillion Cover at Sierra
Elementary School in Ridgcrest,
CA is marked unsafe following
the Earthquake that hit on
July 4
th
, 2019.
California Emergency Management for Schools: A Guide for Districts and Sites
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building occupants or to the public. SAP Evaluators also provide recommended
posting of placards that denote the condition of each structure evaluated.
In the case of post disaster damage, it is up to the district or local building
jurisdiction to allow for the safe reoccupation of school buildings. Coordination
with local building officials (engineers/architects) is the responsibility of the
school or district, however this should be coordinated with the COE and the
county OES.
If school damage is so severe that rebuilding of the structure is required, the
Division of the State Architect (DSA), under the California Department of
General Services, is the state level architectural design approval department for
the building of public schools and may assist in determining the safety of these
buildings for use as classrooms after an earthquake.
After a Wildfire: Schools that are in fire damaged areas will often have some
superficial fire damage or residual smoke inside the buildings. It will be up to the
school and district to cleanup and determine if it is safe for reoccupation,
however if a building or structure was damaged or lost because of the wildfire, it
is the best practice to work with the school insurance provider and district on
recovery efforts. Schools and districts should also work with their county
emergency management if damage or destruction was the result of a declared
disaster.
Schools and districts should also check with their insurance providers for
environmental clean-up services to include surface cleaning, change or
replacement of air filtration systems, ash removal, and other types of services to
healthily reopen the school.
After a Flood: Schools that suffer damage due to a flood may need immediate
repairs and inspections to ensure the structure(s) are safe for occupancy.
Inspections, cleaning, and repairs may be covered as part of the school’s
insurance coverage. Additionally, damaged schools/districts should work with
their local County Office of Education and emergency managers to determine
what costs may or may not be covered in a federally declared disaster.
Schools and districts should also check with their insurance providers for
environmental clean-up services to include water damage removal and
replacement, soot and silt cleaning, mold/mildew removal, and other types of
services to healthily reopen the school.
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Additional Recovery Considerations: An individual school site should check with
its district and/or County Office of Education to determine the procedures that
will be followed as part of the recovery process.
• Identify record keeping requirements and sources of financial aid for
disaster relief.
• Establish absentee policies for teachers/students after a disaster.
• Establish an agreement with behavioral health organizations to provide
counseling and crisis debriefing to all students and personnel after the
disaster.
• Establish alternative teaching methods for students unable to return
immediately to classes: correspondence classes, tele-teaching, group
tutoring, etc.
• Develop a plan for conducting classes if some of your facilities are
damaged, holding half-day sessions, moved to alternative sites, and or
using of portable classrooms.
• Become familiar with the procedures involved, and forms used, in
claiming disaster assistance from the state and federal governments if
disaster assistance is authorized. Work with your local or state emergency
services professionals to learn more about cost recovery.
California Disaster Assistance Act
The California Disaster Assistance Act (CDAA), if approved, provides financial
assistance to local jurisdictions for the repair, restoration, or replacement of
public real property damaged or destroyed by a disaster. CDAA programs only
become available after the Governor has proclaimed a state of emergency
exists. In general, the state will cover no less than 75% of the eligible costs, with
the local jurisdictions covering the remaining costs.
Eligible costs may include:
• Overtime and associated wage additive costs for emergency response
personnel;
• Actual travel and per diem;
• Supplies, materials, and equipment;
• Repair, permanent restoration, and replacement costs for public facilities;
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• The cost of basic engineering services when necessary for construction
projects;
• Indirect and administrative costs (10% of total approved state share);
• Costs for work performed under interagency assistance agreements for
which an eligible applicant is legally obligated to pay; and
• The local cost share required under federal public assistance programs.
Additional information on the CDAA is available here:
https://www.caloes.ca.gov/office-of-the-director/operations/recovery-
directorate/recovery-operations/public-assistance/california-disaster-assistance-
act/
The Cal OES Health and Social Services Recovery Support Function
The Health and Social Services Recovery Support Function (HSS RSF) works with
local, State, and federal education stakeholders to support disaster affected
schools and school populations to reach their desired end states. The end goal is
to return students to their local education agency (LEA) in a more resilient and
recovered learning environment. To achieve this goal, when disasters occur the
HSS RSF begins tracking the initial impacts on LEAs such as school infrastructure,
and student population.
Structural impacts may range from minor-where school populations are not
displaced, to destroyed- where school populations are disbanded and disperse
to attend other schools, to potentially remote learning options.
In the early stages of engagement, HSS assesses LEA activity to gather
information and identify capacity gaps and unmet needs. As the recovery
process moves from the early stage into the middle and end stage, HSS works
with the California Department of Education (CDE) and the U.S. Department of
Education (ED) to identify programmatic support to backfill those gaps.
Health and Social Services Recovery Support Function - Camp Fire of 2018
In the 2018 federally declared Camp Fire disaster (FEMA-DR-4407), the
HSS RSF engaged with State and local education agencies to deliver federal
resources from ED and the US Department of Health and Human Services (HHS).
The federal HSS RSF deployed a team with specialties in education, behavioral
health, community engagement and survivor engagement to conduct an initial
assessment. The team held several discussions with the Butte County Board of
Education (BCOE) and the County Superintendent of Schools.
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As a result, the BCOE requested assistance in the coordination of a county-wide
effort to support the recovery of children and youth in Butte County through the
establishment of a Children and Youth Task Force (CYTF).
A three-person federal team led by the HSS RSF deployed to Butte County and
collaborated with the BCOE for developing the CYTF. Coordinating efforts and
resource deliveries included timeline development, listening sessions, focus
groups, and the focus group meetings’ summary of findings and
recommendations for consideration.
Health and Social Services Recovery Support Function - 2020 Wildfire Season
In the 2020 wildfires, the HSS RSF coordinated with its state partner, CDE, to
support delivery of behavioral health resources to the Siskiyou Unified School
District. Following the 2021 wildfires, HSS engaged with its state and federal
education stakeholders in performing a Health and Human Services recovery
needs assessment on the seven counties declared under the federal disaster.
This assessment is a recovery triage of each county’s education system and
follows with a course of action matrix with resources designed to support backfill
for the identified capacity gaps and unmet needs
The Federal Emergency Management Agency Public Assistance Grant Program
The purpose of Federal Emergency Management
Agency (FEMA) Public Assistance (PA) grants is to
support communities’ recovery from major disasters
by providing them with grant assistance for debris
removal, life-saving emergency protective
measures, and restoring public infrastructure. This
and programs like it, only become available once a
Federal Major Disaster Declaration is invoked.
Projects covered under PA’s rules and regulations
are eligible at a cost sharing rate of 75%/25% where
the federal government assumes most eligible costs
associated with the work. PA funded work must
meet certain eligibility requirements:
a) is required because of the declared incident.
b) be located within the designated area; and
c) is the legal responsibility of an eligible applicant.
Public Assistance work is classified into the following categories:
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Emergency Work is work that must be done immediately to save lives,
protect public health and safety, protect improved property, or eliminate or
lessen an immediate threat of additional damage.
• Category A: Debris
removal
• Category B: Emergency
protective measures
Permanent Work is work required
to restore a facility to its pre-
disaster design (size and
capacity) and function in
accordance with applicable
codes and standards.
• Category C: Roads and
bridges
• Category D: Water control facilities
• Category E: Public buildings and contents
• Category F: Public utilities
• Category G: Parks, recreational, and other facilities
Federal funding guidelines for each of these categories are listed in the Public
Assistance Program and Policy Guide (PAPPG), which is located online at
www.fema.gov/public-assistance-policy-and-guidance.
Recovery Lessons Learned
California has experienced many disasters over the last seven years and the
impacts to these disasters have been devastating. Over the last few years, the
emergency management community has learned many valuable lessons
through the long-term recovery process and the difficulties encountered as the
work of repairing and restoring our communities continues.
Below is a list of common recovery topics that are often overlooked and can
hinder the recovery process if not addressed.
1. Commit to the recovery and dedicate district and site personnel to the
process. It is commonplace that organizations go back to the way things
were before and often the long-term recovery process takes time.
Damage to Jefferson Elemental School,
Calexico, CA in the aftermath of a 7.2
magnitude earthquake in April of 2010.
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By dedicating employee time to the processes, it eases the issues that
arise especially when confronted with repair work.
2. Coordinate for behavioral health. Often, students and employees are still
dealing with the trauma of the disaster and may need help to recover
and move forward.
3. Document, document, document your actions before, during, and after
the incident. This eases the ability to recoup costs incurred throughout
especially if you are seeking reimbursements through recovery programs.
4. Coordinate with your community, county, and tribal partners for programs
and services available to support district/site recovery.
5. Review and update emergency/safety plans. Identify strengths and build
resiliency across the organization. Hold workshops, group activities, or
other types of gatherings that bring the school and district community,
(faculty, staff, and students) together to talk about the disaster, moving
forward, creating a new normal, and about services available to assist
those affected.
6. Keep copies of all documentation and ensure that the records are kept in
accordance with state or federal guidance as audits and records reviews
can occur years after the disaster recovery process has ended.
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Section 4. Incident Command System in Schools
In order to fully understand how schools practice and exercise the Incident
Command System (ICS) structure it is important to understand that every
situation is different and not all positions will apply. Planning constraints such as
access to areas, available technology and supplies, and personnel available
will vary. The most important factor is tailoring the ICS structure to fit the needs of
the incident/situation while still maintaining the basic ICS functions.
Incident Command System (ICS)
The ICS is the common operating system used by emergency managers to
provide a consistent, scalable organizational structure to conduct operations
during a disaster. It is the method agencies organize themselves to respond to a
disaster. Under ICS there are common forms, positions, and work products.
How the Incident Command System Functions Work
• All sites use ICS as a basis for their organizational structure. The district CSSP
contains detailed response and management procedures for all
personnel at the school district administrative center and support sites
(warehouse, food services, transportation).
• One person is in charge - an Incident Commander (IC) (most likely the
principal) at the school site, and the EOC Director (most likely the District
Superintendent) at the district level. This top-level person works closely with
the PIO at the school or district level, the Liaison Officer, the Safety Officer,
and the Section Chiefs.
• A Section Chief oversees and coordinates the activities of each of the
four other functions: Operations, Planning/Intelligence, Logistics, and
Finance/Administration.
• Everyone knows this chain of command and has been trained where they
fit into it.
• ICS establishes a common operating framework with standardized forms,
which includes the creation of an Incident Action Plan (IAP) and utilizing
ICS forms that are scalable to the incident.
Incident Command System Structure
Within the ICS structure there are two levels of personnel, commonly known as
Command and General Staff.
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Command Staff consists of the IC, PIO, Safety Officer, and Liaison Officer. They
report directly to the Incident Commander. They may have an assistant or
assistants, as needed.
General Staff is the group of incident management personnel reporting to the
IC. The General Staff consists of the Operations Section Chief, Planning Section
Chief, Logistics Section Chief, and Finance & Administration Section Chief, and
they may have one or more deputies as needed.
1) Command/Management (Leader) - Responsible for overall policy and
coordination. There are two common ways leadership is organized within
the ICS structure, Single Command, Single Command with Deputies, or a
Unified Command.
• Single Command occurs when a single agency assumes command of
the incident and manages the response. This type of command
generally occurs for a non-complex incident, for example, if a local fire
department is battling a structure fire within their jursidiction.
• Unified Command occurs when multiple agencies and overlapping
jurisdictions have interest in the response. This is a team effort in which a
group of agencies assume command of the incident and jointly make
decisions that affect the response activities in the incident. An example
of this would be where the city mayor in conjuction with the county
administrator, a state and/or a federal agency partner have collective
jurisdictional authority in the disaster.
2) Planning/Intelligence - Responsible for collecting, evaluating, and
disseminating information; maintaining documentation and evaluating
incoming information to determine the potential situation in the not-too-
distant future.
3) Operations - Responsible for performing the actions that make up the
emergency response.
4) Logistics - Responsible for providing facilities, services, personnel,
equipment, and materials.
5) Finance/Administration - Responsible for financial activities and cost
analysis such as establishing contracts with vendors, keeping pay records,
and accounting for expenditures.
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These five functions should constitute a school district’s basic organizational
structure for any emergency response. Figure 4.1 below shows a basic ICS
structure.
Figure 4.1: Basic ICS Organizational Diagram
Staffing for these functions should be planned for considering the specific
circumstances and capabilities of the district and its individual school sites. A
school district or school can tailor the exact arrangement of components, as
long as the five functions are staffed.
The structure is a modular one that starts at the top and can expand to address
the needs of the situation - as needs and personnel grow or shrink. Each box in
the organization chart represents a function, not a person. For example, a small
school or district may have one person perform more than one function. A
medium sized school or district may have one person per function, and a large
school or district may have (or need to have) five people for each function. The
structure can expand and contract, as necessary and based on available
personnel.
For optimal operation of the system, all personnel should be trained before the
disaster in the tasks required for each of the five functions. It is possible to run a
response operation with minimally trained personnel, but it works so much better
if people understand their roles well and have practiced them.
Note: When assigned as part of Command or General Staff, all daily
site/district roles and hierarchy are paused, and those personnel in
command maintain these lead roles during the duration of the incident.
Figure 4.2 outlines a possible school ICS organizational structure to better
illustrate how schools and districts can form their emergency management
team(s).
Command /
Management
Operations Logistics
Planning /
Intelligence
Finance /
Administration
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Figure 4.2: Example School ICS Organization Chart
Command and General Staff
Incident Commander:
• Assesses the situation.
• Activates ICS.
• Approves the incident action plan (IAP).
• Authorizes the release of information and resources.
Deputy Incident Commander (if needed or for complex incidents)
• Assists in managing the workload of the Incident Commander/EOC
Director.
• Performs other duties as assigned.
Public Information Officer: Official Spokesperson
• Prepares official information for release to the public, media, and other
agencies.
• Determines press conference sites and frequency, if needed.
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• Releases information when authorized by the Incident Commander/EOC
Director.
Safety Officer: The Inspector
• Assesses potentially hazardous and unsafe conditions for site and district
personnel, students, visitors, and first responders.
• Informs Incident Commander on hazardous and unsafe conditions.
• Develops measures to assure faculty, staff, student, and visitor safety.
• Has emergency authority to stop and/or prevent unsafe acts during
incident operations.
• Ensures coordination of safety efforts with responding agencies.
Liaison Officer: The Greeter
• The point of contact for representatives of other agencies.
• Coordinates with representatives of assisting agencies.
• As directed by Incident Commander, has authority to speak for parent
agency to other assisting agencies.
Operations Chief: The Doer
• Supports the execution of operation and all activities related to the
incident.
• Oversees the execution of the IAP.
• Supervises the response including overseeing response teams, operations,
security, first-aid, search and rescue, and accountability of personnel.
Planning Chief: The Thinker
• Collects and evaluates information for developing incident action plan
(IAP).
• Conducts and facilitates IAP planning meetings during incident.
• Provides and displays incident status information for other ICS members.
Logistics Chief: The Gatherer
• Supports incident action plan by providing and/or facilitating personnel,
communications, facilities, transportation, equipment, food services, other
supplies as needed.
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• Anticipates and requests resources.
• Oversees accountability for deployed (loaned) logistical items.
Finance/Administrative Chief: The Accountant
• Manages financial aspects of incident.
• Provides financial cost analysis information as needed.
• Ensures compensation and claims functions are being addressed relative
to incident.
• Brief’s Incident Commander on all incident related financial issues
needing attention or follow-up.
• Ensures incident documentation is compiled and archived.
Incident Command System Position Checklists
Annex A of this guide provides various ICS position checklists designed for
schools and organized by their ICS function. These position checklists are
scalable and can be modified to fit the needs of the school or site. Included in
this section are also example organization charts that may be of use for the
initial Incident Action Plan.
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Appendix A: Further Readings and References
Cal OES Resources
• Active Shooter Awareness Guidance
https://www.caloes.ca.gov/AccessFunctionalNeedsSite/Documents/Cal
OES-active-shooter-awareness-Feb-2018.pdf
• California Preparedness Ambassadors Program -
www.caloes.ca.gov/preparednessambassadors
• Cal OES Family Readiness Guide - https://www.caloes.ca.gov/wp-
content/uploads/Preparedness/Documents/Cal_OES_Family_Readiness_
GuideENG.pdf
• California Emergency Services Act & California Disaster Assistance Act -
https://www.caloes.ca.gov/wp-content/uploads/Legal-Affairs/Cal-OES-
Yellow-Book.pdf
• Guide and Checklist for Nonstructural Earthquake Hazards in California
Schools - https://www.caloes.ca.gov/wp-
content/uploads/Preparedness/Documents/7.28.11Revised-Nonstructural-
EQ-Hazards-for-Schools-2011-Accessible-format-12.9.19-1.pdf
• MyHazards - https://myhazards.caloes.ca.gov/
• School Planning and Preparedness - https://www.caloes.ca.gov/office-of-
the-director/operations/planning-preparedness-prevention/planning-
preparedness/school-emergency-planning-safety/
• Wireless Emergency Alerts - http://calalerts.org/signup.html
State Partner Resources
• California Department of Education
o Comprehensive School Safety Plans -
https://www.cde.ca.gov/ls/ss/vp/cssp.asp
o School Disaster and Emergency Management -
https://www.cde.ca.gov/ls/ep/
• Emergency Preparedness Guide/Toolkit for Individuals with Disabilities –
English and alternate languages (Cal OES and the CA Department of
Rehabilitation) -
https://www.dor.ca.gov/Home/disasterpreparedness20AFN%20Disaster
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%20Preparedness%20Guide.pdf
• Crisis Response Box: Partnering for Safe Schools, -
https://www.caloes.ca.gov/wp-
content/uploads/Preparedness/Documents/CrisisResponseBox.pdf
• Division of State Architect, Department of General Services Guide and
Checklist for Emergency Preparedness & Classroom Security in California
Public Schools & Community Colleges - https://www.dgs.ca.gov/-
/media/Divisions/DSA/Publications/fls/Emergency-Prep-Classroom-
Safety.pdf
• Emergency Medical Services Authority Emergency First Aid Guidelines for
California Schools - https://emsa.ca.gov/wp-
content/uploads/sites/71/2017/07/EMSC_Interactive_Final.pdf
Federal Resources
• Comprehensive Preparedness Guide (CPG) 101 -
https://www.fema.gov/sites/default/files/documents/fema_cpg-101-v3-
developing-maintaining-eops.pdf
• Cybersecurity & Infrastructure Security Agency (CISA)
o Cyber Security - https://www.cisa.gov/cybersecurity
o Active Shooter Preparedness - https://www.cisa.gov/active-shooter-
preparedness
• Guide for Developing High-Quality Emergency Operations Plans for
Institutions of Higher Education, U.S. Department of Education, June 2013 -
https://www.fema.gov/media-library-data/20130726-1922-25045-
3638/rems_ihe_guide.pdf
• Public Assistance Program and Policy Guide (PAPPG) -
https://www.fema.gov/sites/default/files/2020-06/fema_public-assistance-
program-and-policy-guide_v4_6-1-2020.pdf
• Readiness and Emergency Management for Schools (REMS), Technical
Assistance Center Website - https://rems.ed.gov/
• Ready.gov - https://www.ready.gov
• SchoolSafety.gov - https://www.schoolsafety.gov/
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Incident Command System Form Resources
• Downloadable fillable pdf forms (ADA/508) compliant
https://training.fema.gov/icsresource/icsforms.aspx
Other Partner Resources
• 2021 Educator’s Guide to Comprehensive School Safety Plans – Los
Angeles County Office of Education - To order guides, please contact
LACOE by email at [email protected] or by phone at 562-922-6233
• Earthquake Warning California - https://earthquake.ca.gov/
• Earthquake Country Alliance - https://www.earthquakecountry.org
• Get Ready 5th Grade Bay Area (GR5) Program -
https://readymarin.org/get-ready/get-ready-5th-grade/
• Great Shakeout California - www.shakeout.org/california.
• ReadySanDiego - Disaster Preparedness Curriculum
https://www.readysandiego.org/getprepared/
• Rocket Rules, PreK to 3
rd
Grade Emergency Preparedness
https://rocketrules.org/
• The American Red Cross https://www.redcross.org
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Appendix B: Emergency Regulations
Emergency Laws
The following emergency laws and regulations have been compiled to help you
and your staff enhance your emergency plan.
California Emergency Services Act [California Government Code (GOV),
Sections 8550-8669.7] establishes the basis of emergency management within
the state of California, known as the Standardized Emergency Management
System (SEMS). The Emergency Services Act (ESA) provides the legal backing for
how the state’s agencies and resources respond to a disaster. The ESA describes
methods for conducting emergency operations utilizing SEMS, the process for
rendering mutual aid, emergency services, how resources are mobilized, how
the public is informed, and how continuity of government is maintained during
an emergency. State agencies must use SEMS. Other agencies should use SEMS
to be eligible for reimbursement of disaster response costs.
Standardized Emergency Management System [California Code of Regulations
(CCR), Title 19, Sections 2400-2450]. SEMS requires that each emergency
response agency understands and uses the following:
• The Incident Command System, a method of organizing any emergency
response effort into five basic functions: command, planning/intelligence,
operations, logistics, and finance/administration.
• An Emergency Operations Center (EOC) (or Incident Command Post in
the field), the staff of which is organized according to the same five
functions as the Incident Command System.
• Coordination between the district EOC with the city/county EOCs and
County Offices of Education (COE), as necessary.
• Incorporation of SEMS into all emergency plans, training, and exercises.
• Documentation of the use of SEMS in planning, training, exercising, and
during an actual emergency.
California Disaster Assistance Act [GOV Sections 8680-8692] authorizes the
Director of the California Governor’s Office of Emergency Services (Cal OES) to
administer a disaster assistance program that provides financial assistance from
the state for costs incurred by local governments as a result of a disaster event.
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Funding for the repair, restoration, or replacement of public real property
damaged or destroyed by a disaster is made available when the Director
concurs with a local emergency proclamation requesting state disaster
assistance.
The program also provides for the reimbursement of eligible local government
costs associated with certain emergency activities undertaken in response to a
state of emergency proclaimed by the Governor. In addition, the program may
provide matching fund assistance for cost sharing required under federal public
assistance programs in response to a Presidential Major Disaster or Emergency
Declaration.
National Incident Management System provides a systematic, proactive
approach to guide departments and agencies at all levels of government,
nongovernmental organizations, and the private sector to work seamlessly to
prevent, protect against, respond to, recover from, and mitigate the effects of
incidents, regardless of cause, size, location, or complexity, to reduce the loss of
life and property and harm to the environment. The State of California adopted
NIMS on February 8, 2005, by Executive Order S-2-05.
Note: Government entities that practice and use SEMS are compliant
under the NIMS Framework, and thus eligible for reimbursement under a
federal disaster declaration.
Earthquake Emergency Procedures [California Education Code (EDC) Sections
35295-35297] encourages school governing bodies to establish earthquake
emergency procedures for every site under its jurisdiction with 50 or more
students. This includes the drop, cover, and hold on procedures and applicable
trainings to implement these procedures to plan for earthquakes and other
emergencies.
School Safety Plans [EDC Sections 32280-32289.5] outlines procedures for school
sites in conjunction with their respective jurisdictions to create emergency plans
for various hazards to include disaster procedures, routine and emergency,
including adaptations for students with disabilities.
• Comprehensive School Safety Plans [EDC Section 32281] each school
district and County Office of Education is responsible for the overall
development of all comprehensive school safety plans for its schools
operating kindergarten or any of grades 1 to 12.
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• Schools as Disaster Shelters [EDC Section 32282] requires public school
governing bodies to establish a procedure to allow a public agency,
including the American Red Cross (ARC), to use school buildings, grounds,
and equipment for mass care and welfare shelters during disasters or
other emergencies affecting public health and welfare. The school district
or County Office of Education should cooperate with the public agency
in furnishing and maintaining the services as deemed necessary to meet
the needs of the community. This requires close cooperation between
school officials and the ARC or local government representatives and
should be planned and arranged for in advance.
School Personnel as Disaster Service Workers [GOV Sections 3100-3109] includes
all public employees and all registered volunteers in any disaster council or
emergency organization accredited by Cal OES. The term public employees
include all persons employed by the state or any county, city, city and county,
state agency or public district, excluding aliens legally employed. This law
applies to all public employees in the following cases:
1) When a local emergency has been proclaimed,
2) When a state emergency has been proclaimed, or
3) When a federal disaster declaration has been made.
Essential Workers [HSC Section 131021] are defined as primary and secondary
school workers, workers at detention facilities as defined in the California Penal
Code, Section 9500, in-home support providers, childcare providers,
government workers whose work with the public continues throughout the crisis,
and workers in other positions that the state Public Health Officer or the Director
of the Office of Emergency Services deems vital to public health and safety, as
well as economic and national security.
The Field Act and subsequent related acts, the Garrison Act, and the Riley Act,
set the building code standards for construction and remodeling of public
schools and assign responsibility for assuring building code compliance to the
Division of the State Architect (DSA), a state agency. This means that, since 1933,
public schools have been built to more rigorous standards than other buildings in
California (which are built to comply with the Uniform Building Code and are
regulated locally).
Many of the schools built between 1933 and 1976 (when the standards
changed significantly) are now recognized to have certain vulnerabilities.
Districts that have older Field Act schools (pre-1976) may want to consider hiring
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a structural engineer to evaluate these buildings to determine how well they
would perform in a strong earthquake.
In addition, most schools, whether old or new, have dangerous nonstructural
hazards (i.e., windows, suspended ceilings and pendant light fixtures, bookcases
and filing cabinets) because these schools may not have been updated to the
Field Act building standards. Every school is strongly encouraged to survey and
manage these nonstructural hazards. For information on identifying and
reducing contents hazards, refer to the Guide and Checklist for Nonstructural
Earthquake Hazard in California Schools (January, 2011).
Types of Disaster Declarations
With each proclamation or declaration comes a different level of support.
Local Emergency Proclamation: A local governing body or designee may
proclaim a local emergency if there is extreme peril to the safety of persons and
property within the territorial limits of a county, city and county, or city where the
declaring entity is overwhelmed and unable to abate an existing/potential
emergency and requires resources from other unaffected jurisdictions.
Proclamation of a State of Emergency: The governor proclaims a state of
emergency based on the formal request from the local governing body and the
recommendation of Cal OES. If conditions and time warrant, the Governor
drafts and signs a formal state of emergency proclamation. The Governor has
expanded emergency powers during a proclaimed state of emergency.
Federal Disaster Declarations: There are two types that requires presidential
authorization.
• Emergency Declarations can be declared for any occasion or instance
when the president determines federal assistance is needed and may not
exceed $5 million in funding for a single emergency.
• Major Declaration is for any human caused or natural event such as
wildfire, flood, earthquake, hurricane, tornado, storm, etc., that the
president believes has caused damage beyond the combined abilities of
the state and local jurisdictions to respond. This declaration allows for a
wide range of assistance programs to be available to assist individuals,
households, local governments, repair/emergency work, and mitigation
assistance to prevent/reduce long-term risk to life and property following
a disaster.
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Appendix C: Common Acronyms
AAR – After Action Review
AFN – Access and Functional Needs
AFO – Area Field Office
ARC – American Red Cross
CART – Community Animal Response Team
CDAA – California Disaster Assistance Act
CERT – Community Emergency Response Team
COE – County Office of Education
COOP – Continuity of Operations Plan
CSSP – Comprehensive School Safety Plan
DOC – Department/District Operations Center
DOE – Department of Education
DRC – Disaster Recovery Center
DROC – Debris Removal Operations Center
DSW – Disaster Service Worker
EAP – Emergency Action Plan
ED – Education Department
EDC – California Education Code
EMAC - Emergency Management Assistance Compact
EMI – Emergency Management Institute
EMMA – Emergency Managers Mutual Aid
EOC – Emergency Operations Center
EOP – Emergency Operations Plan
ESA – California Emergency Services Act
FEMA/DHS – Federal Emergency Management Agency / Department of
Homeland Security
GOV – California Government Code
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IA – Individual Assistance
IAP – Incident Action Plan also known as a Disaster Action Plan (DAP), City or
County Action Plan (CAP), or an Emergency Action Plan (EAP)
IFAK – individual First Aid Kit
IC – Incident Commander
ICS – Incident Command System
IHE – Institutes of Higher Education
JFO – Joint Field Office
LAC – Local Assistance Center
LEA – Local Education Agency
LEO – Law Enforcement Officer
LEP – Limited English Proficiency
LOA – Letter of Agreement
MAC – Multi-Agency Coordination
MOU/MOA – Memorandum of Understanding/Agreement
NGO – Non-Governmental Organization
NIMS – National Incident Management System
NOAA – National Oceanic and Atmospheric Administration
NTED – National Training and Education Division
NWS – National Weather Service
OES/OEM – Office of Emergency Services/Management
P&Os – Priorities and Objectives
PA – Public Assistance
PIO – Public Information Officer
PPE – Personal Protective Equipment
PSPS – Public Safety Power Shutoff
REMS TA Center – Readiness and Emergency Management for Schools
Technical Assistance Center
SAR – Search and Rescue
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SEMS – Standardized Emergency Management System
SOC – State Operations Center
SIP – Shelter-In-Place
SOP – Standard Operating Procedures/Plans/Protocols
SSI – Safe School Initiative
UCG – Unified Command Group
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Appendix D: Public School Employees as Disaster Service
Workers
In Appendix B, Emergency Regulations, we mention that public school
employees may be utilized as Disaster Service Workers (DSW) if the need arises.
This appendix will explain possible circumstances, roles, and responsibilities for
which a public-school employee may act as a DSW.
California GOV Sections 3100-3109 outlines the framework for disaster service
workers:
• In furtherance of the exercise of the police power of the state in
protection of its citizens and resources, all public employees are hereby
declared to be disaster service workers subject to such disaster service
activities as may be assigned to them by their superiors or by law.
• The term “Disaster Service Worker” includes all public employees.
• The term “Public Employees” includes all persons employed by the state
or any county, city, city and county, state agency or public district.
• DSWs are paid for performing disaster service duties.
• If injured during activation, DSWs are eligible for employer’s worker’s
compensation.
Disaster Service, pursuant to the California Emergency Services Act (ESA), means
assisting any unit of the emergency organization during a proclaimed
emergency or during a search and rescue mission, including approved,
documented, and supervised activities performed to mitigate an imminent
threat of extreme peril to life, property, and resources [California Government
Code (GOV) Section 3100)]. Eligible activities include:
• Activities when mitigating an imminent threat of extreme peril to life,
property, and resources such as moving students away from a danger
zone.
• Vaccination clinics during a pandemic event.
• Search and rescue (SAR) missions when students or faculty are lost or
separated due to the disaster.
• Traffic control such as setting up reunification sites for students and their
parents/legal guardians or authorized next of kin.
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Another important definition for consideration is an Essential Worker. The
COVID-19 Pandemic that afflicted the state, nation, and world brought a host of
new terminology and defined new roles for public employees.
California HSC Section 131021 (per Senate Bill 275, 2020) defines “Essential
Workers” as primary and secondary school workers, workers at detention
facilities (as defined in California Penal Code Section 9500), in-home support
providers, childcare providers, government workers whose work with the public
continues throughout the crisis, and workers in other positions that the state
Public Health Officer or the Director of the Office of Emergency Services deems
vital to public health and safety, as well as economic and national security.
Building Relationships Before the Disaster
As mentioned earlier, it is important for schools and districts to have working
relationships with their COEs and local emergency management department(s)
to ensure they understand how disasters may impact their school sites as well as
plans for the utilization of school resources during a disaster. These resources can
include using buses for transportation, school kitchens for feeding, gymnasiums,
or structures as shelters, and finally school employees as DSWs.
The important takeaway is that as a disaster unfolds, and if a school or site and
its respective employees are called upon to support the local emergency
management department, the roles and responsibilities will most likely have
been outlined beforehand, therefore making the ability to act that much easier.
Employee Responsibilities
Generally, school employees should expect to work in a capacity that supports
the school site or district and that they should check with their school
administration for tasks or activities required during the disaster. This section in no
way redefines or dictates what a school or district has already in place for
employees, however, please allow it to serve as guide for what an employee
may need to do as a DSW. Examples of school related DSW activities include:
• Moving students from a danger zone to safe area away from debris or
hazards.
• Providing medical aid to injured students or personnel.
• Performing an on-campus search and rescue to locate unaccounted for
students, personnel, or visitors.
• Utilizing a fire extinguisher.
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• Working above and beyond the normal campus hours to support
students, all personnel, and visitors located on campus.
• Working with parents/guardians to schedule pick up/reunification of
students with their families.
• Working in the school or district EOC.
• Passing out food, water, and blankets or caring for students, personnel,
and others sheltering on school grounds.
• Coordinating with first responders or emergency management officials for
safe evacuation and/or transportation.
• Building relief kits or providing meals for students, all personnel, and their
respective households.
• Escorting students to a designated sheltering facility until they can be
released to their parents or guardians.
Disaster Service Worker Reminders
1) Safety first. Ensure students and all employees are evacuated from a
danger zone or moved to a safe location. School employees may need
to take care of or provide first aid to students or others along the way that
may be injured by the disaster.
2) Be prepared. When a disaster occurs, school employees may need to
stay at the school site longer supporting students or other activities related
to the disaster.
3) Be flexible. Understand that it may take extra time for the parents or
guardians of students to reach the school due to evacuations or other
disaster related issues.
4) Review the CSSP and know what the school or district emergency plan is
now. If a disaster is declared by the city mayor or county officials, know
what protocols to follow or are in place.
5) Check with the school or district legal team on any other rules or
regulations related to Disaster Service Workers.
6) Have a plan for your own family in the event you are required to shelter or
stay at the school longer than normal.
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Appendix E. Schools as Post-Disaster Shelters
Schools may operate as shelters immediately following a disaster for students or
for residents of the community. In accordance with EDC Section 32282, schools
must establish procedures to allow public agencies, including the ARC, to use
school buildings, grounds, and equipment for mass care and welfare shelters
during disasters or other emergencies affecting the public health and welfare.
And, as mentioned earlier, public school employees can be utilized a disaster
service workers in accordance with GOV Sections 3100-3109.
Emergency planning is an important endeavor in school safety especially when
public schools can be used as shelters. One reason that schools are so popular is
that they are often built to higher structural standards to withstand disaster
impacts, and they are nearly all inclusive when it comes to amenities for the
public. Additional services within districts such as buses and food programs can
be utilized to support schools during sheltering operations thus increasing the
likelihood of use during a disaster.
Unless otherwise agreed to with emergency management and mass care and
shelter stakeholder organizations, school facilities are looked at as an option of
last resort during the school year so as not to disrupt school operations.
Most importantly, schools are responsible for the safety and welfare of their
students. It is not the responsibility for the school administration or personnel to
care for members of the community seeking shelter on school grounds.
Members of the community will fall under the jurisdiction of the county shelter
management and emergency management officials for care.
This appendix outlines a method for preparing school facilities and personnel for
disaster shelter operations. By no means is this a shelter operations handbook,
this document is a blueprint for planning and preparedness. The information
presented is compatible with, but not a replacement for, the existing local
government or ARC shelter guidelines.
The following information is intended to be used by school district officials as well
as by the administrators of individual schools. Not just for the "Big One," this is an
appendix to sheltering after any kind of disaster.
Assumptions
• Some schools have accessible features to include restroom and shower
facilities.
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• Larger schools, such as high schools, have enough structures to house a
large population for a temporary time such as gymnasiums, multipurpose
rooms, and large open areas like parking lots and fields for tents or
temporary structures.
• Schools may have some sort of kitchen facility to provide meals to clients
during the incident.
• In extreme cases, schools may have to house two separate populations at
the same time, the school-aged student population, and the public.
• The ARC cannot assume liability for the safety and welfare of students and
school personnel that fall under the legal umbrella of the school/district,
and the ARC will respond first to the needs of the public.
• Disasters that occur during the school day may cause the school site to
become a de facto shelter for its site personnel and students, and will
need to provide shelter, meals, and health care until all students are safely
reunited with their parents or guardians.
Sheltering Scenarios
• Sheltering Students: If an incident occurs during or after the school day,
while school sanctioned activities are taking place, the school is
responsible for safety and welfare of the students under their care and
should be ready to house, feed, and provide basic medical care until
students can be released to their parents or guardians.
• Spontaneous Community Convergence: Schools are perceived, by the
public, as a community resource and often, a haven; as such, during the
hours after an incident, community members may spontaneously
congregate on school property seeking shelter.
• Schools as Community Shelters: There is the possibility that local
emergency plans at the city or county level may have identified schools
as possible shelter locations. If a school site is requested for use as a
shelter, the requesting agency will work with school officials on
responsibilities and staffing to alleviate school personnel from managing
the school as a shelter.
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Inter-Agency Coordination and Pre-Disaster Agreements
Preparing your school for its role in disaster sheltering should be a joint effort
among the school, the community, the local government, and disaster relief
agencies. Sheltering may require more resources than are readily available at
one school. Many needs can be met with resources from city/county
government, police and fire departments, the ARC, local vendors, and
community service agencies. Districts should work with their counties on what
resources are available for sheltering if the need arises.
• Sheltering is a Joint Responsibility To avoid some of the confusion
characteristic of a multi-agency response, sites and districts should involve
their local government agencies, ARC chapter, neighboring sites and
districts, CBOs, and other identified stakeholders in all aspects of their
sheltering preparedness and planning processes.
Schools should contact agencies and organizations such as the ARC,
local NGOs, their Parent Teacher’s Associations (PTAs), fire department,
local government, tribal government, other districts, and self-insured
school agencies. A meeting allows these agencies and organizations to
speak face to face; develop a multi-agency school sheltering plan that is
compatible with the county, city, tribal, and the ARC sheltering plans,
determine what disaster role each agency or organization will fulfill, and
the resources each is able to contribute.
• Establish Written Agreements A Letter of Agreement (LOA) or
Memorandum of Understanding (MOU) commits the facilities, supplies,
personnel, and/ or services of a private or public entity to the response
efforts of another agency in the event of an emergency. Beyond the
commitment of resources, pre-disaster agreements define the roles and
responsibilities of agencies working together and specify the financial
arrangements. These agreements also clarify the qualifications for, and
limitations to, the assistance available.
LOAs and MOUs can cover a wide variety of concerns:
o Provision of equipment not available at the schools (cots, blankets).
o Engineering support for facility inspections.
o Health Care (nurses/supplies).
o Transportation (buses and paratransit for evacuations).
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o Staffing Support (professional/volunteer).
o Communications/interpreter services and document translations
o Provision of supplies and wrap-around services.
o Security.
o Portable accessible hygiene facilities.
o Reimbursement.
Notwithstanding agreements for mutual assistance, schools should
prepare to operate and supply a student shelter independently for at
least 72 hours. Depending on the severity of the disaster, pre-arranged
assistance may not be available when local agencies are overwhelmed
with their own response efforts.
Sheltering Stakeholders
Many communities have established ongoing disaster preparedness committees
involving school officials, the fire department, the PTA, the ARC, and other
agencies. These committees prepare their care and shelter plans together and
decide how resources and funds will be committed. Committee members can
organize joint training programs and multi-agency exercises to test their plans.
The following are agencies that may play a role in school sheltering and disaster
preparedness:
• The American Red Cross: The Federal Response Plan defines the ARC as
the lead agency for community care and shelter (Emergency Support
Function 6). As with any other resource, ARC chapter capabilities vary
from region to region; however, the following are common ARC
contributions:
o Training in First Aid, CPR, disaster response, damage assessment,
shelter management, communications, and more.
o Staffing support for shelter management and operations.
o Agreements for reimbursement of school supplies used, facility use,
overtime for non-salaried school employees (public shelter only)
o Communications equipment and support.
o Community preparedness information.
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o Basic health care and coordination of health services with
community-based organizations and county agencies.
• Local Government: Local governments share the legal responsibility for
community disaster care and shelter. A poorly prepared school poses a
serious burden to its local government. A city/county/tribe can assist in the
following ways:
o Establish a school preparedness committee.
o Appropriate funds from local government Disaster/Emergency
Funds for school preparedness.
o Establish school preparedness standards.
o Purchase supplies at cost through logistics.
o Provide staffing for shelter management and operations.
o Provide alternate or additional shelter facilities such as fairgrounds,
parks, and civic centers to alleviate the burden on schools.
o Advertise and advocate school preparedness programs.
o Foster community cooperation between the public, neighborhood
groups, the ARC, and schools.
• City/County Office of Emergency Services: City/County OESs may provide
training for local government agencies and special districts (schools and
districts) in emergency response procedures. Contact the local OES to
inquire about what training or information is available.
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Appendix F. Exercise Scenarios for Discussion
The following exercise scenarios are not comprehensive; however, the intent is
to generate discussion among the site and district personnel and engage
critical thinking skills regarding emergency planning. It is important and
beneficial to include people with disabilities or other access or functional needs
in the development of plans and exercise discussions. Each exercise discussion
focuses on a different threat or hazard that may afflict a school and some of the
specific issues that come with each type of hazard.
Hazards your school or district should train and exercise for may include but are
not limited to:
• Wildfires
• Earthquakes
• Flood/Dam Failure
• Tsunami
• Power Disruptions such as Public Safety Power Shutoffs
• Hazardous Materials/Chemical Release
• Active Shooter/Intruder
• Cybersecurity Breach
• Riot/Civil Unrest
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Wildfire
Wildfires can damage or destroy buildings and cause injuries or death to people
and animals. A wildfire is an unplanned fire, which burns in a natural area such
as a forest, grassland, or prairie, and has the potential to spread to residential or
commercial areas. Wildfires can:
• Happen anywhere, anytime. Risk increases with dry conditions and high
winds.
• Disrupt transportation, gas, power, and communications lines.
• Can spread quickly in areas with high concentrations of fuels such as
trees, dried leaves, dead branches, and grass.
• High winds can often enable hot embers to travel great distances, starting
smaller fires miles away from the original burn area.
Scenario: It’s 7:30 in the morning, on a Thursday. Buses are arriving and dropping
students off when the front office receives a call. The 9-1-1 dispatch center
called to warn that a wildfire has broken out several miles away, and it is rapidly
traveling towards the school due to high winds. The dispatcher also said the
school is in the mandatory evacuation zone. Smoke is billowing in the distance
and can be seen from the school grounds. You also notice some ash beginning
to fall from the sky like snowflakes. What do you do next?
Discussion:
• Are you located in a high wildfire threat area?
• What actions have you taken to mitigate fire damages at your schools?
• Who can authorize the school to evacuate?
• Do you need approval from the district?
• What is your order of succession for decision making?
• Do you wait for law enforcement to order evacuations?
• Where are the buses and drivers during the day?
• How long will it take to recall the buses and how many do you need to
evacuate all students?
• How many faculty, staff, and students have mobility disabilities and
require accessible (paratransit) evacuation?
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• How do you safely evacuate faculty, staff, and students with disabilities
and other access or functional needs?
• What are your plans to take medications with you when evacuating?
• Where will you go? Nearby or farther away?
• How will parents be notified?
• How will students/parents/guardians with a Limited English Proficiency
(LEP) be notified?
• What is your reunification plan?
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Earthquake
California is home to many fault lines that are part of the North American and
Pacific tectonic plates. These active fault lines, like the San Andreas Fault that
runs the length of the state or numerous other smaller faults, shift daily causing
earthquakes that can be felt all over. Earthquakes can:
• Cause structures to crumble or collapse resulting in severe injury or even
death.
• Create leaks to internal piping for gas and water.
• Crack or shift roads making it difficult for response personnel to reach
those in need.
• Topple or knock over furniture or fixtures inside a building.
• Disable power and communication lines.
Scenario: Its 11:00 in the morning on Tuesday. A magnitude 6.3 earthquake has
just ripped through the school campus. Initial reports from site personnel are
coming in. Library shelves have toppled over injuring several students. Structural
damage to some of the portable classrooms have shifted the structures off the
foundation. Some of the older buildings near the front of campus have
superficial cracks. A school employee is trapped in their office because an
internal wall collapsed and is blocking the door. What do you do next?
Discussion:
• What is your earthquake risk? Is your school located in a Liquefaction
Zone?
• What actions have you taken to mitigate earthquake damages?
• How often does your schools conduct earthquake drills?
• Do you have multi-story buildings on site and are you able to evacuate
students from upper levels if the elevators do not operate?
• Do all the faculty and staff know where the utility (water, power, gas) shut
off valves are located?
• How long can you shelter students in place until parents/guardians can
pick them up?
• How long can you care for students with access and functional needs
and disabilities?
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• Are faculty, staff, and students with accommodations needs familiar and
trained to follow alternative actions such as Drop, Cover, and Hold On?
• What supplies do you have on hand – food, water, flashlights, radios, first
aid kits, and hand tools for opening jammed doors?
• Do you have plans to use trained students to supplement school
personnel?
• What will you do if members of the community start showing up seeking
shelter?
• Do you have earthquake insurance and is it enough insurance to rebuild
your school if structures are damaged or destroyed?
• Do you have personnel trained to conduct Safety Assessments of your
schools? (Cal OES has a Safety Assessment Program and offers training.)
• Do you know how or who to contact at the district level?
• What communications systems do you have in place? Radios, satellite
phones, etc.?
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Flood/Dam Failure
Flooding is a temporary overflow of water onto land that is normally dry. This is
due mostly to rain, snow, coastal storms, storm surges, and overflows of dams
and other water systems. Floods can:
• Develop slowly or quickly and can occur with no warning, such as flash
flooding.
• Cause power outages, disrupt transportation, damage buildings, and
create landslides.
• Move debris, cars, and homes miles downstream.
Scenario: Heavy rains have been pouring in for several days, with no sign of
stopping. The school parking lot is inundated with water making it difficult for
employees, school busses, and student families to navigate and find a place to
park and/or drop off. The county is under a flood watch however, the school
being slightly elevated has not had a problem before. Second period is
beginning and unbeknownst to you, the flood watch has been elevated to a
warning by local authorities. Several teachers begin calling the front office
alerting you to water rushing in the street outside their windows. It appears a
flash flood is occurring, what do you do next?
Discussion:
• Is your school located in a flood or dam inundation zone?
• Is your school near a levee?
• How many dam inundation zones is your school in?
• Do you have flood insurance and is it enough?
• Do you own or lease the property?
• Do you have a National Oceanic and Atmospheric Administration’s
(NOAA) National Weather Service (NWS) radio for weather alerts?
• How long will it take you to evacuate your school including employees
and students with access and functional needs?
• Where will you go – out of the inundation zone?
• Is the host school prepared to care for incoming students until they are
released to parents?
• How do you weigh faculty needs versus student needs?
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Tsunami
A tsunami is a wave, or series of waves, generated by an earthquake, landslide,
volcanic eruption, or even a large meteor hitting the ocean. As a result, a rise or
mounding of water at the ocean surface begins moving away from the center
in all directions. As the wave approaches land and as the ocean shallows, the
wave slows down to about 30 miles per hour and grows significantly in height.
Tsunamis can:
• Travel at speeds of over 600 miles per hour in the open ocean.
• Grow to over 50 feet in height when they approach a shallow shoreline.
• Cause flooding and disrupt transportation, power, communications, and
the water supply.
• Happen anywhere along U.S. coasts. Coasts that border the Pacific
Ocean or Caribbean have the greatest risks.
Scenario: Last night on the local news, a Tsunami watch was issued. Seismic
activity on the ocean floor has been occurring for the last 24-48 hours, miles off
the coast. As you arrive to campus, the watch has been upgraded to a warning
with alerts going out over the cellular and other communications networks.
Students are not arriving for another hour which means buses are now starting
their pickup routes. What do you do next?
Discussion:
• Is your school located in a tsunami hazard zone?
• How will you be notified of a possible tsunami?
• Will you evacuate or shelter in place?
• How high can you expect the tsunami wave to be?
• Can you evacuate vertically and if so, do you have supplies stored on
upper floors or the roof?
• How long will it take to evacuate your school?
• Where will you go?
• If near a tsunami evacuation zone, what plans do the city/county have to
utilize your school?
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Power Disruptions
Power disruptions can occur in many forms from localized outages, to rolling
blackouts, or to entire counties and regions of the state without power. They can
be caused by natural disasters such as wildfire or earthquakes, or human made
causes such as downed power lines due to a car accident. In California, power
disruption can occur with or without warning depending on the season or
disaster. Power outages are not always short and could last days depending on
the severity of the disaster or incident. Events such as the Public Safety Power
Shutoffs (PSPS) can last several days causing significant disruption in our daily
lives. Power disruptions can:
• Result in food spoilage and water contamination.
• Disrupt communication and 9-1-1 services.
• Disrupt transportation systems such as signal lights and railway crossings.
• Disrupt medical services, especially those that rely on power to run special
medical equipment.
• Close retail businesses, grocery stores, gas stations, ATMs, banks, and other
services.
• Result in a lack of heat and/or cooling systems.
Scenario: Shortly after lunch period ends, the lights begin to flicker and finally go
out. There was no alert or notification sent to the school making this an
unplanned power outage. Power is out all around the campus and the main
office generator has kicked on. It will be several hours before parents and busses
begin arriving to pick up students. What do you do next?
Discussion:
• Do you have adequate backup/emergency power systems in place?
• Do you have the means to communicate with the district or local
emergency response without power?
• How do you prepare for the extended power outages?
• Is the school equipped to support students with powered devices such as
assistive technology devices or powered wheelchairs?
• How does the weather, such as extreme heat or cold factor into your
decisions?
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• How will you communicate to parents and guardians during an
unplanned power outage, including those with a Limited English
Proficiency (LEP)?
• What is your trigger for closing school for power related issues?
• Do you have a point of contact for your local utility provider?
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Public Health Emergency
Public health emergencies can occur at any time due to the numerous causes
including infectious, life-threatening diseases, foodborne, and other
viruses/toxins. In the last 20 years, California and the nation have experienced a
SARS outbreak, H1N1 (a.k.a. swine flu), EBOLA, and more recently COVID-19
(SARS-CoV-2), all of which resulted in public health crises. These emergencies
can result in:
• Casualties and loss of life.
• Long term health risks.
• Impacts to the healthcare industry.
To be prepared for public health emergencies in the future, work with your local
public health office to determine what plans or procedures you will need to
develop to protect your faculty, staff, students, and visitors.
Scenario: Several students have just reported into the school medical office with
stomach pains, diarrhea, and vomiting. Several teachers have just called in
claiming some of their students are feeling nauseous. Most of these students are
coming from the music department of the school or classrooms nearby. The
school nurse believes it may be the Norovirus. What do you do next?
Discussion:
• Do you know who the County Public Health Officer is and how to contact
them?
• Do you have personal protective equipment (PPE) to protect all
employees and students?
• Are supplies for disinfecting surfaces readily available?
• Does the school or district have the means to decontaminate/disinfect
large areas of the campus?
• What non-pharmaceutical interventions can you implement right away?
(i.e., limiting movement, wearing a mask and/or social distancing)
• Are there procedures to alert the students, school personnel,
parents/guardians, and the local public health authority to the health
hazard?
• Do you have the capacity to isolate symptomatic persons safely?
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• Does your school safety plan address outbreaks?
• Does the district or district health codes/policies address this type of
incident?
• Are there cleaning services available for contract for biohazard incidents?
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Hazardous Materials (HazMat) Emergency
This type of incident includes industrial and residential chemical spills, fuel spills,
chemical leaks due to natural disasters, waste, and radiological releases. These
variety of hazards, like public health emergencies, can result in loss of life,
increased human suffering, long term health risks, environmental damage, and
property loss and damage.
California and the nation often face hazmat incidents such chemical tanker
train cars derailing and spilling its contents, chemical truck spills, to the
Deepwater Horizon Oil Spill in the Gulf of Mexico. These types of hazards can
cause:
• Mass evacuation and/or Shelter-In-Place (SIP) orders.
• Disruption to utility services.
• Quarantine of contaminated areas.
• Exposure to hazardous materials.
Local county and city offices of emergency services will have connections to
hazmat teams/personnel that can be leveraged for preparedness and response
activities to support the community.
Scenario: A local gas power plant had an explosion, and a fire is still burning
inside. The sound and shock were heard and felt miles away. The school and
much of the neighborhood that surrounds it is has been ordered to SIP until
further notice. First responders are on scene and requesting that everyone in the
area to shelter and seal off doors, windows, and shut off heating, ventilation,
and air conditioning (HVAC) systems to minimize the exposure to fumes and
smoke while sheltering. First responder crews are battling the fire, but no time
frame has been given for when they will lift the SIP order. What do you do next?
Discussion:
• Do all the faculty and staff know how to Shelter-In-Place?
• Does the school/district have the means to shut off ventilation systems or
seal doors, windows, and vents?
• Does the school/district school safety or emergency plans address
hazardous material incidents?
• Does the school have spill kits for small hazmat issues?
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• Is there an adequate supply, in multiple sizes, of PPE for
personnel/students?
• Are there procedures for communicating effectively to
parents/guardians, including those with a disability or Limited English
Proficiency (LEP), that a campus is sheltering in place?
• What is the reunification plan for students and their parents/guardians?
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Active Shooter/Intruder Emergency
Violence on school grounds can occur in many forms; however, one of the most
dangerous is the presence of an armed assailant on campus.
Active Shooters/Intruders may:
• Cause panic/disrupt classes.
• Cause the school to engage in lockdown procedures.
• Kill or injure students and school personnel.
• Barricade themselves on campus.
• Engage in violence against first responders.
State and federal agencies such as Cal OES and the federal Department of
Homeland Security recommend utilizing the concept of ‘Run (evacuate), Hide,
Fight (take action against the active shooter within their ability)’ when dealing
with an active shooter/intruder. Additionally, the CSSP shall include procedures
to prepare for active shooters or other armed assailants based on the specific
needs and context of each school and community.
Scenario: The campus is currently in the second period of the school day.
Students and school personnel are getting ready for the lunch time rally in the
quad when the administrative office receives a phone call from a teacher on
the far end of campus. They explain they just saw a suspicious person jump the
back fence into the school field with a long black stick-like object but could not
tell if it was a gun or a bat. This person is walking towards the center of school.
What do you do next?
Discussion:
• Does your school have lockdown procedures?
• Is there a specific alarm or code used to signal that lockdown has begun?
• How do you notify the school to initiate a lock down procedure?
• Does your school have a School Resource Officer or Security Personnel?
• Who is responsible for calling 9-1-1?
• Who is responsible for making initial contact with the intruder?
• Who is responsible for making notification to the District Office and other
stakeholders?
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• Is there accurate accounting for students, faculty, and staff who are on
campus and those that may be outside the classroom after the lockdown
was initiated?
• If the intruder does plan to cause bodily harm are first aid supplies readily
available and do faculty and staff know where they are located?
• When law enforcement arrives, do you know how to integrate with them
to provide information such as the location of the intruder or injured
persons, floor plans of the site, keys to unlock doors if needed, etc.?
• How do you notify the district office and families/guardians?
• What are your reunification plans?
• Who will handle media and press inquiries?
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Cybersecurity Emergency
Cybersecurity attacks are often used to deny or exploit vulnerable systems for
financial gain. Cyber threat actors target personally identifiable information (PII),
critical capabilities, or disrupt essential systems and services.
Cyber-attacks may result in:
• Theft of PII or sensitive information.
• Denial of services for essential functions or systems.
• Exploitation of other connected systems.
Considerations and investments should be made by the district to evaluate
critical systems and their respective security protocols to ensure the risk of
breach is as minimal as possible. All site and district employees should be
educated to look for and avoid cyberattacks. Access controls to and backups
of essential or sensitive information should also be considered to preserve data
and ensure the right people have the right accesses.
Scenario: You are a school administrator on your way to work for the day.
Several of your early bird teachers have sent you messages explaining that their
computers are no longer able to access the automated attendance system for
students. They also mentioned that they have received emails from an
anonymous source requesting payment to restore access to the automated
attendance system. This system contains students’ and families’/guardians’ PII,
employee information, and student health-related information for school meals
and medications. As you were driving, your district Information Technology
representative informed you that a breach may have occurred across the
district. What do you do next?
Discussion:
• Who do you contact to start investigating this breach?
• Does your school have an incident response plan or policy regarding
cyber-attacks?
• When was the last time the incident response plan was exercised?
• Do exercises and drills include considerations for people with access and
functional needs?
• Does your school or district have Cyber Liability Insurance or Data Breach
Coverage?
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• Does your insurance provider require certain response protocols are
followed? If so, what are they?
• Who within the law enforcement community needs to be notified?
• What information should you start to gather?
• Are other systems affected? If so, how do you respond to those issues?
• How will you notify parents/guardians and others affected by this
breach?
• Who will speak to the media about the incident?
• Do you have an alternate plan to resume normal business operations if
the affected system is down?
• Have you tested to see if your backups work?
• What systems are in place for you to monitor the situation?
• Does your district have policies on computer usage in case of
cyberattack?
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Protests/Riots/Civil Unrest Emergency
In the wake of many high-profile nationwide walkouts, protests, and riots over
the last few years and the increase in social media use among students, schools
are facing an even greater challenge in maintaining safe and orderly learning
environments. Calls for protests can start on social media platforms and quickly
go viral among various demographics. If not handled appropriately, some
protests may become violent or out of control. These emergencies are fluid and
quick decision-making is required to preserve the safety of students and
personnel.
Some protests may result in:
• Mass exodus from the school campus.
• Vandalism and or destruction of school property.
• Bodily harm or injury.
• School Lockdowns.
Scenario: Students across the campus are receiving social media and text
messages about a spontaneous protest occurring down the street from campus.
Students are being encouraged to participate and show support by joining.
Your administration office begins to receive calls from teachers explaining that
their students are walking out, and some have witnessed trashcans and other
objects being vandalized as they leave. Several emergency-exit alarms have
begun to sound as students are using multiple egress points to leave campus
and join the protest.
Discussion:
• Does your campus lockdown procedure account for a mass exodus?
• How does faculty and staff account for students that left campus?
• What are the responsibilities of faculty and staff if students try to leave?
• What are your procedures for notifying families/guardians, law
enforcements, and the district office that this emergency is in progress?
• What is the school’s or district’s cellphone/mobile device use policy for
students and how is it enforced?
• Who is responsible for checking exits, doors, and alarms around the facility
that may have been set off by students?
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General Discussion Questions
• Do you know the California Standardized Emergency Management
System (SEMS) and the Incident Command System (ICS) and your place in
that system?
• Do you know who your city or county emergency manager is?
• Do you know the location and how to interface with the city or county
emergency operations center?
• How will you receive emergency alerts or notifications for your area?
• Do you have a district and school emergency plan? Do you know where
it is and what it says?
• Have you exercised your plan? What does your exercise program consist
of?
• Do exercises and drills include considerations for and people with access
or functional needs?
• Is your county listed in any of the five California Catastrophic Plans and
what are you doing to prepare for the “Big One”?
• Do the faculty and staff know where the utility (water, power, gas) shut off
valves are located, and which tools are needed to operate them?
• What supplies do you have on hand? How long can you shelter in place
without assistance?
• How will the County Office of Education assist districts and schools during
an emergency or disaster?
• How will the district assist schools during an emergency or disaster?
• Who has authority to release information to the media and the public?
• Do you know who the County Public Health Officer is and how to contact
them?
• Have you had conversations with your local law enforcement and fire
agencies?
• Does your district have a Local Hazard Mitigation Plan and are you a
participating member with the city or county planning efforts?
• Do you know what plans the city or county has for your school site during
an emergency or disaster? (First Responder Incident Command Post,
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Evacuation Center, Shelter, Medical Dispensing area, animal sheltering,
etc.)
• Do you participate in a classroom disaster preparedness program for the
students?
• Do you have a continuity plan?
• Do you have enough insurance for fire, flood, or earthquake recovery?
• Do you have memorandums of agreement in place for support during a
disaster?
• How will you manage donations after an emergency or disaster?
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Appendix G. Readiness and Emergency Management for Schools
and Technical Assistance (REMS TA) Center
As mentioned earlier, the REMS TA Center is a federal program developed under
the U.S. Dept of Education’s Office of Safe and Supportive Schools. The program
hosts several useful tools for K-12 and Institutes of Higher Education (IHEs) which
include, but are not limited to, emergency management planning toolkits,
webinars, on-site training, and other emergency preparedness resources. Their
tools can be accessed by visiting www.REMS.ed.gov.
Purpose
The REMS TA Center serves two critical functions to support a safe and
supportive learning environment for children, faculty, staff, and others.
1) Build the preparedness capacity (including prevention, protection,
mitigation, response, and recovery efforts) of schools, school districts, and
IHEs and their community partners at the local, state, and federal levels.
2) And serve as the primary source of information dissemination for schools,
school districts, and IHEs for emergency planning.
Topic Specific Resources Offered
• Emergency Management Functions - Emergency managers and planning
teams at education agencies throughout the country are required to
activate a variety of operational functions before, during, and after a
threat or hazard impacts the school and/or campus community.
Resources include alerts and warnings, continuity of operations,
evacuations, reunification, and others.
• Hazards and Threats - School districts, schools, and IHEs may be at risk for a
variety of threats and hazards based on geographical location, local
crime statistics, proximity to chemical plants, and a variety of other
factors. Resources include information on human-caused threats,
biological hazards, natural hazards, and technological hazards.
• Planning Basics and Principles – School districts, schools, and IHEs have a
variety of factors for consideration when developing emergency plans.
Tools in this section focus on an All-Hazards approach with a whole
community approach. Resources include assessments, access, and
functional needs (AFN) considerations, EOP development and planning,
and others.
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Six-Step Planning Process
When developing EOPs, we recommend following the six-step planning process
which involves working collaboratively with a team to determine the emergency
operation goals and objectives. Bring in district personnel (administrators,
faculty, classified staff, facility maintenance and transportation staff) and
community partners during the planning process for all aspects of plan
development, assessment, review, implementation, and maintenance. The
planning process is flexible and should be adapted based on the unique
characteristics of the school, district, and situation. The EOP should represent the
needs of the school community and families, the broader community, and first
responders. The six-step planning process is listed below:
1) Form a Collaborative Planning Team – The core planning team should
include representatives from across the school/institution to include those
that represent students and families, to the extent possible. Additional
team considerations should include individuals and organizations that
serve and represent the interests of students, site and district personnel,
and families with disabilities and others with access or functional needs, as
well as those from diverse racial, ethnic, linguistic, and religious
backgrounds, including international student populations, so that specific
concerns will be included from the early stages of planning.
2) Understand the Situation – Identifies possible threats and hazards, and
assesses the risk and vulnerabilities posed by those threats and hazards.
3) Determine Goals and Objectives – The planning team should develop
goals for addressing each threat or hazard; every goal should have
measurable objectives in support of each goal.
4) Develop the Plan (Identifying Courses of Action) – Planning team
develops courses of actions for accomplishing each of the objectives
identified. Courses of action should address what, who, when, where,
why, how for each threat, hazard, and function.
5) Prepare and Review the Plan – The planning team develops, drafts, and
finalizes the EOP that the command team will approve and implement.
6) Implement and Maintain the Plan – This step closes the loop in the
planning process and starting the planning cycle over again as planning
is a continuous process in which the planning team learns lessons, obtains
new information and updates their priorities.
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Figure G.1: The Six Step Planning Process
Sample Emergency Supplies from REMS TA Center
Administration Supplies List
• Designated command post with student roster (and photos), emergency
contact information, and employee roster (with photos) in the form of a
sign in/sign out sheet.
• Reflective vests or other means of identifying safety team members
• Whistles
• Small directory with emergency telephone numbers of local drugstores,
etc.
• Utility turnoff procedures
• First aid instruction manual
• Medical gloves
• Food
• Water supply
• Battery-operated flashlight or light sticks
• Extra batteries
• Battery-operated radio
• Blankets
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Administration Supplies List
• Portable toilets, makeshift toilets, or garbage bags
• Sanitary items (toilet paper and towelettes)
• Work gloves
• Plastic sheeting
• Speaker or megaphone
• Walkie-talkies
• Pens, pencils, or wax markers
• Change for payphones
• Special needs roster
• Campus layout maps with evacuation sites, first aid sites, and parent
reunification site
• First aid supplies
• Breathing masks
• Can opener
• Waterproof matches and container
• Lighter
• Multipurpose tool, wrench, pliers, and/or a utility knife
Classroom Supplies List
• Clipboard with
o List of classroom
students (and
photo)
o List of students with
unique needs and
description of
needs (i.e.,
medical issues,
prescription
• List of emergency
procedures
• First aid supplies
• First aid instruction
manual
• Medical gloves
• Food
• Water
• Sanitary items
(towelettes & toilet
paper)
• Whistle & hat (or
another identifier) for
teacher
• Work gloves
• Breathing masks
• Plastic sheeting
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medicines, dietary
needs), marked
confidential
• Battery-powered
flashlight
• Batteries
• Blankets
• Bucket
• Duct tape
• Can opener
• Hard candies
• Student activities
Student and School Personnel Supplies List
• Jacket, raincoat, or
poncho
• Change of clothes
• Hat, gloves, and scarf
where applicable
• Food
• Water
• Personal prescription
medications where
applicable
Available here: http://www.rems.ed.gov/docs/SchoolEmergencySuppliesList.pdf
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Annex A. School Incident Command System Position
Checklists
The following position checklists are designed to assist site and district employees
implementing the ICS structure in the event of an emergency. The checklists
fulfill the common ICS positions as well as important other functions that support
the overall ICS structure within a school or district experiencing a disaster.
The organization chart below is the basis for the attached ICS position checklists.
Please note, this is simply a framework and can be modified to fit the needs of
the school or district.
The following two pages contain additional organization chart examples. The
variety of positions and teams should be considered as guides and may be of
use to your own school or district Incident Action Plan. Consider incorporating
these ideas and functions within your organization for a more robust response.
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Example: Emergency Operations Chart
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Example: L.A. Unified School District Emergency Management Organization Chart
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Section: Command Staff
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Incident Commander
May assign a Deputy Incident Commander if needed
NAME PHONE #
RADIO CALLSIGN#
LOCATION:
SUPERVISED BY:
EMERGENCY TYPE:
SUBORDINATES
TITLE
NAME
PHONE/RADIO
Safety Officer
Public Information Officer
EOC Liaison Officer
Operations Section Chief
Logistics Sections Chief
Planning Section Chief
Finance Section Chief
SUGGESTED EQUIPMENT
School Site/District Emergency Operations Plan (EOP), Employee and Student Rosters,
Site/District Contact lists, Campus/School Map, Area Maps, Office Supplies, Phone/Laptop.
PRIMARY DUTIES
This position is ALWAYS filled. The Incident Commander has overall responsibility for
managing the incident by establishing objectives, planning strategies, and implementing
tactics. Responsible for all Incident Command System (ICS) management functions until
he or she delegates the functions to someone.
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DUTY CHECKLIST
Start-Up Duties
Initials
Provide overall leadership for incident response.
Approve all information that is released by the PIO.
Establish incident objectives based on the situation.
Develop a written Incident Action Plan (IAP) for long term complex incidents:
IAP should include:
• What we want to do?
• Who is responsible for doing it?
• How do we communicate with each other?
• What is the procedure if someone is hurt?
Operational Duties
Initials
Establish and maintain liaison with other agencies participating in the incident.
Assess the need for staff depending on complexity and time frame.
Activate and delegate Command Staff functions as needed.
Provide updates on the situation to subordinates as directed.
Review all reports and logs when the emergency has been resolved.
Lead the command staff in the development of a short and long-term
deactivation plan and process.
Lead the debriefing and after emergency review with all incident staff.
Assist in the development of a Post-Emergency/Recovery Plan to return the
agency to routine operations.
Assess the effectiveness of the EOP with the command staff.
Assist in preparing a critical incident stress debriefing and any additional post-
trauma employee program,
Closing Duties
Initials
Critical Incident and Stress Debriefing (CISD) for incident command team and
staff if warranted.
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DUTY CHECKLIST
TRANSFER OF COMMAND MAY TAKE PLACE WHEN:
• A jurisdiction or agency is legally required to take command
• A more qualified Incident Commander arrives and assumes command
• Incident complexity changes
• The current Incident Commander needs to rest
Perform an assessment of the incident situation with the existing Incident
Commander.
Receive a face-to-face briefing from existing IC and Command Staff which
includes:
• Incident History
• Current plan
• Resource assignments
• Resources ordered
• Resources needed
• Delegation of authority
• Priorities and Objectives
• Incident organization
• Status of communication
• Facilities established
• Any constraints or limitations
• Incident potential
Determine an appropriate time for transfer of command.
Notification of transfer of command to:
• Agency headquarters
• General Staff members
• Command Staff members
• All incident personnel
Close out all logs and provide logs and other relevant documents to the
Documentation Unit.
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Safety Officer (Vice Principal/Senior School Personnel)
May assign one or more deputies as needed
NAME PHONE #
RADIO CALLSIGN:
LOCATION:
SUPERVISED BY:
EMERGENCY TYPE:
SUBORDINATES
TITLE
NAME
PHONE/RADIO
Deputy Safety Officer
Facilities
SUGGESTED EQUIPMENT
Vest or Position identifier, School Site/District Emergency Operations Plan (EOP),
Campus/Site Keys, Employee and Student Rosters, Site/District Contact lists,
Campus/School Map, Inventory of Safety Equipment, Office Supplies,
Radio/Phone/Laptop.
PRIMARY DUTIES
The Safety Officer ensures that all activities are conducted in as safe a manner as possible
under the circumstances which exist. The Safety Officer may also assume duties as the
Incident commander.
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DUTY CHECKLIST
Operational Duties
Initials
Check in with the IC for a situation briefing.
Monitor drills, exercises, and emergency response activities for safety.
Wear position identifier, such as vest, if available.
Identify and mitigate safety hazards and situations.
Stop or modify all unsafe operations.
Ensure that responders use appropriate safety equipment.
Think ahead and anticipate situations and problems before they occur.
Anticipate situation changes, such as severe aftershocks, in all planning.
Keep the IC advised of your status and activity and on any problem areas that
now need or will require solutions.
Closing Down:
Initials
Inform replacement ICS staff of the previous operational period activities.
Close out all logs and provide logs and other relevant documents to the
Documentation Unit.
Return equipment and reusable supplies to Logistics.
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Public Information Officer (PIO)
May assign one or more deputies as needed
NAME PHONE #
RADIO CALLSIGN:
LOCATION:
SUPERVISED BY:
EMERGENCY TYPE:
SUBORDINATES
TITLE
NAME
PHONE/RADIO
Deputy PIO
PIO technical assistant
SUGGESTED EQUIPMENT
School Site/District Emergency Operations Plan (EOP), Site/District Contact lists,
Campus/School Map, Area Maps, Office Supplies, Phone/Laptop, Broadcast/Recording
Equipment, School/District Letterheads Official Letterhead(s), Template Official Releases
PRIMARY DUTIES
The Public Information Officer (PIO) acts as the official spokesperson for the school site in
an emergency. If a school district PIO is available, he/she will be the official spokesperson.
A school site-based PIO should only be used if the media is on campus and the district PIO
is not available or forthcoming.
News and social media platforms can play a key role assisting the school in getting
emergency/disaster related information to the public (parents).
Information released must be accessible, consistent, accurate, and timely.
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DUTY CHECKLIST
Start-Up Duties
Initials
Determine a possible “news center” site as a media reception area (located
away from the Command Post and students). Get approval from the Incident
Commander (IC).
Wear position identifier, such as vest, if available.
Consult with district PIO to coordinate information release.
Assess situation and obtain statement from IC. Record if possible.
Advise arriving media that the site is preparing a press release and approximate
time of its issue.
Once press release is completed, disseminate on other platforms such as
Facebook, twitter, and other agency sites utilizing closed captioning, alternative
(alt) text, and other accessible techniques.
Open and maintain a position log of your actions and all communications. If
possible, tape media briefings and include captions and transcripts. Keep all
documentation to support the history of the event.
Operational Duties
Initials
Keep up-to-date on the situation.
Statements must be approved by the IC and should reflect:
o Reassurance — EGBOK — “Everything’s going to be OK.”
o Incident or disaster cause and time of origin. (if it can be released)
o Size and scope of the incident.
o Current situation — condition of school site, evacuation progress, care
being given, injuries, student release location, etc. Do not release any
names.
o Resources in use.
o Best routes to school if known and appropriate.
o Any information school wishes to be released to the public.
Read press or public statements as needed.
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DUTY CHECKLIST
When answering questions, be complete & truthful, always considering
confidentiality & emotional impact. Avoid speculation, bluffing, lying, talking
“off the record,” arguing, etc. Avoid use of the phrase “no comment.”
Remind school site/employee volunteers to refer all questions from media or
waiting family members to the PIO.
Ensure announcements & other information are translated into the most spoken
languages as needed.
Monitor news/social media broadcasts about incident. Correct any
misinformation heard.
Closing Duties
Initials
Inform replacement ICS staff of the previous operational period activities.
Close out all logs and provide logs and other relevant documents to the
Documentation Unit.
Return equipment and reusable supplies to Logistics.
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EOC Liaison Officer
May assign one or more deputies as needed
NAME PHONE #
RADIO CALLSIGN:
LOCATION:
SUPERVISED BY:
EMERGENCY TYPE:
SUBORDINATES
TITLE
NAME
PHONE/RADIO
Liaison Officer
Liaison Officer
SUGGESTED EQUIPMENT
School Site/District Emergency Operations Plan (EOP), Site/District Contact lists,
Campus/School Map, Area Maps, Office Supplies, Phone/Laptop, Broadcast/Recording
Equipment, School/District Letterheads Official Letterhead(s), Template Official Releases.
PRIMARY DUTIES
The Liaison Officer serves as the point of contact for Agency Representatives from assisting
organizations and agencies outside the school district and assists in coordinating the efforts
of these outside agencies by ensuring the proper flow of information.
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DUTY CHECKLIST
Start-Up Duties
Initials
Check in with the IC for a situation briefing.
Determine your personal operating location and set up as necessary.
Obtain necessary equipment and supplies from Logistics.
Wear position identifier, such as vest, if available.
Open and maintain a position log. Maintain all required records and
documentation to support the history of the emergency or disaster.
Operational Duties
Initials
Brief Agency Representatives on current situation, priorities, and incident action
plan.
Ensure coordination of efforts by keeping IC informed of agencies’ action plans.
Provide periodic update briefings to Agency Representatives as necessary.
Closing Duties
Initials
Inform replacement ICS staff of the previous operational period activities.
Close out all logs and provide logs and other relevant documents to the
Documentation Unit.
Return equipment and reusable supplies to Logistics.
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Section: Operations
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Operations Chief
May assign one or more deputies as needed
NAME PHONE #
RADIO CALLSIGN:
LOCATION:
SUPERVISED BY:
EMERGENCY TYPE:
SUBORDINATES
TITLE
NAME
PHONE/RADIO
Deputy Operations Chief
Site Facility Check/Security
Search and Rescue Team Lead
Student Care Team Leader
Student Release Team Leader
Medical Team Leader
SUGGESTED EQUIPMENT
Job Description Binder/Clipboard; Phone; Two-way Radios; Office supplies such as pens,
paper, stapler, tape, etc.; Laptop computer and portable printer with an alternate power
source(s), including accessories (e.g., memory stick, CDs, mouse, etc.); Position
Vest/Identification Badge; School Site/District Emergency Operations Plan (EOP);
Site/District Contact lists; Campus/School Map; Area Maps; Resource lists.
PRIMARY DUTIES
Operations is responsible for performing the actions that make up the emergency response
such as search & rescue, medical, and reunification. The Operations Chief manages the
direct response to the disaster, which can include the following: Site Facility
Check/Security, Search & Rescue, Student Care, and Medical Student Release.
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DUTY CHECKLIST
Start-Up Duties
Initials
Check in with the IC for a situation briefing.
Obtain necessary equipment and supplies from Logistics.
Wear position identifier, such as vest, if available.
Operational Duties
Initials
Assume the duties of all operations positions until staff are available and
assigned.
As staff are assigned, brief them on the situation and supervise their activities,
utilizing the position checklists.
If additional supplies or staff is needed for the Operations Section, notify
Logistics. When additional staff arrive, brief them on the situation, and assign
them as needed.
Coordinate Search & Rescue (SAR) operations. Appoint SAR Team Leader to
direct their operations if necessary.
As information is received from operations staff, pass it on to Situation Analysis
and/or the IC.
Inform the IC regarding tasks, priorities, and emerging issues.
Make sure that Operations staff are following standard procedures, utilizing
appropriate safety gear, and documenting their activities.
Schedule breaks and reassign Operations staff within the section as needed.
Closing Duties
Initials
Inform replacement ICS staff of the previous operational period activities.
Close out all logs and provide logs and other relevant documents to the
Documentation Unit.
Return equipment and reusable supplies to Logistics.
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Site Facility Check/Security
May assign one or more deputies as needed
NAME PHONE #
RADIO CALLSIGN:
LOCATION:
SUPERVISED BY:
EMERGENCY TYPE:
SUBORDINATES
TITLE
NAME
PHONE/RADIO
Security
Security
SUGGESTED EQUIPMENT
Position vest/identification badge, hard hat, work gloves, and whistle, phone, two-way
radio, master keys, and clipboard with job description. Carry bucket or duffel bag with
goggles, flashlight, dust masks, yellow caution tape, and shutoff tools – for gas (crescent
wrench).
PRIMARY DUTIES
Site Facility Check/Security Personnel ensure access points around danger areas or
working areas are secured as well as mark off areas that may not be suitable for entry by
students, employees, or visitors while on campus. Work in pairs.
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DUTY CHECKLIST
Start-Up Duties
Initials
Wear position identifier, such as vest, if available.
Take appropriate tools, job description clipboard, and radio.
Put batteries in flashlight if necessary.
Operational Duties
Initials
Assess the campus and report any damage by radio to the Command Post (CP).
Lock gates and major external doors.
Locate/control/extinguish small fires as necessary.
Check gas meter and, if gas is leaking, shut down gas supply.
Shut down electricity only if building has clear structural damage or advised to
do so by CP or IC.
Post yellow caution tape around damaged or hazardous areas.
Verify that campus is “locked down” and report same to CP.
Advise CP of all actions taken for information and proper logging.
Be sure that the entire campus has been checked for safety hazards and
damage.
No damage should be repaired prior to full documentation, such as
photographs and video evidence, unless the repairs are essential to immediate
life-safety.
Route fire, rescue, law enforcement, etc. as appropriate.
Direct all requests for information to the PIO.
Closing Duties
Initials
Inform replacement ICS staff of the previous operational period activities.
Close out all logs and provide logs and other relevant documents to the
Documentation Unit.
Return equipment and reusable supplies to Logistics.
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Search and Rescue Team Leader
May assign one or more deputies as needed
NAME PHONE #
RADIO CALLSIGN:
LOCATION:
SUPERVISED BY:
EMERGENCY TYPE:
SUBORDINATES
TITLE
NAME
PHONE/RADIO
Search and Rescue Team
Member
Search and Rescue Team
Member
SUGGESTED EQUIPMENT
Position vest/identification badge, phone, work and non-latex gloves, dust/particulate (N-
95 or better) mask, hand held two-way radio, map indicating search plan, water
bib/sillcock key, bolt cutters (for cutting grates from windows), rope, bucket or duffel bag,
caution tape, first aid kit, Automated external defibrillator (AED), backpack/fanny pack
(one team member wears it), triage bags, hard hat, eye protection, master keys, whistle,
clipboard with job duties, fire extinguisher, blankets, shovel, flashlight, grease pencil, duct
tape, masking tape, pry bar, pencils.
PRIMARY DUTIES
The Search and Rescue Team is responsible for locating students, personnel, or other visitors
trapped on the school site due to damage and debris.
Minimum of 2 persons per team. Take no action that might endanger you. Do not work
beyond your expertise or level of training. Use appropriate safety gear. Size up the situation
first.
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DUTY CHECKLIST
Start-Up Duties
Initials
Obtain all necessary equipment.
Wear position identifier, such as vest, if available.
Obtain briefing from Operations Chief, noting known fires, injuries, or other
situations requiring response.
Assign SAR teams based on available personnel, minimum 2 persons per team.
Operational Duties
Initials
Perform visual check of outfitted team leaving CP; include radio check. Teams
must wear sturdy shoes, safety equipment, and have a first aid kit.
Record names and assignments before deploying teams.
Dispatch teams to known hazards or situations first, then to search the campus
using specific planned routes. Send a specific map assignment with each team.
Remain at CP in radio contact with SAR Teams.
Record all teams’ progress and reports on site map, keeping others at CP
informed of problems. When a room is reported clear, mark a “C” on the map.
If injured students, employees, and/or visitors are located, consult Operations
Chief for response. Utilize transport teams or send a first aid team.
Record exact location of trapped injured persons and damages on a map.
Closing Duties
Initials
Inform replacement ICS staff of the previous operational period activities.
Close out all logs and provide logs and other relevant documents to the
Documentation Unit.
Return equipment and reusable supplies to Logistics.
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Student Care Team Leader
May assign one or more deputies as needed
NAME PHONE #
RADIO CALLSIGN:
LOCATION:
SUPERVISED BY:
EMERGENCY TYPE:
SUBORDINATES
TITLE
NAME
PHONE/RADIO
Student Care Team Member
Student Care Team Member
SUGGESTED EQUIPMENT
Job Description Binder/Clipboard; Phone, Two-way Radios; Campus/Site Map; Student
activities: books, games, coloring books, etc.; Position Vest/Identification Badge; First aid
kit; water; food; sanitation supplies; Forms: Student Accounting/Notice of First Aid Care;
Office supplies such as pens, paper, stapler, tape, etc.
PRIMARY DUTIES
Ensure the care and safety of all students on campus except those who are in the Medical
Treatment Area.
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DUTY CHECKLIST
Start-Up Duties
Initials
Wear position identifier, such as vest, if available.
Take job description clipboard, & radio.
Check in with Operations Chief for situation briefing.
Assign personnel to assignments as needed.
If school is evacuating:
• Verify that the assembly area and routes to it are safe.
• Count or observe the classrooms as they exit, to make sure that all classes
evacuate.
• Initiate the set-up of portable toilet facilities and hand-washing stations.
Operational Duties
Initials
Monitor the safety and well-being of the students, employees, and visitors, in the
Assembly Area.
Administer first aid as needed within your level of training.
Support the student release process by releasing students with appropriate
paperwork.
When necessary, provide water and food to students and others.
Make arrangements for accessible portable toilets if necessary, ensuring that
students and others wash their hands thoroughly to prevent disease.
Make arrangements to provide inclusive shelter for students and others.
Update records of the number of students, employees, and visitors in the
assembly area (or in the buildings).
Direct all requests for information to the PIO.
Closing Duties
Initials
Inform replacement ICS staff of the previous operational period activities.
Close out all logs and provide logs and other relevant documents to the
Documentation Unit.
Return equipment and reusable supplies to Logistics.
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Student Release Team Leader
May assign one or more deputies as needed
NAME PHONE #
RADIO CALLSIGN:
LOCATION:
SUPERVISED BY:
EMERGENCY TYPE:
SUBORDINATES
TITLE
NAME
PHONE/RADIO
Student Release Team Member
Student Release Team Member
SUGGESTED EQUIPMENT
Job description binder/clipboard; phone; two-way radios; office supplies such as pens,
paper, stapler, tape, etc.; signage for parent request/release gate; position
vest/identification badge; campus/site map; forms: Student Release Form/Notice of First
Aid Care; box(es) of emergency cards.
PRIMARY DUTIES
Ensures the reunification of students with their parents or authorized adult.
Personnel: School Secretary, available employees, and volunteers. Use buddy system.
Student Release process is supported by unassigned personnel to shuttle students, supplies,
and information (Runners).
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DUTY CHECKLIST
Start-Up Duties
Initials
Wear position identifier, such as vest, if available.
Check with Operations Chief for assignment to Request Gate or Release Gate.
Obtain necessary equipment and forms from Logistics.
Secure area against unauthorized access. Mark gates with signs.
Designate and set up a release point and ensure access controls are followed.
Operational Duties
Initials
Follow procedures outlined below to ensure the safe reunification of students
with their parents/guardians/authorized adults.
Refer all requests for information to the PIO.
Procedures:
• Requesting adult fills out Student Release Form, provides to school staff
member, and shows identification.
• Staff member verifies identification, pulls Emergency Card from file, and
verifies that the requester is listed on the card.
• Staff member instructs the requester to proceed to the Release Gate.
• If there are two copies of the Emergency Cards (one at each gate), staff
files the Emergency Card in the out box. If there is only one copy, runner
takes the card with the Student Release Form, and staff files a blank card
with the student’s name on it in the out box.
• Runner takes form(s) to the designated classroom.
Note: If a parent refuses to wait in line, don’t argue. Note time with appropriate
comments on Emergency Card and place in out box.
If student is with class:
• Runner shows Student Release Form to the teacher
• Teacher marks box, “Sent with Runner”.
• If appropriate, teacher sends parent copy of first aid form with the runner.
• Runner walks student(s) to Release Gate.
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DUTY CHECKLIST
• Runner hands paperwork to release personnel.
• Release staff member matches the student to requester, verify proof of
identification, ask requester to fill out and sign the lower portion of Student
Release Form, and release student. Parents are given the Notice of First
Aid Care Given, if applicable.
If student is not with the class:
• Teacher makes appropriate notation on Student Release Form:
o “Absent” if student was never in school that day.
o “First Aid” if student is in Medical Treatment Area.
o “Missing” if student was in school but now cannot be located.
• Runner takes Student Release Form to CP.
• CP verifies student location if known and directs runner accordingly.
• If runner is retrieving multiple students and one or more are missing, walk
available students to Release Gate before returning “Missing” forms to CP
for verification.
• Parent should be notified of missing student status and escorted to crisis
counselor.
• If student is in first aid, parent should be escorted to Medical Treatment
Area.
• If student was marked absent, parent will be notified by staff member.
Closing Duties
Initials
Inform replacement ICS staff of the previous operational period activities.
Close out all logs and provide logs and other relevant documents to the
Documentation Unit.
Return equipment and reusable supplies to Logistics.
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Medical Team Leader
May assign one or more deputies as needed
NAME PHONE #
RADIO CALLSIGN:
LOCATION:
SUPERVISED BY:
EMERGENCY TYPE:
SUBORDINATES
TITLE
NAME
PHONE/RADIO
Medical Team Member
Medical Team Member
Morgue Team Member
SUGGESTED EQUIPMENT
Position vest/identification badge, two-way radio, phone, first-aid supplies, job description
clipboard, marking pens, stretchers, blankets, quick reference medical guides, tables &
chairs, ground cover/tarps, portable privacy screens, employee and student medication
from district health office, forms: Notice of First Aid Care/Medical Treatment Log.
PRIMARY DUTIES
The Medical Team Leader is responsible for the provision of emergency medical response,
first aid, and counseling. Informs the Operations Chief or IC when the situation requires
health or medical services that employee cannot provide. Ensures that appropriate
actions are taken in the event of deaths.
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DUTY CHECKLIST
Start-Up Duties
Initials
Wear position identifier, such as vest, if available.
Establish scope of disaster with IC and determine probability of outside
emergency medical support and transport needs.
Assign staff to triage for wounds and injuries for students and others.
Set up first aid/triage and treatment area in a safe place, away from students
and parents, with access to emergency vehicles. Obtain equipment/supplies
from the container.
Assess available inventory of supplies & equipment.
Review safety procedures and assignments with personnel.
Set up a separate Psychological First Aid area if staff levels are sufficient.
Operational Duties
Initials
Oversee care, treatment, and assessment of patients.
Ensure caregiver and rescuer safety. Latex gloves for protection from body fluids
and replace with new gloves for each new patient.
Make sure that accurate records are kept.
Provide personnel response for injuries in remote locations or request transport
from logistics.
If needed, request additional personnel from logistics.
Brief newly assigned personnel.
Report deaths immediately to Operations Chief.
Keep Operations Chief informed of overall status.
Set up morgue, if necessary, in cool, isolated, and secure area.
Stay alert for communicable diseases and isolate appropriately.
Consult with Student Care team leader regarding health care, medications,
and meals for students with known medical conditions (diabetes, asthma, etc.).
Set up triage and treatment Area:
• Conduct head to toe assessments.
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DUTY CHECKLIST
• Provide staffing for triage and treatment area.
• Record treatments and care information for each patient.
If directed, set up morgue area:
• Tile, concrete, or another cool floor surface.
• Accessible to Coroner’s vehicle.
• Remote from assembly area.
• Security: Keep unauthorized persons out of morgue.
• Maintain respectful attitude.
• After pronouncement or determination of death:
o Confirm that the person is deceased:
Check for reaction to voice/sound or pain (sternum rub).
Check for pupillary reflexes, pupils will be fixed or dilated
and may not react to light.
Assess for absence of a pulse by checking the carotid or
femoral arteries.
Listen for heartbeat.
Assess for respiratory effort on both sides of the chest.
o Do not move the decedent until directed by CP.
o Do not remove any personal effects from the body. Personal
effects must always remain with the body.
o As soon as possible, notify Operations Chief, who will notify the CP,
who will attempt to notify law enforcement authorities of the
location and, if known, the identity of the body. They will notify the
coroner.
o Keep accurate records and make available to law enforcement
and/or the coroner when requested.
o Write the following information on tags.
Date and time found.
Exact location where found.
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DUTY CHECKLIST
Name of decedent if known.
If identified - how, where, when, and by whom.
Name of person filling out tag.
Attach one tag to body.
o If the Coroner’s Office will not be able to pick up the body soon,
place body in plastic bag(s) and tape securely to prevent
unwrapping. Securely attach the second tag to the outside of the
bag. Move body to morgue area.
o Place any additional personal belongings found in a separate
container and label as above. Do not attach to the body—store
separately near the body.
Closing Duties
Initials
Inform replacement ICS staff of the previous operational period activities.
Close out all logs and provide logs and other relevant documents to the
Documentation Unit.
Return equipment and reusable supplies to Logistics.
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Section: Planning/Intelligence
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Planning/Intelligence Chief
May assign one or more deputies as needed
NAME PHONE #
RADIO CALLSIGN:
LOCATION:
SUPERVISED BY:
EMERGENCY TYPE:
SUBORDINATES
TITLE
NAME
PHONE/RADIO
Deputy Planning/Intelligence
Chief
Situational Analysis Unit Lead
Documentation Unit Lead
SUGGESTED EQUIPMENT
Job description binder/clipboard; phone; two-way radios; office supplies such as pens,
paper, stapler, tape, etc.; laptop computer and portable printer with an alternate power
source(s), including accessories (e.g., memory stick, CDs, mouse, etc.); position
vest/identification badge; campus/site map.
Forms: Emergency Time/Situation Report, Sample Log, Student Accounting Forms.
PRIMARY DUTIES
This section is responsible for the collection, evaluation, documentation, and use of
information about the development of the incident and the status of resources. Maintain
accurate records and site map. Provide ongoing analysis of situation and resource status.
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DUTY CHECKLIST
Start-Up Duties
Initials
Check in with the IC for a situation briefing.
Obtain necessary equipment and supplies from Logistics.
Wear position identifier, such as vest, if available.
Operational Duties
Initials
Assume the duties of all Planning/Intelligence positions until staff are available
and assigned.
As staff are assigned, brief them on the situation and supervise their activities,
utilizing the position checklists.
Assist IC in writing Incident Action Plans.
Closing Duties
Initials
Inform replacement ICS staff of the previous operational period activities.
Close out all logs and provide logs and other relevant documents to the
Documentation Unit.
Return equipment and reusable supplies to Logistics.
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Situation Analysis Unit
May assign one or more deputies as needed
NAME PHONE #
RADIO CALLSIGN:
LOCATION:
SUPERVISED BY:
EMERGENCY TYPE:
SUBORDINATES
TITLE
NAME
PHONE/RADIO
Situation Analysis Team
Member
GIS/Mapping Specialist
SUGGESTED EQUIPMENT
Job Description Binder/Clipboard; Phone; Laptop computer and portable printer with an
alternate power source(s), including accessories (e.g., memory stick, CDs, mouse, etc.);
Position Vest/Identification Badge; Office supplies such as pens, paper, stapler, tape, etc.;
Two-way Radio; Campus/Site Map; Local Area/County Map.
PRIMARY DUTIES
This section is responsible for the collection, evaluation, documentation, and use of
information about the development of the incident and the status of resources. Maintain
accurate site map. Provide ongoing analysis of situation and resource status.
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DUTY CHECKLIST
Start-Up Duties
Initials
Check in with Planning/Intelligence Chief for situation briefing.
Obtain necessary equipment and supplies from Logistics.
Wear position identifier, such as vest, if available.
Operational Duties
Initials
Situation Status (Map):
• Collect, organize, and analyze situation information.
• Mark site map appropriately as related reports are received. This includes,
but is not limited to, SAR reports and damage updates giving a concise
picture status of campus.
• Preserve map as legal document until photographed.
• Use area-wide map to record information on major incidents, road
closures, utility outages, etc. (This information may be useful to staff for
planning routes home, etc.)
Situation Analysis:
• Provide current situation assessments based on analysis of information
received.
• Develop situation reports for the Incident Command Post to support the
action planning process.
• Think ahead and anticipate situations and problems before they occur.
• Report only to Incident Command Post personnel. Refer all other requests
to Public Information Officer.
Closing Duties
Initials
Inform replacement ICS staff of the previous operational period activities.
Close out all logs and provide logs and other relevant documents to the
Documentation Unit.
Return equipment and reusable supplies to Logistics.
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Documentation Unit
May assign one or more deputies as needed
NAME PHONE #
RADIO CALLSIGN:
LOCATION:
SUPERVISED BY:
EMERGENCY TYPE:
SUBORDINATES
TITLE
NAME
PHONE/RADIO
Documentation Unit Team
Member
SUGGESTED EQUIPMENT
Job Description Binder/Clipboard; Phone; Office supplies such as pens, paper, stapler,
tape, etc.; Laptop computer and portable printer with an alternate power source(s),
including accessories (e.g., memory stick, CDs, mouse, etc.); Position Vest/Identification
Badge; Campus/Site Map; File Folders; Box(es); and organizational tabs.
Forms: File Logs/Accounting
PRIMARY DUTIES
This section is responsible for the collection, evaluation, documentation. and use of
information about the development of the incident and the status of resources.
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DUTY CHECKLIST
Start-Up Duties
Initials
Check in with Planning/Intelligence Chief for situation briefing.
Obtain necessary equipment and supplies from Logistics.
Wear position identifier, such as vest, if available.
Determine whether there will be a Finance/Administration Section. If there is
none, the Documentation Clerk will be responsible for maintaining all records of
any expenditures and all personnel timekeeping records.
Operational Duties
Initials
Records:
• Maintain time log of the Incident, noting all actions, and reports.
• Record content of all radio communication with district EOC.
• Record verbal communication for basic content and log in all written
reports.
• File all reports for reference (file box).
Student and Employee Accountability
• Receive, record, review, and tabulate all on-site staff, visitors, and
students on campus for Situation Analysis. Keep current.
• Report missing persons and site damage to Incident Command Post.
• Report first aid needs to medical team leader.
• File forms for reference.
Important: A permanent log may be typed or rewritten later for clarity and
better understanding. Keep all original notes and records—they are legal
documents.
Closing Duties
Initials
Inform replacement ICS staff of the previous operational period activities.
Close out all logs and provide logs and other relevant documents to the
Documentation Unit.
Return equipment and reusable supplies to Logistics.
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Section: Logistics
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Logistics Chief
May assign one or more deputies as needed
NAME PHONE #
RADIO CALLSIGN:
LOCATION:
SUPERVISED BY:
EMERGENCY TYPE:
SUBORDINATES
TITLE
NAME
PHONE/RADIO
Deputy Logistics Chief
Supplies Facilities Unit Leader
Staffing Unit Leader
Communications Unit Leader
SUGGESTED EQUIPMENT
Job description binder/clipboard; phone; laptop computer and portable printer with an
alternate power source(s), including accessories (e.g., memory stick, CDs, mouse, etc.);
two-way radio; campus/site map; inventory of emergency supplies on campus; keys to
cargo container or other storage facility and all emergency supplies stored on campus;
position vest/identification badge; office supplies such as pens, paper, stapler, tape, etc.
Forms: Volunteer Sign-in Sheet, Equipment Log, Key Log, Site Status Report,
Communications Log, Message Forms.
PRIMARY DUTIES
The Logistics Section is responsible for providing facilities, services, personnel, equipment,
and materials in support of the incident response efforts.
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DUTY CHECKLIST
Start-Up Duties
Initials
Check in with the IC for a situation briefing.
Open supplies container or other storage facility.
Wear position identifier, such as vest, if available.
Begin distribution of supplies and equipment as needed.
Ensure that the CP and other facilities are set up as needed.
Operational Duties
Initials
Assume the duties of all Logistics positions until staff are available and assigned.
As staff are assigned, brief them on the situation and supervise their activities,
utilizing the position checklists.
Coordinate supplies, equipment, and personnel needs with the IC.
Maintain security of cargo container, supplies, and equipment.
Closing Duties
Initials
Inform replacement ICS staff of the previous operational period activities.
Close out all logs and provide logs and other relevant documents to the
Documentation Unit.
Return equipment and reusable supplies to Logistics.
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Supplies/Facilities Unit Leader
May assign one or more deputies as needed
NAME PHONE #
RADIO CALLSIGN:
LOCATION:
SUPERVISED BY:
EMERGENCY TYPE:
SUBORDINATES
TITLE
NAME
PHONE/RADIO
Supplies Unit Lead
Facilities Unit Lead
SUGGESTED EQUIPMENT
Job description binder/clipboard; phone; laptop computer and portable printer with an
alternate power source(s), including accessories (e.g., memory stick, CDs, mouse, etc.);
two-way radio; campus/site map; inventory of emergency supplies on campus; keys to
cargo container or other storage facility and all emergency supplies stored on campus;
position vest/identification badge; office supplies such as pens, paper, stapler, tape, etc.
Form: Inventory of Emergency Supplies on site, Equipment Log.
PRIMARY DUTIES
This unit is responsible for providing facilities, equipment, supplies, and materials in support
of the incident.
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DUTY CHECKLIST
Start-Up Duties
Initials
Check in with Logistics Chief for situation briefing.
Open supplies container or other storage facility if necessary.
Wear position identifier, such as vest, if available.
Begin distribution of supplies and equipment as needed.
Set up the Command Post.
Operational Duties
Initials
Maintain security of cargo container, supplies, and equipment.
Distribute supplies and equipment as needed.
Assist team members in locating appropriate supplies and equipment.
Set up Staging Area, Sanitation Area, Feeding Area, and other facilities as
needed.
Closing Duties
Initials
Inform replacement ICS staff of the previous operational period activities.
Close out all logs and provide logs and other relevant documents to the
Documentation Unit.
Return equipment and reusable supplies to Logistics.
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Staffing Unit Leader
May assign one or more deputies as needed
NAME PHONE #
RADIO CALLSIGN:
LOCATION:
SUPERVISED BY:
EMERGENCY TYPE:
SUBORDINATES
TITLE
NAME
PHONE/RADIO
Staffing Team Member
Staffing Team Member
SUGGESTED EQUIPMENT
Job description binder/clipboard; phone; laptop computer and portable printer with an
alternate power source(s), including accessories (e.g., memory stick, CDs, mouse, etc.);
two-way radio; campus/site map; inventory of emergency supplies on campus; position
vest/identification badge; office supplies such as pens, paper, stapler, tape, etc.
Forms: Inventory of Emergency Supplies on site, List of employees, staff, and approved
volunteers, Contact Roster for staff/district points of contact.
PRIMARY DUTIES
This unit is responsible for coordinating the assignment of personnel (staff and disaster
volunteers) in support of the incident.
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DUTY CHECKLIST
Start-Up Duties
Initials
Check in with Logistics Chief for situation briefing.
Wear position identifier, such as vest, if available.
Create logs to list staff and approved volunteers who are awaiting assignment.
Operational Duties
Initials
Deploy personnel as requested by the IC.
Sign in volunteers, making sure that volunteers are wearing their I.D. badges and
are on the site disaster volunteer list.
Closing Duties
Initials
Ensure volunteers sign out.
Inform replacement ICS staff of the previous operational period activities.
Close out all logs and provide logs and other relevant documents to the
Documentation Unit.
Return equipment and reusable supplies to Logistics.
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Communications Unit Leader
May assign one or more deputies as needed
NAME PHONE #
RADIO CALLSIGN:
LOCATION:
SUPERVISED BY:
EMERGENCY TYPE:
SUBORDINATES
TITLE
NAME
PHONE/RADIO
Communications Team Member
Communications Team Member
SUGGESTED EQUIPMENT
Position vest/identification badge; phone; laptop computer and portable printer with an
alternate power source(s), including accessories (e.g., memory stick, CDs, mouse, etc.);
AM/FM radio; vhf/uhf transceiver; call manager access systems/software; job description
binder/clipboard; two-way radios with base station; employee/site email roster(s)
Forms: Frequency Management Tracking Sheet, Equipment Sign-in/Sign out Ledger
Messaging Log, Access Control Logs, Site Status Report.
PRIMARY DUTIES
This unit is responsible for establishing, coordinating, and directing verbal and written
communications within the site and with the school district. If the school district cannot be
contacted, communications may be made with outside agencies when necessary.
School staff member with campus two-way radio, supported by student or disaster
volunteer runners, and disaster volunteer who is a qualified amateur radio operator.
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DUTY CHECKLIST
Start-Up Duties
Initials
Set up Communications station in a quiet location with access to the CP.
Wear position identifier, such as vest, if available.
Inventory available communications devices.
Establish Primary, Alternate, Contingent, and Emergency (PACE)
Communications Plan.
Turn on radios and advise CP when ready to accept traffic.
Operational Duties
Initials
Communicate with district EOC per district procedure. At the direction of the IC,
report status of students, employee, and site, using Site Status Report Form.
Receive and write down all communications from the district EOC.
Use runners to deliver messages to the IC with copies to the Plans/Intelligence
Chief.
Maintain Communications Log: date/time/originator/recipient.
Follow communications protocol. Do not contact the city directly if the district
EOC is available.
Monitor AM/FM radio and news/social media platforms for local emergency
news.
Closing Duties
Initials
Inform replacement ICS staff of the previous operational period activities.
Close out all logs and provide logs and other relevant documents to the
Documentation Unit.
Return equipment and reusable supplies to Logistics.
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Section: Finance/Administration
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Finance/Administration Chief
May assign one or more deputies as needed
NAME PHONE #
RADIO CALLSIGN:
LOCATION:
SUPERVISED BY:
EMERGENCY TYPE:
SUBORDINATES
TITLE
NAME
PHONE/RADIO
Deputy Finance/Admin Chief
Timekeeping Unit Lead
Purchasing Unit Lead
SUGGESTED EQUIPMENT
Position vest/identification badge; phone; office supplies such as pens, paper, stapler,
tape, etc.; laptop computer and portable printer with an alternate power source(s),
including accessories (e.g., memory stick, CDs, mouse, etc.); job description
binder/clipboard; payroll records/policies; purchasing/procurement policies; staff
duty/time logs; staff contact list(s).
PRIMARY DUTIES
The Finance/Administration Section is responsible for financial tracking, procurement, and
cost analysis related to the disaster or emergency. Maintain financial records, track, and
record staff hours.
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DUTY CHECKLIST
Start-Up Duties
Initials
Check in with the IC for a situation briefing.
Wear position identifier, such as vest, if available.
Locate and set up workspace.
Check in with the Documentation Unit to collect records and information
related to personnel time keeping and/or purchasing.
Operational Duties
Initials
Assume the duties of all Finance/Administration positions until staff are available
and assigned.
As (or if) staff are assigned, brief them on the situation and supervise their
activities, utilizing the position checklists.
Oversee timekeeping, track incident costs to include purchases, overtime, and
other costs as they arise.
Approve purchases based on procurement procedures.
Closing Duties
Initials
Inform replacement ICS staff of the previous operational period activities.
Close out all logs and provide logs and other relevant documents to the
Documentation Unit.
Return equipment and reusable supplies to Logistics.
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Timekeeping Unit Lead
May assign one or more deputies as needed
NAME PHONE #
RADIO CALLSIGN:
LOCATION:
SUPERVISED BY:
EMERGENCY TYPE:
SUBORDINATES
TITLE
NAME
PHONE/RADIO
Timekeeping Unit Team Member
Timekeeping Unit Team Member
SUGGESTED EQUIPMENT
Position vest/identification badge; phone; office supplies such as pens, paper, stapler,
tape, etc.; laptop computer and portable printer with an alternate power source(s),
including accessories (e.g., memory stick, CDs, mouse, etc.); job description
binder/clipboard; payroll records/policies; purchasing/procurement policies; staff
duty/time logs; staff contact list(s).
PRIMARY DUTIES
This unit is responsible for maintaining accurate and complete records of staff and
volunteer hours.
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DUTY CHECKLIST
Start-Up Duties
Initials
Check in with Finance/Administration Chief for situation briefing.
Wear position identifier, such as vest, if available.
Locate and set up workspace.
Check in with the Documentation Unit to collect records and information which
relate to personnel time keeping.
Operational Duties
Initials
Meet with Finance/Administration Chief to determine process for tracking
regular and overtime of staff.
Ensure that accurate records are kept of all staff and volunteer members,
indicating hours worked.
If district personnel not normally assigned to the site are working, be sure that
records of their hours are kept.
Closing Duties
Initials
Inform replacement ICS staff of the previous operational period activities.
Close out all logs and provide logs and other relevant documents to the
Documentation Unit.
Return equipment and reusable supplies to Logistics.
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Purchasing Unit Lead
May assign one or more deputies as needed
NAME PHONE #
RADIO CALLSIGN:
LOCATION:
SUPERVISED BY:
EMERGENCY TYPE:
SUBORDINATES
TITLE
NAME
PHONE/RADIO
Timekeeping Unit Team Member
Timekeeping Unit Team Member
SUGGESTED EQUIPMENT
Position Vest/Identification Badge; Phone; Office supplies such as pens, paper, stapler,
tape, etc.; Laptop computer and portable printer with an alternate power source(s),
including accessories (e.g., memory stick, CDs, mouse, etc.); Job Description
Binder/Clipboard; Procurement/Purchasing Policies; School Site Maps; Resource Request
Forms; Vendor Contact List.
PRIMARY DUTIES
This unit is responsible for maintaining accurate and complete records of purchases. Most
purchases will be made at the district level; however, in emergency situations, it may be
necessary for school sites to acquire certain items quickly.
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DUTY CHECKLIST
Start-Up Duties
Initials
Check in with Finance/Administration Chief for situation briefing.
Wear position identifier, such as vest, if available.
Locate and set up workspace.
Check in with the Documentation Unit to collect records and information which
relate to purchasing.
Operational Duties
Initials
Meet with Finance/Administration Chief to determine process for tracking
purchases.
Support Logistics in making any purchases which have been approved by the
IC.
Closing Duties
Initials
Inform replacement ICS staff of the previous operational period activities.
Close out all logs and provide logs and other relevant documents to the
Documentation Unit.
Return equipment and reusable supplies to Logistics.
California Emergency Management for Schools: A Guide for Districts and Sites
INCIDENT NOTES
California Emergency Management for Schools: A Guide for Districts and Sites
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