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Emergency Planning & Response for Colleges & Universities, VACLEA Conference 2011
The document discusses emergency planning and response for colleges and universities. It defines critical incidents and outlines 4 phases: crisis, scene management, executive management, and recovery. It emphasizes establishing an emergency operations center and incident command structure using the National Incident Management System. A key point is that during critical incidents, responders in the emergency operations center are often behind events. The document provides an overview of establishing an "all-hazards" emergency operations plan and checklists to develop administrative frameworks, response frameworks, and emergency communication protocols as required by law.
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Emergency Planning & Response for Colleges & Universities, VACLEA Conference 2011
- 1. Emergency Planning &Response for Colleges & Universities VACLEA Summer Conference June 2011
- 2. Agenda • Critical Incidents Defined • Legal Considerations • Concept of Operations • Emergency Management Planning • NIMS/ICS Overview
- 3. Critical Incident Defined An extraordinary event which places lives and property in danger and requires the commitment and coordination of numerous resources to bring about a successful resolution
- 4. Problems that alwaysarise During a critical incident, the people in the Emergency Operations Center are always 30 – 60 minutes behind the event.
- 5. 4 Phases ofa Critical Incident 1. Crisis (0 – 60 minutes) 2. Scene Management (hours to days) 3. Executive Management (a week or longer) 4. Recovery (days or weeks) (each has objectives and strategies)
- 6. Examples of CriticalIncidents • Natural Disasters • Transportation Accidents • Information Technology Failures • Criminal Activities • Fire/Hazardous Materials Accidents
- 7. Suspect on the Loose at Delaware State © Margolis, Healy & Associates, LLC & Dinse Knapp & McAndrew
- 8. Goals for theInstitution • Contain and Resolve • Restore normal operations and core business and educational functions
- 9. Why develop aplan? • Most importantly, to mitigate risk and minimize harm • Fulfill legal duty to exercise reasonable care to prevent foreseeable harm
- 10. Why the Dutyto Prevent Harm? • Well established in tort liability and case law ✓ You own/control premises ✓ You operate programs, on and off campus ✓ Sometimes, you have “special relationships” with students
- 11. What risks? • Premises-related • Risks due to employee/other negligence • Risks from those who intend to cause harm • Sometimes, risk of students’ harm to themselves
- 12.
- 13. How to fulfillduties? • Plan alternatives: ✓ one approach: script/cookbook ✓ better approach: flexible, all-hazards “concept of operations” plan
- 14. Where to findguidance? • Beyond NRP, there are now some federal and state statutes governing aspects of emergency planning and NIMS/ICS compliance. • Good news: published, best practice summaries (e.g., Blueprint for Safer Campuses) and post-incident reports may be used to establish standards of care.
- 15. Where to findguidance? • BAD NEWS: if you fail to consider recommendations and findings of summaries and reports, argument could be that this course of actions falls below standard of care.
- 16.
- 17. Prevention/Mitigation • Actions taken to prevent... • Actions taken to decrease… • Actions taken to reduce...
- 18. Preparedness • Strategies, processes,and protocols to prepare the institution for critical incidents. • Adopt and institute the Incident Command System (ICS) and assign roles and responsibilities that meet the institution’s culture and capabilities. • Acknowledge role of local first responders and develop Memorandums of Understanding/ Agreement to support these understandings.
- 19. Response Actions taken toeffectively contain, stabilize, and resolve an emergency situation. The institution should expand its ability to respond to all- hazards, as the response will be significantly impact by the severity, magnitude, duration, and intensity of the situation.
- 20. Recovery Return to normal operations… • Damage Assessment and Recovery; • Implementation of the COOP; • Emotional and mental health of students, staff, and faculty; • Logistical issues such as receiving donations and volunteers
- 21. Problems that alwaysarise • Communications • Who’s in charge? • Resources and Resource Coordination • Intelligence gathering and problem assessment • Crowd and traffic control • Environment • Planning and training • Media • Politics
- 22. HSPD-5 • Created a National Response Plan (NRP) • Under the NRP, a National Incident Management System (NIMS) developed • Ensures consistent nationwide framework for local, state, and federal agencies • Use of the Incident Command System (ICS)
- 23. Concept of Operations • Provides an “All Hazards” campus wide operational plan • Provides Effective and Efficient Incident Management, from Pre- Planning & Initial Response Through Recovery • Provides Effective Communications - Internal and External • System for Incident Management while Providing Critical Campus Operations
- 24. Campus Concept ofOperations • Executive Policy Group • Emergency Operations Center • Command Post • Initial Response
- 25. Campus Concept ofOperations • Initial Response ✓ Scene Isolation and Stabilization • Command Post Operations ✓ Scene Management & Resolution
- 26. 7 Critical Tasksfor the On-Scene Supervisor 1. Inner Perimeter 7 2. Outer Perimeter 3. Staging Area (in between perimeters) 4. ID and Request Resources 5. Identify the “Danger Zone” 6. Establish Communications 7. Establish Scene Command Post
- 27. Campus Concept ofOperations • Emergency Operations Center (EOC) ✓ Focus on impact of the incident on the institution ✓ Provides coordination and networking with scene(s) ✓ Major logistics, Maintenance of Routine Operations
- 28. Proper Mix ofParticipants in EOC • The LOCATION of the incident determines the divisions, colleges and departments that should be involved • The KIND of incident dictates the functional departments of the involved divisions or colleges, as well as other agencies that may be involved
- 29. Command Post vs.EOC • Command Post – a central decision-making area established by the Incident Commander to house command staff (est. during crisis phase) • Emergency Operations Center – fully expanded ICS for larger management challenges (est. during executive management phase)
- 30. Campus Concept ofOperations • Executive Policy Group (overall guidance) ✓ Focus on impact to the institution ✓ Organize and direct policy decisions ✓ Insulate ✓ Inform/Update VIPs ✓ Politics ✓ Message to the campus & public
- 31. Challenges with InstitutionalResponse • Confusion and/or delays in response can cause further exposure to danger and increased property damage • Don’t need to be an expert (information will come from experts) • Need a system that will allow you to put experts to work rapidly • Must organize quickly to carry out requests from experts and first responders
- 32. Checklist for Plan • Administrative Framework ✓ Levels of Emergency Response ✓ Phases of Emergency ✓ Definitions (executive authority; policy group; emergency planning group; roles for each) ✓ Key Roles ✓ EOC
- 33. Checklist for Plan •Response Framework ✓ Declare & Coordination of Emergency Condition ✓ Emergency Communications
- 34. Checklist for Plan EmergencyCommunication • Understanding Emergency Notifications ✓ TAU • How to Notify the Campus Community • Confirmation of Emergency • Content of the Notification ✓ AIR • Exempt Circumstances (Prof. Judgment)
- 35. Checklist for Plan EmergencyCommunication • Covers a broad array of potential threats –not just Clery crime statistics • Applies only to threats occurring “on-campus” • Excludes threats occurring off-campus or in public property areas • Only exception is if issuing notice compromise efforts to contain the emergency
- 36. Checklist for Plan •Emergency notifications should be issued when it is determined that there is a “significant emergency or dangerous situation involving an immediate threat to the health or safety of students or employees occurring on campus.”
- 37. Checklist for Plan •An “immediate threat to the health or safety of students or employees” includes: ✓ All “hazards” - not just Clery crimes ‣ Terrorist Attack ‣ Natural Disaster ‣ Environmental ‣ Other
- 38. Checklist for Plan •Confirmation of “Significant Emergency” ✓ Articulates the “process used” to confirm the emergency or dangerous situation that threatens the health or safety of students or employees. • Segment or Segments to Receive ✓ Permits institutions to determine which segment or segments are at risk. ✓ Must disclose the “process” used to determine which segment(s) would receive notification
- 39. Checklist for Plan •Content -- Explain how the notification content will be developed. ✓ For example, could designate the campus police department or could jointly designate the University police and public relations. ✓ Intention is to discourage a process that will delay issuance.
- 40. Checklist for Plan •Initiate Notification “Without Delay” ✓ The regulations do not directly define what is meant by immediately notify. ‣ Withheld only if issuing would "compromise efforts to contain the emergency." ‣ Includes "efforts to assist a victim or to contain, respond to, or otherwise mitigate the emergency.” ✓ A list of the titles of the person or persons or organization or organizations responsible for carrying out these actions
- 41. Checklist for Plan •Need Not Issue Timely Warning ✓ If you issue an emergency notification no need to also issue a timely warning based on the "same circumstances.“ ✓ Adequate Follow-Up Information ✓ Provide adequate follow-up information such as an all-clear or updates about continuing steps taken to respond to an emergency, i.e., class cancellations.
- 42. Checklist for Plan •Plans & Agreements ✓ All Hazards List ✓ Sample Communications Messages ✓ Mutual Aid Agreements ‣ Other IHEs ‣ Area First Responders
- 43. Incident Action Plans Writtenor verbal action plans at the field response level, which reflect the overall strategy and specific tactical action and support information for the next specified operational period.
- 44. Areas of Emphasis(legal) • Drill EPG on process • Train those who need to know about reporting structures, legal responsibilities, how to care for selves and others • Be sure that threat assessment/student-at- risk teams have shared understanding of privacy vs. safety balance, and applicable laws
- 45. Benefits of ICS • Uses a common language and response culture; • Optimizes combined efforts; • Eliminates duplicative efforts; • Establishes a single command post; • Allows for collective approval of operations, logistics, planning, and finance activities;
- 46. Benefits of ICS • Encourages a cooperative response environment; • Allows for shared facilities, reducing response costs, maximizing efficiency, and minimizing communication breakdowns; and • Permits responders to develop and implement one consolidated Incident Action Plan (IAP).
- 47. Next Steps • STEP 1: Get Organized • STEP 2: conduct a safety and vulnerability study • STEP 3: Develop/Update Emergency Ops Plan • STEP 4: Train to the plan
- 48.