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MONAHANS-WICKETT-PYOTE ISD

MWP-ISD

606 South Betty Monahans, TX 79756

432-943-6711

Superintendent: Mr. Keith Richardson

Home of the Loboes

Updated: July 2012

MWP-ISD Emergency Operations Plan: Basic Plan Page i Updated: July 2012


EMERGENCY OPERATIONS

PLAN Updated July 2012 from the Original 2008 Board Adopted Plan

MWP-ISD Emergency Operations Plan: Basic Plan Page ii Updated: July 2012

Promulgation Statement: Reviewed and Revised 2012

Monahans-Wickett-Pyote Independent School District is committed to the safety and security of students, faculty, staff, and visitors on its campuses, athletic facilities, and all grounds and buildings. In order to support that commitment, the School Board has asked for a thorough review of MWP-ISD emergency mitigation/prevention, preparedness, response, and recovery procedures relevant to natural and human-caused disasters.

The Emergency Operations Plan that follows is the official policy of the MWP-ISD. It is a result of a comprehensive review and update of school policies in the context of its location in Monahans, TX, and in the current world situation. We support its recommendations and commit the district’s resources to ongoing training, exercises, and maintenance required to keep it current.

This plan is a blueprint that relies on the commitment and expertise of individuals within and outside of the school community. Furthermore, clear communication with emergency management officials and ongoing monitoring of emergency management practices and advisories is essential.

SCHOOL BOARD PRESIDENT DATE

LOCAL EMERGENCY MANAGEMENT DATE

MWP-ISD Emergency Operations Plan: Basic Plan Page iii Updated: July 2012

APPROVAL AND IMPLEMENTATION 2012 Emergency Operations Plan Update

This Emergency Operations Plan is hereby approved. This plan is effective immediately and supersedes all previous editions.

SUPERINTENDENT DATE

SCHOOL BOARD PRESIDENT DATE

SCHOOL BOARD SECRETARY DATE

MWP-ISD Emergency Operations Plan: Basic Plan Page iv Updated: July 2012

TABLE OF CONTENTS BASIC PLAN

I. AUTHORITY ........................................................................................................................ 1 A. Federal .......................................................................................................................... 1 B. State .............................................................................................................................. 1 C. Local .............................................................................................................................. 1

II. PURPOSE .......................................................................................................................... 2 III. EXPLANATION OF TERMS .............................................................................................. 3

A. Acronyms ....................................................................................................................... 3 B. Definitions ...................................................................................................................... 3

IV. SITUATION AND ASSUMPTIONS .................................................................................... 6 A. Situation......................................................................................................................... 6 B. Assumptions .................................................................................................................. 9

V. CONCEPT OF OPERATIONS .......................................................................................... 11 A. Objectives .................................................................................................................... 11 B. General ........................................................................................................................ 11 C. Operational Guidance .................................................................................................. 12 D. Incident Command System .......................................................................................... 14 E. Incident Command System (ICS)—Emergency Operations Center (EOC) Interface .... 14 F. Activities by Phases of Emergency Management ......................................................... 15 G. Emergencies Occurring During Summer or Other School Breaks ................................ 16

VI. ORGANIZATION AND ASSIGNMENT OF RESPONSIBILITIES .................................... 17 A. General Organization ................................................................................................... 17 B. General Assignment of Responsibilities ....................................................................... 18

VII. DIRECTION AND CONTROL ......................................................................................... 24 A. General ........................................................................................................................ 24 B. Emergency Facilities .................................................................................................... 24 C. Continuity of School Administration .............................................................................. 24

VIII. READINESS LEVELS ................................................................................................... 26 A. Readiness Levels ........................................................................................................ 26 B. Readiness Action Level Descriptions ........................................................................... 26

IX. ADMINISTRATION AND SUPPORT ............................................................................... 28 A. Agreements and Contracts .......................................................................................... 28 B. Reports ........................................................................................................................ 28 C. Records ....................................................................................................................... 28 D. Consumer Protection ................................................................................................... 29 E. Post-Incident and Exercise Review .............................................................................. 30

MWP-ISD Emergency Operations Plan: Basic Plan Page v Updated: July 2012

X. PLAN DEVELOPMENT AND MAINTENANCE ................................................................ 31 A. Plan Development ....................................................................................................... 31 B. Distribution of Planning Documents ............................................................................. 31 C. Review ......................................................................................................................... 31 D. Update ......................................................................................................................... 31

XI. REFERENCES ................................................................................................................ 32 XII. APPENDICES ................................................................................................... A-1 - A-17 XIII. PANDEMIC FLU PREPAREDNESS PLAN ........................................................... Annex

MWP-ISD Emergency Operations Plan: Basic Plan Page 1 Updated: July 2012

MONAHANS-WICKETT-PYOTE ISD Emergency Operations Plan – Basic Plan

I. AUTHORITY

A. Federal

B. State

1. Senate Bill 11

C. Local

D. School Board



II. PURPOSE

This Basic Plan outlines MWP-ISD’s approach to emergency management and operations. It provides general guidance for emergency management activities and an overview of the district’s methods of mitigation, preparedness, response, and recovery. The plan describes the basic emergency response organization and assigns responsibilities for various emergency tasks. This plan is intended to empower employees in an emergency and clarify emergency roles and responses. It is also intended to provide a framework for more specific functional annexes that describe in more detail who does what, when, and how. This plan applies to all local officials, staff, and students. The primary audience for the document includes the school board, school district, school administrators, staff tasked within the document or annexes, emergency management staff, leaders of local volunteer organizations that support emergency operations, and others who may participate in mitigation, preparedness, response, and recovery efforts.

This Basic Plan outlines the district’s approach to emergency management and operations. It has been developed to assist Monahans-Wickett-Pyote ISD to protect its staff and students during an emergency situation. This plan takes an all-hazard approach to emergency management and plans for mitigation/prevention, preparedness, response, and recovery.

Mission and Goals

1. The mission of the Monahans-Wickett-Pyote ISD in an emergency/disaster is to:

a. Protect lives and property

b. Mitigate the effects of a disaster

c. Prepare for emergencies and disasters

d. Respond to emergencies promptly and properly

e. Aid in recovery from disasters

2. The goals of Monahans-Wickett-Pyote ISD are to:

a. Provide emergency response plans, services, and supplies for all facilities and employees

b. Coordinate the use of school personnel and facilities within the school

c. Restore normal services as quickly as possible

d. Provide detailed and accurate documentation of emergencies to aid in the recovery process



III. EXPLANATION OF TERMS

A. Acronyms

ARC American Red Cross

CFR Code of Federal Regulations

DEM Division of Emergency Management

EOC Emergency Operations Center

EPI Emergency Public information

FBI Federal Bureau of Investigation

FEMA Federal Emergency Management Agency

Hazmat Hazardous Material

IC Incident Commander

ICP Incident Command Post

ICS Incident Command System

SOPs Standard Operating Procedures

TSA The Salvation Army

B. Definitions

1. Emergency Public Information (EPI)

Information that is disseminated to the public via the news media before, during, and/or after an emergency or disaster.

2. Emergency Situation

As used in this plan, this term is intended to describe a range of situations, from an incident to a major disaster. It includes the following:

a. Incident

An incident is a situation that is limited in scope and potential effects. Characteristics of an incident include:

1) Involves a limited area and/or limited population.

2) Evacuation or in-place sheltering is typically limited to the immediate area of the incident.

3) Warning and public instructions are provided in the immediate area, not community-wide.


4) One or two local response agencies or departments acting under an IC normally handle incidents. Requests for resource support are normally handled through agency and/or departmental channels.

5) May require limited external assistance from other local response agencies or contractors.

b. Emergency

An emergency is a situation is larger in scope and more severe in terms of actual or potential effects than an incident. Characteristics include:

1) Involves a large area, significant population, or important facilities.

2) May require implementation of large-scale evacuation or in-place sheltering and implementation of temporary shelter and mass care operations.

3) May require community-wide warning and public instructions.

4) Requires a sizable multi-agency response operating under an IC.

5) May require some external assistance from other local response agencies, contractors, and limited assistance from state or federal agencies.

6) The EOC will be activated to provide general guidance and direction, coordinate external support, and provide resource support for the incident.

c. Disaster

A disaster involves the occurrence or threat of significant casualties and/or widespread property damage that is beyond the capability of the local government to handle with its organic resources. Characteristics include:

1) Involves a large area, a sizable population, and/or important facilities.

2) May require implementation of large-scale evacuation or in-place sheltering and implementation of temporary shelter and mass care operations.

3) Requires community-wide warning and public instructions.

4) Requires a response by all local response agencies operating under one or more ICs.

5) Requires significant external assistance from other local response agencies, contractors, and extensive state or federal assistance.

6) The EOC will be activated to provide general guidance and direction, provide emergency information to the public, coordinate state and federal support, and coordinate resource support for emergency operations.


3. Hazard Analysis

A document published separately from this plan that identifies the local hazards that have caused or possess the potential to adversely affect public health and safety, public or private property, or the environment.

4. Hazardous Material (Hazmat)

A substance in a quantity or form posing an unreasonable risk to health, safety, and/or property when manufactured, stored, or transported. The substance, by its nature, containment, and reactivity, has the capability for inflicting harm during an accidental occurrence. It can be toxic, corrosive, flammable, reactive, an irritant, or a strong sensitizer, and poses a threat to health and the environment when improperly managed. Hazmats include toxic substances, certain infectious agents, radiological materials, and other related materials such as oil, used oil, petroleum products, and industrial solid waste substances.

5. Inter-local agreements

Arrangements between governments or organizations, either public or private, for reciprocal aid and assistance during emergency situations where the resources of a single jurisdiction or organization are insufficient or inappropriate for the tasks that must be performed to control the situation. Commonly referred to as a mutual aid agreement.

6. Standard Operating Procedures (SOP)

Approved methods for accomplishing a task or set of tasks. SOPs are typically prepared at the department or agency level.



IV. SITUATIONS AND ASSUMPTIONS

A. Situation

Monahans-Wickett-Pyote Independent School District is exposed to many hazards, all of which have the potential for disrupting the school community, causing casualties, and damaging or destroying public or private property. A summary of the major hazards is provided in Figure 1. More detailed information is provided in a Hazard Analysis, published separately.

B. District’s Enrollment and Employment Figures

*The district’s current enrollment is approximately 2004 students of which 515 attend the district’s high schools (MHS & MEC), 277 attend the district’s junior high (WJH) and 1212 attend the district’s elementary schools (Cullender, Tatom & Sudderth). The district’s staff is comprised of 13 administrators including the superintendent and 2 assistant superintendents; 135 teachers; 4 directors; 5 counselors; 1 diagnostician; 1 speech therapist; 3 nurses; 61 secretarial/office and instructional aides; and 65 support staff including cafeteria, custodial, maintenance and transportation staff. *Enrollment reports as of Superintendent’s Report dated May 31, 2012

C. MWP-ISD Comprises 12 buildings

Monahans-Wickett-Pyote Administrative Office 606 South Betty

Monahans High School 809 South Betty

Monahans Education Center 813 South Alice

Walker Junior High School 800 South Faye

Sudderth Elementary School 701 North Carol

Tatom Elementary School 600 South Calvin

Cullender Kindgerten 1100 South Leon

Special Education Services 402 West 6th

Transportation/Bus Barn 900 West 10th

Field House Stadium on West 10th

Sports Complex 602 South Betty


D. Emergency Locations Maps of the buildings annotated with evacuation routes, shelter locations, fire alarm pull stations, fire hydrants, fire extinguishers, first-aid kits, hazardous materials storage, and utility shut offs is included in the Ward County Emergency Plan and in the individual campus plans.

E. Geographical Location and Potential Hazard Information

Geographically, the district is located within the city limits of Monahans, Texas, on Interstate 20, approximately forty miles west of Odessa, Texas, and covers 837 square miles in Ward County. Monahans has a population of approximately 6500, while Ward County is estimated to have a population of 10,550.

F. Summary of the Major Hazards

A complete hazard analysis and security audit has been completed for the 2011 school year making the district current in 2012. After reviewing the hazard analysis and security audit, it appears that the district is most likely to be effected by the following:

FREQUENCY MAGNITUDE WARNING TIME SEVERITY RISK

PRIORITY

HAZARD TYPE:

NATURAL

EARTHQUAKE 3 Likely

2 Limited

4 Minimal

3 Critical Low

FLASH FLOODING

Possible

1 Negligible

4 Minimal

1 Negligible

Low

FLOODING (RIVER OR TIDAL) 1 Unlikely

2 Limited

4 Minimal

2 Limited

Low

HURRICANE 1 Unlikely

1 Negligible

1 Negligible

1 Negligible

Low

TORNADO

3 Likely

4 Catastrophic

4 Minimal

4 Catastrophic

Medium

WILDFIRE

3 Likely

3 Critical

4 Minimal

3 Critical

Medium

WINTER STORM 3 Likely

3 Critical

3 6-12 hours

3 Critical

Medium

HUMAN MADE

CHEMICAL/HAZARDOUS

MATERIALS 4 Highly likely

3 Critical

4 Minimal

4 Catastrophic

Medium


DAM FAILURE 1 Unlikely

1 Negligible

4 Minimal

1 Negligible

Low

FIRE

(INCLUDING WILD FIRE) 3 Likely

3 Critical

4 Minimal

3 Critical

Medium

NUCLEAR FACILITY INCIDENT

2 Possible

3 Critical

3 6-12 hours

4 Catastrophic

Low

POWER OUTAGE

4 Highly likely

3 Critical

4 Minimal

3 Critical

Low

WATER SYSTEM FAILURE 2 Possible

3 Critical

4 Minimal

3 Critical

Low

ACCIDENT

(TRANSPORTATION) 3 Likely

3 Critical

4 Minimal

3 Critical

Medium

MEDICAL EMERGENCY 3 Likely

3 Critical

4 Minimal

3 Critical

Medium

MASS CONTAMINATION 2 Possible

3 Critical

4 Minimal

3 Critical

Low

APPARENT SUICIDE

2 Possible

3 Critical

4 Minimal

4 Catastrophic

Medium

BOMB THREAT

2 Possible

3 Critical

4 Minimal

4 Catastrophic

Medium

CIVIL DISORDER 2 Possible

2 Limited

4 Minimal

2 Limited

Low

DEATH ON CAMPUS

2 Possible

3 Critical

4 Minimal

3 Critical

Low

EXPLOSION

2 Possible

3 Critical

4 Minimal

3 Critical

Low

HOSTAGE SITUATION

2 Possible

3 Critical

4 Minimal

3 Critical

Low

INTRUDER

2 Possible

3 Critical

4 Minimal

3 Critical

Medium

KIDNAPPING/ABDUCTION

2 Possible

3 Critical

4 Minimal

3 Critical

Medium


REPORT OF WEAPON ON

CAMPUS

2 Possible

3 Critical

4 Minimal

4 Catastrophic

Medium

SEXUAL ASSAULT

2 Possible

3 Critical

4 Minimal

3 Critical

Medium

SUSPICIOUS PACKAGE/DEVICE

2 Possible

3 Critical

4 Minimal

3 Critical

Low

TERRORISM

2 Possible

3 Critical

4 Minimal

4 Catastrophic

Low

WEAPONS ASSAULT

2 Possible

3 Critical

4 Minimal

3 Critical

Low

TRAIN DERAILMENT 3 Likely 3 Critical 4 Minimal 3 Critical Medium

NOTE: All hazards with a risk priority rating of high or medium should be considered in your school’s plan.

1 – 7 = Low Risk

8 – 13 = Medium Risk

14 – 16 = High Risk

G. Assumptions

1. MWP-ISD will continue to be exposed to and subject to the impact of those hazards described above, as well as, lesser hazards and others that may develop in the future.

2. It is possible for a major disaster to occur at any time, and at any place. In many cases, dissemination of warning to the public and implementation of increased readiness measures may be possible. However, some emergency situations occur with little or no warning.

3. A single site emergency, i.e. fire, gas main breakage, etc, could occur at any time without warning and the employees of the school affected cannot, and should not, wait for direction from your local response agencies. Action is required immediately to save lives and protect school property.

4. Following a major or catastrophic event, the District will have to rely on its own resources to be self-sustaining for up to 72 hours.

5. There may be a number of injuries of varying degrees of seriousness to faculty, staff, and/or students. However, rapid and appropriate response will reduce the number and severity of injury.

6. Outside assistance will be available in most emergency situations. Since it takes time to summon external assistance, it is essential for this district/school to be prepared to carry out the initial emergency response on an independent basis.


7. Proper mitigation actions, such as creating a positive school environment, and fire inspections, can prevent or reduce disaster-related losses. Detailed emergency planning, training of staff, students and other personnel, and conducting periodic emergency drills and exercises can improve this district/school’s readiness to deal with emergency situations.

8. A spirit of volunteerism among MWP-ISD employees, students and families will result in their providing assistance and support to emergency response efforts

H. Limitations

It is the policy of Monahans-Wickett-Pyote ISD that no guarantee is implied by this plan of a perfect response system. As personnel and resources may be overwhelmed, the District can only endeavor to make every reasonable effort to respond to the situation, with the resources and information available at the time.



V. CONCEPT OF OPERATIONS

A. Objectives

The objectives of MWP-ISD emergency operations program are to protect the lives and well-being of its students and staff through the prompt and timely response of trained school personnel should an emergency affect the school. To meet these objectives, the District shall establish and maintain a comprehensive emergency operations program that includes plans and procedures, hazard analysis, security audits, training and exercise, and plan review and maintenance.

B. General

1. It is the responsibility of MWP-ISD officials to protect students and staff from the effects of hazardous events. This involves having the primary role in identifying and mitigating hazards, preparing for and responding to, and managing the recovery from emergency situations that affect all members, students, faculty, and staff of the District.

2. It is the District’s responsibility to provide in-service emergency response education for all school and office personnel.

3. It is the responsibility of the administrators at each building to conduct drills and exercises to prepare school personnel as well as students for an emergency situation.

4. To achieve the necessary objectives, an emergency program has been organized that is both integrated (employs the resources of the district, school, local emergency responders, organized volunteer groups, and businesses) and comprehensive (addresses mitigation/prevention, preparedness, response, and recovery). This plan is one element of the preparedness activities.

5. This plan is based on a multi-hazard approach to emergency planning. It addresses general functions that may need to be performed during any emergency situation and is not a collection of plans for specific types of incidents.

6. The Incident Command System (ICS) will be used to manage all emergencies that occur within the district. We encourage the use of ICS to perform non-emergency tasks to promote familiarity with the system. All key district and site personnel will be trained in ICS.

7. Personnel tasked in this plan are expected to develop and keep current standard operating procedures

(SOP) that describe how emergency tasks will be performed. The School District is charged with insuring the training and equipment necessary for an appropriate response are in place.

8. This plan is based upon the concept that the emergency functions that must be performed by the MWP-ISD generally parallel some of their normal day-to-day functions. To the extent possible, the same personnel and material resources used for day-to-day activities will be employed during emergency situations. Because personnel and equipment resources are limited, some routine functions that do not


contribute directly to the emergency may be suspended for the duration of an emergency. The personnel, equipment, and supplies that would normally be required for those functions will be redirected to accomplish emergency tasks.

9. Local government is responsible for organizing, training, and equipping local emergency responders and emergency management personnel, providing appropriate emergency facilities, providing suitable warning and communications systems, and for contracting for emergency services. The state and federal governments offer programs that provide some assistance with portions of these responsibilities.

C. Operational Guidance

1. Initial Response

Monahans-Wickett-Pyote ISD personnel are likely to be first on the scene of an emergency situation within the school. They will normally take charge and remain in charge of the incident until it is resolved or others who have legal authority to do so assume responsibility. They will seek guidance and direction from local officials and seek technical assistance from state and federal agencies and industry where appropriate. a. The Superintendent or a designee will be responsible for activating the MWP-ISD Emergency

Operations Plan and the initial response:

1) Evacuation – Requires all staff and students to leave the building. Evacuation can be highly effective if it can be completed before the arrival of the hazard.

2) Reverse Evacuation – Requires all staff and student to go to safe places in the building from outside the building.

3) Lock Down – All exterior doors and classroom doors are locked and students and staff stay in their classrooms

4) Shelter-In-Place – Students and staff are held in the building, windows and doors are sealed and all ventilation systems are shut off. Limited movement is allowed. Shelter-in-place is most effective during emergencies involving hazardous materials which produce toxic vapors outside of the facility. Taking shelter inside a sealed building is highly effective in keeping students and staff safe.

5) Drop and Cover – Students and staff move to a designated safe area, drop to floor and cover eyes and protect internal organs

2. Notification Procedures

a. In case of an incident at any district facility, the flow of information shall be from the school Principal or designee to the district office. Information should include the nature of the incident and the impact on the facility, students and staff.

b. In the event the district is in receipt of information, such as a weather warning that may affect a school within the district, the information shall be provided to the building administrator(s). Specific guidelines are found in the individual campus plans.


3. Training and Exercise

a. MWP-ISD understands the importance of training, drills, and exercises in the overall emergency management program. To ensure that district personnel and community first responders are aware of their duties and responsibilities under the EOP District and Campus plans, as well as the most current procedures; the following training, drill and exercise actions will occur:

1) Training and refresher training sessions shall be conducted for all personnel. In case of academic staff, training should coincide with the first in-service day of the school year. Training for the remainder of the support staff shall be held at a time during the school year that will allow for maximum attendance.

2) Information addressed in these sessions will include updated information on plans and/or procedures and changes in the duties and responsibilities of plan participants. Discussions will also center on any revisions to additional materials such as annexes and appendices. Input from all employees is encouraged.

3) Each campus will plan for at least 12 drills and exercises during the school year. The types of drills and exercises will be determined by the campus administrators.

4) District Personnel will participate in any external drills or exercises sponsored by local emergency responders. Availability of District personnel and the nature of the drill or exercise shall govern the degree to which the district will participate as it relates to improving each campuses’ ability to respond to and deal with emergencies.

4. Implementation of the Incident Command System (ICS)

a. The designated incident commander (IC) for the District will implement the ICS and serve as the IC until relieved by a more senior or more qualified individual. The IC will establish an incident command post (ICP) and provide an assessment of the situation to local officials, identify response resources required, and direct the on-scene response from the ICP.

b. For disaster situations, a specific incident scene may not exist in the initial response phase and the local Emergency Operations Center may accomplish initial response actions, such as mobilizing personnel and equipment and issuing precautionary warning to the public. As the potential threat becomes clearer and a specific impact site or sites identified, an Incident Command Post may be established at the school, and direction and control of the response transitioned to the IC. This scenario would likely occur during a community wide disaster.

5. Source and Use of Resources

a. MWP-ISD will use its own resources to respond to emergency situations until emergency response personnel arrive. If additional resources are required, the following options exist:

1) Request assistance from volunteer groups active in disasters.

2) Request assistance from industry or individuals who have resources needed to assist with the emergency situation.


D. Incident Command System

1. MWP-ISD intends to employ ICS in managing emergencies. ICS is both a strategy and a set of organizational arrangements for directing and controlling field operations. It is designed to effectively integrate resources from different agencies into a temporary emergency organization at an incident site that can expand and contract with the magnitude of the incident and resources on hand.

2. The incident commander is responsible for carrying out the ICS function of command—managing the incident. The four other major management activities that form the basis of ICS are operations, planning, logistics, and finance/administration. For small-scale incidents, the IC and one or two individuals may perform all of these functions. For larger incidents, a number of individuals from different local emergency response agencies may be assigned to separate staff sections charged with those functions.

3. In emergency situations where other jurisdictions or the state or federal government are providing significant response resources or technical assistance, it is generally desirable to transition from the normal ICS structure to a Unified Command structure. This arrangement helps to ensure that all participating agencies are involved in developing objectives and strategies to deal with the emergency.

E. Incident Command System (ICS)—Emergency Operations Center (EOC) Interface

1. For community-wide disasters, the EOC will be activated. When the EOC is activated, it is essential to establish a division of responsibilities between the ICP and the EOC. A general division of responsibilities is outlined below. It is essential that a precise division of responsibilities be determined for specific emergency operations.

2. The IC is generally responsible for field operations, including:

a. Isolating the scene.

b. Directing and controlling the on-scene response to the emergency situation and managing the emergency resources committed there.

c. Warning the district/school staff and students in the area of the incident and providing emergency instructions to them.

d. Determining and implementing protective measures (evacuation or in-place sheltering) for the district/school staff and students in the immediate area of the incident and for emergency responders at the scene.

e. Implementing traffic control arrangements in and around the incident scene.

f. Requesting additional resources from the EOC.

3. The EOC is generally responsible for:

a. Providing resource support for the incident command operations.

b. Issuing community-wide warning.

c. Issuing instructions and providing information to the general public.

d. Organizing and implementing large-scale evacuation.


e. Organizing and implementing shelter and mass arrangements for evacuees.

4. In some large-scale emergencies or disasters, emergency operations with different objectives may be conducted at geographically separated scenes. In such situations, more than one incident command operation may be established. If this situation occurs, it is particularly important that the allocation of resources to specific field operations be coordinated through the EOC.

F. Activities by Phases of Emergency Management

This plan addresses emergency actions that are conducted during all four phases of emergency management.

1. Mitigation/Prevention:

Monahans-Wickett-Pyote ISD will conduct mitigation/prevention activities as an integral part of the emergency management program. Mitigation/prevention is intended to eliminate hazards and vulnerabilities, reduce the probability of hazards and vulnerabilities causing an emergency situation, or lessen the consequences of unavoidable hazards and vulnerabilities. Mitigation/prevention should be a pre-disaster activity, although mitigation/prevention may also occur in the aftermath of an emergency situation with the intent of avoiding repetition of the situation. Among the mitigation/prevention activities included in the emergency operations program are:

a. Hazard Analysis

1) Identifying hazards

2) Recording hazards

3) Analyzing hazards

4) Mitigating/preventing hazards

5) Monitoring hazards

b. Security Audit

1) Texas School Safety Center School Safety Audit Toolkit

2. Preparedness:

Preparedness activities will be conducted to develop the response capabilities needed in the event an emergency. Among the preparedness activities included in the emergency operations program are:

a. Providing emergency equipment and facilities.

b. Emergency planning, including maintaining this plan, its annexes, and appendices

c. Involving emergency responders, emergency management personnel, other local officials, and volunteer groups who assist this during emergencies in training opportunities.

d. Conducting periodic drills and exercises to test emergency plans and training.

e. Completing an After Action Review after drills, exercises and actual emergencies


f. Revise plan as necessary

3. Response

MWP-ISD will respond to emergency situations effectively and efficiently. The focus of most of this plan and its annexes is on planning for the response to emergencies. Response operations are intended to resolve an emergency situation quickly, while minimizing casualties and property damage. Response activities include warning, first aid, light fire suppression, law enforcement operations, evacuation, shelter and mass care, light search and rescue, as well as other associated functions.

4. Recovery

If a disaster occurs, will carry out a recovery program that involves both short-term and long-term efforts. Short-term operations seek to restore vital services to the district and provide for the basic needs of the staff and students. Long-term recovery focuses on restoring the school to its normal state. The federal government, pursuant to the Stafford Act, provides the vast majority of disaster recovery assistance. The recovery process includes assistance to students, families and staff. Examples of recovery programs include temporary relocation of classes, restoration of school services, debris removal, restoration of utilities, disaster mental health services, and reconstruction of damaged stadiums and athletic facilities.

G. Emergencies Occurring During Summer or Other School Breaks

If a school administrator or other emergency response team member is notified of an emergency during the summer (or when affected students are off-track if they attend year-round schools), the response usually will be one of limited school involvement. In that case, the following steps should be taken:

1. Institute the phone tree to disseminate information to Emergency Response Team members and request a meeting of all available members.

2. Identify close friends/staff most likely to be affected by the emergency. Keep the list and recheck it when school reconvenes.

3. Notify staff or families of students identified in #2 and recommend community resources for support. 4. Notify general faculty/staff by letter or telephone with appropriate information. 5. Schedule faculty meeting for an update the week before students return to school. 6. Be alert for repercussions among students and staff. When school reconvenes, check core group of

friends and other at-risk students and staff and institute appropriate support mechanisms and referral procedures.



VI. ORGANIZATION AND ASSIGNMENT OF RESPONSIBILITIES

A. General Organization

Most districts have emergency functions in addition to their normal day-to-day duties. During emergency situations, the normal organizational arrangements are modified to facilitate emergency operations. The District organization for emergencies includes an executive group, emergency operations planning team, emergency response teams, emergency services, and support services.

Executive Group

The Executive Group provides guidance and direction for emergency management programs and for emergency response and recovery operations. The Executive Group includes the Superintendent, Principals, Police Officer, and the Assistant Superintendent, and the various designees for programs and services such as transportation, food service, and nursing personnel.

Emergency Operations Planning Team

The Emergency Operations Planning Team develops emergency operations plan for the district or schools, coordinates with local emergency services to develop functional annexes as well as annexes for specific hazards, coordinates district/school’s planning activities and recruits members of the district and campus emergency response teams. There will be an EOPT at the district level and at each school. The Emergency Operations Planning Team at the district level includes both administrative, campus personnel, and others as deemed necessary to sufficiently manage in an emergency operation. The Emergency Operations Planning Team at the school level includes the Principals, teachers, counselors, nurses, and community based emergency personnel.

Emergency Response Teams

Emergency Response Teams assists the Incident Commander in managing an emergency and providing care for district employees, students and visitors before local emergency services arrive or in the event of normal local emergency services being unavailable. The Emergency Response Teams include administrative staff, Principals, nurses, special services directors, and community personnel.

Emergency Services

Emergency Services include the IC and those departments, agencies, and groups with primary emergency response actions. The IC is the person in charge at an incident site.

Emergency Support Services

This group includes departments and agencies that support and sustain emergency responders and also coordinate emergency assistance provided by organized volunteer organizations, business and industry, and other sources.


Volunteer and Other Services

This group includes organized volunteer groups and businesses who have agreed to provide certain support for emergency operations.

B. General Assignment of Responsibilities

For most emergency functions, successful operations require a coordinated effort from a number of personnel. To facilitate a coordinated effort, district and school staff, and other school personnel are assigned primary responsibility for planning and coordinating specific emergency functions. Generally, primary responsibility for an emergency function will be assigned to an individual who possesses the most appropriate knowledge and skills. Other school personnel may be assigned support responsibilities for specific emergency functions.

The individual having primary responsibility for an emergency function is normally responsible for coordinating preparation of and maintaining that portion of the emergency plan that addresses that function. Listed below are general responsibilities assigned to the Executive Group, Emergency Operations Planning Team, Emergency Response Teams, Teachers, Emergency Services, Support Services, Additional specific responsibilities can be found in the functional annexes to this Basic Plan.

i. Executive Group Responsibilities

a. The Board of Trustees will:

1) Establish objectives and priorities for the emergency management program and provide general policy guidance on the conduct of that program.

2) Establish a school emergency operations plan review committee to approve and coordinate all emergency response plans.

3) Review school construction and renovation projects for safety.

b. The Superintendent or Designee will:

1) Appoint a district Emergency Management Coordinator to assist in planning and review.

2) Consult with the local Emergency Management Office to analyze system needs in regard to emergency preparedness, planning and education and to ensure coordination of the school plan with community emergency plans.

3) Develop and coordinate in-service emergency response education for all district personnel.

4) Obtain a resolution from the local school board giving needed authority and support to develop school emergency operations programs and plans.

5) Initiate, administer, and evaluate emergency operations programs to ensure the coordinated

response of all schools within the system.

6) Authorize implementation of emergency preparedness curriculum.


7) Gather information from all aspects of the emergency for use in making decisions about the management of the emergency.

8) Have overall decision-making authority in the event of an emergency until emergency services

arrive.

9) Monitor the emergency response during emergency situations and provide direction where appropriate.

10) With the assistance of the Public Information Officer, keep the public informed during emergency situations.

11) Stay in contact with the leaders of the emergency service agencies working with the emergency.

12) Keep school board informed of emergency status.

13) Request assistance from local emergency services when necessary.

14) Meet and talk with the parents of students and spouses of adults who have been admitted to the hospital.

15) Assign resources (persons and materials) to various sites for specific needs. This may include the assignment of school personnel from other school or community sites such as community emergency shelters.

16) Authorize immediate purchase of outside services and materials needed for the management of emergency situations.

c. The Superintendent or Designee will:

1) Serve as the staff advisor to the district on emergency management matters.

2) Keep the administration advised of the preparedness status and emergency management needs.

3) Coordinate local planning and preparedness activities and the maintenance of this plan.

4) Prepare and maintain a resource inventory.

5) Arrange appropriate training for district emergency management personnel and emergency responders.

6) Coordinate periodic emergency exercises to test emergency plans and training.

7) Perform day-to-day liaison with the state emergency management staff and other local emergency management personnel.

8) Coordinate with organized volunteer groups and businesses regarding emergency operations.

d. The Principals will:

1) Act as the school’s Emergency Management Coordinator.


2) Implement the policies and decisions of the governing body relating to emergency management.

3) Organize the school’s emergency management program and identify personnel, equipment, and facility needs.

4) Ensure that the plan is coordinated with the district’s plans and policies.

5) Assign selected staff members to the Emergency Operations Planning Team who will develop the school’s emergency operations plan.

6) Ensure that school personnel and students participate in emergency planning, training, and exercise activities.

7) Conduct drills and initiate needed plan revisions based on After Action Reports.

8) Encourage incorporation of emergency preparedness material into regular curriculum.

9) Provide copies of the school plan to the district superintendent and local Emergency Management office.

10) Monitor developing situations such as weather conditions or incidents in the community that may impact the school.

11) Establish an Incident Command Post.

12) Act as Incident Commander until superintendent or emergency services arrives.

13) Assign school emergency responsibilities to staff as required.

14) Coordinate use of building as public shelter for major emergencies occurring in the city or county.

15) Coordinate emergency assistance and recovery.

e. Emergency Operations Planning Team will:

1) In conjunction with the district and local emergency services create and maintain the Emergency Operations Plan.

2) In conjunction with the district and local emergency management officials, conduct a hazard analysis.

3) Organize Emergency Response Teams.

4) Recommend training for the Emergency Response Teams.

5) Establish a partner system to pair teachers and classes so that teachers assigned to an Emergency Response Team, can fulfill the duties.

6) Provide information to staff, student and community on emergency procedures.


7) Provide assistance during an emergency in accordance with designated roles.

8) Conduct debriefings at the conclusion of each emergency to critique the effectiveness of the emergency operations plan.

f. Emergency Response Teams will:

1) Participate in the Community Emergency Response Team (CERT) program.

2) Create annexes for their specific emergency function.

3) Assist the superintendent and principal during an emergency by providing support and care for all employees, students and visitors during an emergency before local emergency services arrive or in the event of normal local emergency services being unavailable.

4) Provide the following functions when necessary and when performing their assigned function will not put them in harm’s way:

a) Facility Evacuation – The Evacuation team will be trained to assist in the evacuation of all school facilities and to coordinate the assembly and the accountability of the employees and students once and evacuation has taken place

b) First Aid – The First Aid team will be trained to provide basic first aid to injured students and/or staff

c) Search and Rescue – The Search and Rescue team will be trained in search and rescue operations. They will perform light search and rescue to find missing or trapped students and/or staff and note and record the situation for other responders

d) Limited Fire Suppression – The Limited Fire Suppression team will be trained to provide light fire suppression and provide utility shut-off if necessary

e) Damage Assessment – The Damage Assessment team will be trained to conduct a building assessment of school buildings to evaluate whether or the building(s) are safe for occupation

f) Student/Parent Reunification – The Student/Parent Reunification team will establish sites for the orderly dismissal of students to their parents

g) Student Supervision – The Student/Staff Supervision team will be responsible for supervising the students while emergency response activities are occurring

h) Support and Security – The Support and Security team will be responsible for securing the school grounds and make preparations for caring for students until it is safe to release them

g. Teachers will:

1) Prepare classroom emergency kits.

2) Participate in trainings, drills and exercises.


3) Direct and supervise students en-route to pre-designated safe areas within the school grounds or to an off-site evacuation shelter.

4) Maintain order while in student assembly area.

5) Verify the location and status of every student. Report to the incident commander or designee on the condition of any student needing additional assistance.

6) Establish a partner system for students and teachers with disabilities.

7) Remain with assigned students throughout the duration on the emergency, unless otherwise assigned through a partner system or until every student has been released through the official “student/family reunification process”.

h. Technology/Information Services Role

1) Coordinate use of technology.

2) Assist in establishment/maintenance of emergency communications network.

3) Assist in obtaining needed student and staff information from the computer files.

4) Prepare and maintain an emergency kit that contains floor plans, telephone line locations, computer locations, and other communications equipment.

5) Establish and maintain computer communication with the central office and with other agencies capable of such communication.

6) Establish and maintain, as needed, a stand-alone computer with student and staff database for use at the emergency site.

7) As needed, report various sites involved in the communication system if there are problems in that system.

i. Transportation Role

1) Establish and maintain school division protocols for transportation-related emergencies.

2) Provide division-wide transportation for bus drivers.

3) Establish and maintain plans for the emergency transport of personnel and students

4) Coordinate transportation plans with State Police and other law enforcement personnel, as appropriate.


j. Common Responsibilities for Emergency and Support Services

All emergency services and support services will:

1) Provide personnel, equipment, and supplies to support emergency operations upon request.

2) Provide trained personnel to staff the ICP and EOC and conduct emergency operations.

3) Report information regarding emergency situations and damage to facilities and equipment to the IC or the EOC.

k. Emergency Services Responsibilities

The IC will:

1) Manage emergency response resources and operations at the incident site command post to resolve the emergency situation.

2) Determine and implement required protective actions for response personnel and the public at an incident site.



VII. DIRECTION AND CONTROL

A. General

1. The Superintendent is responsible for establishing objectives and policies for emergency operations and providing general guidance for emergency response and recovery operations. During disasters, he/she may carry out those responsibilities from the ICP.

2. The Superintendent or Designee will provide overall direction of the response activities of the District. During major emergencies and disaster, he/she will normally carry out those responsibilities from the ICP.

3. The Superintendent or Designee will manage the Incident Command Post.

4. The Incident Commander, assisted by a staff sufficient for the tasks to be performed, will manage the emergency response from the Incident Command Post until local emergency services arrive.

5. During emergency operations, the administration retains administrative and policy control over their employees and equipment. However, personnel and equipment will carry out mission assignments directed by the Incident Commander. Each department and agency is responsible for having its own operating procedures to be followed during response operations, but interagency procedures, such a common communications protocol, may be adopted to facilitate coordinated effort.

6. If MWP-ISD’s own resources are insufficient or inappropriate to deal with an emergency situation, assistance from local emergency services, organized volunteer groups, or the State should be requested.

B. Emergency Facilities

Incident Command Post - Except when an emergency situation threatens, but has not yet occurred, and those situations for which there is no specific hazard impact site (such as a severe winter storm or area-wide utility outage), an Incident Command Post or command posts will be established in the vicinity of the incident site(s). As noted previously, the Incident Commander will be responsible for directing the emergency response and managing the resources at the incident scene.

C. Continuity of School Administration

1. The line of succession for the Superintendent is:

a. The Assistant Superintendent

b. The Business Manager

c. The High School Principal

2. The line of succession for the EMC or Superintendent’s designee is:

a. The Designee


b. The Superintendent

c. The Assistant Superintendent

3. The line of succession for the campuses is:

a. The Principal

b. The Assistant Principal/Counselor

c. The Counselor/Lead Teachers (1 per grade level)

4. The lines of succession for each position shall be in accordance with the SOPs established by the district/school.



VIII. READINESS LEVELS

A. Readiness Levels

Many emergencies follow some recognizable build-up period during which actions can be taken to achieve a gradually increasing state of readiness. A five-tier system is utilized. Readiness Levels will be determined by the Superintendent or EOP Designee. General actions to be taken at each readiness level are outlined in the county, building, and district plans; more specific actions will be detailed in departmental or agency SOPs.

B. Readiness Action Level Descriptions

The following readiness action levels will be used as a means of increasing the ISD’s alert posture. (Based on the Department of Homeland Security. Suggested by Department of Education)

1) Green—Low

a) Assess and update emergency operations plans and procedures

b) Discuss updates to school and local emergency operations plans with emergency responders

c) Review duties and responsibilities of emergency response team members

d) Provide CPR and first aid training for staff

e) Conduct training and drills

f) Conduct 100% visitor ID check

2) Blue—Increased Readiness

a) Review and upgrade security measures

b) Review emergency communication plan

c) Inventory, test, and repair communication equipment

d) Inventory and restock emergency supplies

e) Conduct emergency operations training and drills

3) Yellow—Elevated

a) Inspect school buildings and grounds for suspicious activities


b) Assess increased risk with public safety officials

c) Review crisis response plans with school staff

d) Test alternative communications capabilities

4) Orange—High

a) Assign staff to monitor entrances at all times

b) Assess facility security measures

c) Update parents on preparedness efforts

d) Update media on preparedness efforts

e) Address student fears concerning possible emergency

f) Place school and district emergency response teams on standby alert status

5) Red—Severe

a) Follow local and/or federal government instructions (listen to radio/TV)

b) Activate emergency operations plan

c) Restrict school access to essential personnel

d) Cancel outside activities and field trips

e) Provide mental health services to anxious students and staff



IX. ADMINISTRATION AND SUPPORT

Agreements and Contracts

1. Should Monahans-Wickett-Pyote ISD resources prove to be inadequate during an emergency; requests will be made for assistance from local emergency services, other agencies, and industry in accordance with existing mutual-aid agreements and contracts and those agreements and contracts concluded during the emergency. Such assistance may include equipment, supplies, or personnel. All agreements will be entered into by authorized officials and should be in writing whenever possible. Agreements and contracts should identify the school district officials authorized to request assistance pursuant to those documents.

2. The agreements and contracts pertinent to emergency management that this district is party to are summarized in the County-Wide Emergency Operations Plan.

B. Reports

1. Initial Emergency Report - This short report should be prepared and transmitted by the Incident Command Post when an on-going emergency incident appears likely to worsen and assistance from local emergency services may be needed.

2. Situation Report - A daily situation report should be prepared and distributed by the Incident Command Post during major emergencies or disasters.

3. Other Reports - Several other reports covering specific functions are described in the annexes to this plan.

C. Records

1. Record Keeping for Emergency Operations

Monahans-Wickett-Pyote ISD is responsible for establishing the administrative controls necessary to manage the expenditure of funds and to provide reasonable accountability and justification for expenditures made to support emergency operations. This shall be done in accordance with the established local fiscal policies and standard cost accounting procedures. a. Activity Logs

The ICP and the district office shall maintain accurate logs recording key response activities, including:

1) Activation or deactivation of emergency facilities.

2) Emergency notifications to local emergency services

3) Significant changes in the emergency situation.


4) Major commitments of resources or requests for additional resources from external sources.

5) Issuance of protective action recommendations to the staff and students.

6) Evacuations.

7) Casualties.

8) Containment or termination of the incident.

b. Incident Costs

The District shall maintain records summarizing the use of personnel, equipment, and supplies during the response to day-to-day incidents to obtain an estimate of annual emergency response costs that can be used in preparing future district/school budgets.

c. Emergency or Disaster Costs

For major emergencies or disasters, the participating in the emergency response shall maintain detailed records of costs for emergency operations to include:

1) Personnel costs, especially overtime costs

2) Equipment operations costs

3) Costs for leased or rented equipment

4) Costs for contract services to support emergency operations

5) Costs of specialized supplies expended for emergency operations

These records may be used to recover costs from the responsible party or insurers or as a basis for requesting financial assistance for certain allowable response and recovery costs from the state and/or federal government.

2. Preservation of Records

a. In order to continue normal operations following an emergency situation, vital records must be protected. These include legal documents, student files as well as property and tax records. The principal causes of damage to records are fire and water; therefore, essential records should be protected accordingly. Personnel responsible for preparation of annexes to this plan will include protection of vital records in its SOPs.

b. If records are damaged during an emergency situation, this District will seek professional assistance to preserve and restore them.

D. Consumer Protection

Consumer complaints regarding alleged unfair or illegal business practices often occur in the aftermath of a disaster. Such complaints will be referred to the MWP-ISD’s Attorney, who will pass such complaints to the Consumer Protection Division of the Office of the Attorney General.


E. Post-Incident and Exercise Review

The Superintendent, the Emergency Preparedness Team, and The Emergency Management Team are responsible for organizing and conducting a critique following the conclusion of a significant emergency event/incident or exercise. The critique will entail both written and verbal input from all appropriate participants. Where deficiencies are identified, MWP-ISD personnel will be assigned responsibility for correcting the deficiency and a due date shall be established for that action.



X. PLAN DEVELOPMENT AND MAINTENANCE

A. Plan Development

The Emergency Operations Planning Team is responsible for the overall development and completion of the Emergency Operations Plan, including the Campus Untis. The Assistant Superintendent and the Board of Trustees are responsible for approving and promulgating this plan.

B. Distribution of Planning Documents

1. The District Administrative Staff shall determine the distribution of this plan. In general, copies of plans should be distributed to those tasked in this document. Copies should also be set aside for the EOC and other emergency facilities.

2. The Basic Plan includes a distribution list that indicates who receives copies of the basic plan and the various annexes to it. In general, individuals who receive annexes to the basic plan should also receive a copy of this plan, because the Basic Plan describes the emergency management organization and basic operational concepts.

C. Review

The Basic Plan and its accompanying documents shall be reviewed annually by the office of the Assistant Superintendent or other officials. The Emergency Operations Planning Team will establish a schedule for annual review of planning documents by those tasked in them.

D. Update

1. This plan will be updated based upon deficiencies identified during actual emergency situations and exercises and when changes in threat hazards, resources and capabilities, or district/school structure occur.

2. The Basic Plan and its accompanying documents must be revised or updated by a formal change at least every three (3) years. Responsibility for revising or updating the Basic Plan is assigned to the Assistant Superintendent.

3. The District Administration is responsible for distributing all revised or updated planning documents to all departments, agencies, and individuals tasked in those documents.



XI. REFERENCES

Office for Domestic Preparedness: Emergency Response Planning for WMD/Terrorism Incidents Technical Assistance Program Arizona Department of Education: School Safety Plans and Resources FEMA Independent Study Program: IS 362 – Multi-Hazard Emergency Planning for Schools Washington State Emergency Management Division in Partnership: Comprehensive All Hazard Planning Guide and Model School Plan for Washington State Schools U.S. Department of Education: Practical Information on Crisis Planning - A Guide for Schools and Communities Alaska Division of Homeland Security and Emergency Management: Safe Schools Training Missouri State Emergency Management Agency: Missouri All-Hazards Planning Guide for Schools Jane’s Safe Schools Planning Guide for All Hazards Juniata County School District: All-Hazard Emergency Response Plan and Procedures


EMERGENCY OPERATIONS

PLAN APPENDICES Updated July 2012 from the Original 2008 Board Adopted Plan

MWP-ISD Emergency Operations Plan: Appendices Page A - 1 Updated: July 2012

APPENDIX 1 SUMMARY OF AGREEMENTS AND CONTRACTS

AGREEMENTS DESCRIPTION: SUMMARY OF PROVISIONS: OFFICIALS AUTHORIZED TO IMPLEMENT: COSTS: COPIES HELD BY: DESCRIPTION: SUMMARY OF PROVISIONS: OFFICIALS AUTHORIZED TO IMPLEMENT: COSTS: COPIES HELD BY: DESCRIPTION: SUMMARY OF PROVISIONS: OFFICIALS AUTHORIZED TO IMPLEMENT: COSTS: COPIES HELD BY: CONTRACTS DESCRIPTION: SUMMARY OF PROVISIONS: OFFICIALS AUTHORIZED TO IMPLEMENT: COSTS: COPIES HELD BY: DESCRIPTION: SUMMARY OF PROVISIONS: OFFICIALS AUTHORIZED TO IMPLEMENT: COSTS: COPIES HELD BY:


APPENDIX 2 INCIDENT COMMAND SYSTEM SUMMARY

A. Background

ICS is a management system that can be used to manage emergency incidents or non-emergency events such as celebrations. The system works equally well for small incidents and large-scale emergency situations. The system has built-in flexibility to grow or shrink based on current needs. It is a uniform system, so personnel from a variety of agencies and geographic locations can be rapidly incorporated into a common management structure.

B. Features of ICS

ICS has a number of features that work together to make it a real management system. Among the primary attributes of ICS are:

1. Standard Management Functions

a. Command: Sets objectives and priorities and has overall responsibility at the incident or event.

b. Operations: Conducts tactical operations, develops the tactical objectives, and organizes and directs all resources.

c. Planning: Develops the action plan to accomplish the objectives, collects and evaluates information, and maintains the resource status.

d. Logistics: Provides support to meet incident needs, provides resources and all other services needed to support

e. Finance/Administration: Monitors costs, provides accounting, procurement, time recording, and cost analysis.

2. The individual designated as the IC has responsibility for all functions. In a limited incident, the IC and one or two individuals may perform all functions. In a larger emergency situation, each function may be assigned to a separate individual.

3. Management By Objectives: At each incident, the management staff is expected to understand agency or jurisdiction policy and guidance, establish incident objectives, select an appropriate strategy to deal with the incident, and provide operational guidance—select tactics appropriate to the strategy and direct available resources.

4. Unity and Chain of Command: Unity of command means that even though an incident command operation is a temporary organization, every individual should be assigned a designated supervisor. Chain of command means that there is an orderly line of authority within the organization.

5. Organizational Flexibility: Within the basic ICS structure (depicted in Appendix 2), the organization should at any given time include only what is required to meet planned objectives. The size of the organization is determined through the incident action planning process. Each element of the organization should have someone in charge; in some cases, a single individual


may be in charge of more than one unit. Resources are activated as needed and resources that are no longer needed are demobilized.

6. Common Terminology: In ICS, common terminology is used for organizational elements, position titles, resources, and facilities. This facilitates communication among personnel from different emergency services, agencies, and jurisdictions.

7. Limited Span of Control: Span of control is the number of individuals one supervisor can realistically manage. Maintaining an effective span of control is particularly important where safety is paramount. If a supervisor is supervising fewer than 3 subordinates or more than 7, the existing organization structure should be reviewed.

8. Personnel Accountability: Continuous personnel accountability is achieved by using a resource unit to track personnel and equipment, keeping an activity log, ensuring each person has a single supervisor, check in/out procedures, and preparing assignment lists.

9. Incident Action Plan: The incident action plan, which may be verbal or written, is intended to provide supervisory personnel a common understanding of the situation and direction for future action. The plan includes a statement of objectives, organizational description, assignments, and support material such as maps. An Incident Briefing Form may be used on smaller incidents. Written plans are desirable when two or more jurisdictions are involved, when state and/or federal agencies are assisting local response personnel, or there has been significant turnover in the incident staff.

10. Integrated Communications: Integrated communications includes interfacing disparate communications as effectively as possible, planning for the use of all available systems and frequencies, and requiring the use of clear text in communications.

11. Resource Management: Resources may be managed as single resources or organized in task forces or strike teams. The status of resources is tracked in three categories: assigned, available, and out of service.

C. Unified Command

1. Unified Command is a variant of ICS used when there is more than one agency or jurisdiction with responsibility for the incident or when personnel and equipment from a number of different agencies or jurisdictions are responding to it. This might occur when the incident site crosses jurisdictional boundaries or when an emergency situation involves matters for which state and/or federal agencies have regulatory responsibility or legal requirements to respond to certain types of incidents.

2. ICS Unified Command is intended to integrate the efforts of multiple agencies and jurisdictions. The major change from a normal ICS structure is at the top. In a Unified command, senior representatives of each agency or jurisdiction responding to the incident collectively agree on objectives, priorities, and an overall strategy or strategies to accomplish objectives; approve a coordinated Incident Action Plan; and designate an Operations Section Chief. The Operations Section Chief is responsible for managing available resources to achieve objectives. Agency and jurisdictional resources remain under the administrative control of their agencies or jurisdictions, but respond to mission assignments and direction provided by the Operations Section Chief based on the requirements of the Incident Action Plan.

Incident Command Structure May be found in the Ward County Plan


APPENDIX 3

DISTRICT MAP

May be found in the Ward County Emergency Operations Plan


Appendix 4 School Maps

All school maps are found on the individual campuses and in the Ward County

Emergency Plan


APPENDIX 5 CLASSROOM TEACHER BUDDY LIST

Available in each individual campus Emergency Operations Plan


APPENDIX 6 PHONE TREE

Phone trees for every campus are available in the offices at each campus


APPENDIX 7

EMERGENCY OPERATIONS PLANNING TEAM

Name Phone Number E-Mail Address Other

Keith Richardson

432-943-6711

[email protected]

Superintendent

Kellye Riley

432-943-6711

[email protected]

Assistant

Superintendent

Sarah Harris 432-943-6711 [email protected] Business Manager

Tommy King 432-943-6711 [email protected] Assistant for Textbooks & Energy,

Jeff Jones Doug Doege Roy Rutledge

Kathy Lewallen Jill Steen

Dianna Scott

432-943-2519 432-943-2019 432-943-4622 432-943-2141 432-943-7242 432-943-5252

[email protected] [email protected]



MHS Principal MEC Principal

Walker Principal Sudderth Principal

Tatom Principal Cullender Principal

Tommy King

432-943-5844

[email protected]

District Police Officer

Leif Tefertiller 432-943-2172

[email protected]

Transportation

Minnie Navarrete

432-943-2414

[email protected]

Nurse-RN

Refugio Yanez

432-943-2488

[email protected]

Maintenance

Frank Dipasquale

432-943-2488

[email protected]

Grounds

Tammy Sanchez

432-943-2141

[email protected]

Food Service


APPENDIX 8 EMERGENCY CONTACT NUMBERS

Public Safety Agencies Number

General Emergency 911

Police/Sheriff/Fire 911

Poison Control 1-800-362-0101

Ward Memorial Hospital 432-943-2511

District Contacts Number

Superintendent and Central Offices 432-943-6711

Transportation 432-943-2172

Operations 432-943-2488

Food Services 432-943-2141

Health Services 432-943-5252

Individual phone numbers are published for every campus and office throughout the district. Each campus maintains a campus wide phone tree.


APPENDIX 9 RESOURCE INVENTORY

INVENTORY OF EMERGENCY EQUIPMENT INCLUDE:

• Communications Equipment – Cell Phones • First Aid Supplies – Maintained by Nursing Personnel at Every Campus • Firefighting Equipment – Extinguishers at Each Building and on All Buses • Classroom Emergency Kits – Maintained at Each Campus • Food – Maintained at Each Campus • Water – City Only • Maintenance Supplies – Maintained at Each Building and at the Maintenance Facility • Tools – Located at Maintenance Facility and Bus Barn See Ward County Emergency Operations Plan for City/County Detailed Documentation of Additional Emergency Materials and Supplies


APPENDIX 10 SAMPLE SCHOOL-PARENT LETTER

[Date] Dear Parents: Should an emergency or disaster situation ever arise in our area while school is in session, we want you to be aware that the schools have made preparations to respond effectively to such situations. Should we have a major disaster during school hours, your student(s) will be cared for at this school. Our School District has a detailed emergency operations plan which has been formulated to respond to a major catastrophe. Your cooperation is necessary in any emergency. 1. Do not telephone the school. Telephone lines may be needed for emergency communication.

2. In the event of a serious emergency, students will be kept at their schools until they are picked up by an identified, responsible adult who has been identified as such on the campus emergency card which is required to be filled out by parents at the beginning of every school year. Please be sure you consider the following criteria when you authorize another person to pick up your child at school:

He/she is 18 years of age or older.

He/she is usually home during the day.

He/she could walk to school, if necessary.

He/she is known to your child.

He/she is both aware and able to assume this responsibility.

3. Turn your radio to KCKM (channel 1330 AM) for emergency announcements. If students are to be kept at school, radio stations will be notified. If electrical service is not affected, information will be relayed via the School District cable on Channels 3 and 11 and the District website at http://www.mwpisd.esc18.net. In addition, information regarding day-to-day school operations will be available by calling the District Office.

4. Impress upon your children the need for them to follow the directions of any school personnel in times of an emergency.

Students will be released only to parents and persons identified on the School District Emergency Card. During an extreme emergency, students will be released at designated reunion gates located on school campuses. Parents should become familiar with the School Emergency Disaster Plan and be patient and understanding with the student release process. Please instruct your student to remain at school until you or a designee arrives. Because local telephone service may be disrupted, also list an out-of-State contact on the emergency card, as calls may still be made out of the area while incoming calls are affected.

http://www.mwpisd.esc18.net/


Sample School-Parent Letter (Continued) The decision to keep students at school will be based upon whether or not streets in the area are open. If this occurs, radio stations will be notified. In the event that a natural disaster takes place during the time that students are being transported, students will be kept on the bus and the driver will ask for assistance through radio contact with the school and district personnel. Any child who is home waiting for the bus will not be picked up (if roads are impassable) and remains the responsibility of the parent or guardian. In the event a natural disaster occurs in the afternoon, the driver will make every attempt to continue delivering the students to their homes. Should road conditions prevent the driver from delivering students to their home or to school in the morning, the students will be delivered to the nearest school site and that school will communicate with the home school to inform them of the students’ whereabouts. In case of a hazardous release event (chemical spill) near the school area, Shelter-in-Place procedures will be implemented to provide in place protection. All students and staff will clear the fields, report to their rooms and all efforts will be made to prevent outside air from entering classrooms during the emergency. “Shelter-in-Place” signs will be placed in classroom windows or hung outside classroom doors during a drill or emergency. Students arriving at school during a Shelter-in-Place drill or event should report to the school office or to a previously designated area at the school because classrooms will be inaccessible. When the dangerous incident has subsided, an all-clear signal will be given. Please discuss these matters with your immediate family. Planning ahead will help alleviate concern during emergencies. Sincerely, Principal School


APPENDIX 11 STAFF SKILLS SURVEY & INVENTORY

Name & School _____________________________/___________________________ Room ________ Name School During any emergency situation, it is important to be able to draw from all available resources. The special skills, training and capabilities of the staff will play a vital role in coping with the effects of any emergency incident. These will be of paramount importance during and after a major or catastrophic disaster. The purpose of this survey/inventory is to pinpoint those staff members with equipment and the special skills that might be needed. Please indicate the areas that apply to you and return this survey to your administrator. PLEASE CHECK ANY OF THE FOLLOWING IN WHICH YOU HAVE EXPERTISE & TRAINING. CIRCLE YES OR NO, WHERE APPROPRIATE. _____ First Aid (current card yes/no) _____ CPR (current yes/no) _____ Triage _____ Firefighting _____ Construction (electrical, plumbing, carpentry, etc.) _____Running/Jogging _____ Emergency Planning _____ Emergency Management _____ Search & Rescue _____ Law Enforcement Bi/Multi-lingual (what language (s)) _________________________________ _____ Mechanical Ability _____ Structural Engineering _____ Bus/Truck Driver

(Class 1 or 2 license yes/no) _____ Shelter Management _____ Survival Training & Techniques _____ Food Preparation _____ Ham Radio Operator _____ CB Radio _____Journalism _____ Camping _____ Waste Disposal _____ Recreational Leader DO YOU KEEP A PERSONAL EMERGENCY KIT? _____________ in your car? _______ in your room? _______ DO YOU HAVE MATERIALS IN YOUR ROOM THAT WOULD BE OF USE DURING AN EMERGENCY? (i.e., athletic bibs, traffic cones, carpet squares) _________ Yes _________ No DO YOU HAVE EQUIPMENT OR ACCESS TO EQUIPMENT OR MATERIALS AT YOUR SCHOOL SITE THAT COULD BE USED AN IN EMERGENCY? _________ YES _______ NO PLEASE LIST EQUIPMENT AND MATERIALS. _____________________________________________________________________________________________ _____________________________________________________________________________________________ COMMENTS __________________________________________________________________________________ _____________________________________________________________________________________________ WHAT WOULD MAKE YOU FEEL MORE PREPARED SHOULD A DISASTER STRIKE WHILE YOU WERE AT SCHOOL? _____________________________________________________________________________________________ _____________________________________________________________________________________________


APPENDIX 12 MASTER SCHEDULE

See individual campus plans for master schedules.

Master schedules are also available in the Administration Office.


APPENDIX 13 EMERGENCY RESPONSE DRILL LOG

School: District:

Date TYPE OF DRILL Comments (See individual campus logs)


APPENDIX 14 DISTRIBUTION LIST

Date DISTRIBUTED TO Materials Distributed


APPENDIX 15 SECURITY AUDIT

THE MONAHANS-WICKETT-PYOTE INDEPENDENT SCHOOL DISTRICT PARTICIPATED IN A SCHOOL SAFETY AUDIT IN THE SPRING OF 2007. THIS AUDIT WAS CONDUCTED AT EACH BUILDING AND WAS COMPLETED

BY EDUCATION SERVICE CENTER 18 STAFF.

THE RESULTS OF THIS AUDIT WERE PRESENTED TO THE BOARD OF TRUSTEES AT A REGULAR MEETING. ALL RECOMMENDATIONS WERE ACTED UPON AT EACH CAMPUS.

THE GENERAL AUDIT FOUND THAT MWP-ISD HAD EFFICIENT SECURITY AND EMPLOYABLE PLANS.

DETAILED RESULTS OF THIS AUDIT MAY BE FOUND IN THE OFFICES OF THE DISTRICT AND IN BOARD

MINUTES.

THE PLAN FOR THIS AUDIT IS FOUND IN THE DISTRICT IMPROVEMENT PLAN AND ACCORDING TO LAW THIS AUDIT WILL BE REPEATED AT REGULAR INTERVALS.

THE MWP-ISD PARTICIPATED IN A SCHOOL SAFETY AUDIT ON MAY 18, 2009. ALL OF THE CAMPUSES

AND DISTRICT PROPERTY WAS FOUND TO BE IN COMPLIANCE AND DOCUMENTATION MAY BE FOUND IN THE OFFICE OF THE SUPERINTENDENT. THIS SECOND AUDIT WAS CONDUCTED BY PERSONNEL FROM THE EDUCATION SERVICE CENTER 18 STAFF. ANY DEFICIENCIES HAVE BEEN ADDRESSED AT THE CAMPUS

AND DISTRICT LEVELS.

THE MWP-ISD PARTICIPATED IN A SCHOOL SAFETY AUDIT IN THE FALL OF 2011. ALL OF THE CAMPUSES AND DISTRICT PROPERTY WAS FOUND TO BE IN COMPLIANCE AND DOCUMENTATION MAY BE FOUND IN THE

OFFICE OF THE SUPERINTENDENT. THIS THIRD AUDIT WAS CONDUCTED BY PERSONNEL FROM THE EDUCATION SERVICE CENTER 18 STAFF. ANY DEFICIENCIES HAVE BEEN ADDRESSED AT THE CAMPUS

AND DISTRICT LEVELS.

MONAHANS-WICKETT-PYOTE ISD Emergency Operations Plan

PANDEMIC INFLUENZA

PLAN Annexed to Original 2008 Board Adopted Basic Plan

MWP-ISD Emergency Operations Plan: Pandemic Annex Updated: July 2012 Page 1

MONAHANS-WICKETT-PYOTE ISD Emergency Operations Plan Pandemic Influenza Plan

I. INTRODUCTION

The Monahans-Wickett-Pyote Independent School District performs essential function and services that may be adversely impacted in the event of a natural or man-made disaster. In such events, all district departments should have plans to continue to operate the core mission of the district. That mission includes the instruction and care for the students of the district. Maintaining the essential functions and services is a vital element in the district’s ability to continue operations. Continuity may be disrupted during a pandemic; therefore, it is important for the district to ensure that it can execute its essential mission in the event of a threat to its normal operations. Using a federal template, the district will write and maintain through yearly review a plan for the efficient, effective workings of the district should a pandemic occur. Cooperative planning is intended to ensure the performance of the all bodies including the state, federal, and county governments crossing referencing the essential functions across a wide range of all-hazards emergencies. The Pandemic Influenza Plan will require specialized planning beyond that previously completed for the schools within the district. The threat of pandemic influenza could be catastrophic in nature and devastating in results. It is therefore, incumbent on the district to prepare its staff, resources, and administration to respond quickly to this type of threat. II. PURPOSE This annex will provide guidance to the MWP-ISD and serves as the district headquarters plan for maintaining essential functions and services during an influenza pandemic. This annex neither replaces nor supersedes the current approved MWP-ISD Emergency Operation Plan but rather functions as a supplement. It is approved by the superintendent and the board of the district. This plan also bridges the gap between the traditional all-0hazards planning and the specialized planning that needs to occur considering the challenges, specifics, and dynamic nature of a pandemic. The annex maintains essential functions in a pandemic environment which focus on contact intervention (social distancing) strategies, and may not require the relocation of students and staff. The annex recognizes that some relocation may be inevitable due to a separate or concurrent event. Since these requirements apply across all levels of the district, the term MWP-ISD for the purposes of this annex refers to the entire organization including the Administration, campuses, departments, and all operations. III. CONCEPT OF OPERATIONS

This annex is built on the assumption that the Pandemic Influenza Federal Response Stages will serve as the overall plan of action followed by all public schools. Its activation criteria or “triggers” for action will be used by MWP-ISD to evoke needed response to reflect the unique nature of the planning.


Additionally, MWP-ISD may add Pandemic Plan activation criteria and responses to reflect the unique nature of the district. These may be identified in the Appendix and may be communicated as needed during the implementation of the MWP-ISD Pandemic Influenza Plan. IV. PANDEMIC PLANNING ASSUMPTIONS

A. General Assumptions

Susceptibility to the pandemic influenza virus will be universal.

Efficient and sustained person-to-person transmission signals an imminent pandemic.

The clinical disease attack rate will likely be 30 percent or higher in the overall population during the pandemic. Illness rates will be highest among school-aged children (about 40 percent) and decline with age. Among working adults, an average of 20 percent will become ill during a community outbreak. Some persons will become infected but not development clinically significant symptoms. Asymptomatic or minimally symptomatic individuals can transmit infection and develop immunity to subsequent infection.

Of those who become ill with influenza, 50 percent will seek outpatient medical care. With the availability of effective antiviral drugs for treatment, this proportion may be higher in the next pandemic.

The number of hospitalizations and deaths will depend on the virulence of the pandemic virus. Estimates differ about 10-fold between more and less severe scenarios. Two scenarios are presented based on extrapolation of past pandemic experience. Planning should include the more severe scenario. Risk groups for severe and fatal infection cannot be predicted with certainty but are likely to include infants, the elderly, pregnant women, and persons with chronic medical conditions.

Rates of absenteeism will depend on the severity of the pandemic. In a severe pandemic, absentee attributable to illness, the need to care for ill family members, and fear of infection may reach 40 percent during the peak weeks of a community outbreak, with health measures (closing schools, quarantining household contacts of infected individuals, “snow days”) are likely to increase rates of absenteeism.

The typical incubation period (interval between infection and onset of symptoms) for influenza is approximately two days.

Persons who become ill may shed virus and can transmit infection for up to one day before the onset of symptoms. Viral shedding and the risk of transmission will be greatest during the first two days of illness. Children usually shed the greatest amount of virus and therefore are likely to post the greatest risk for transmission.

On average, infected persons will transmit infection to approximately two other people.

A pandemic outbreak in any given community will last about six to eight weeks for each wave of the pandemic.

Multiple waves (periods during which community outbreaks occur across the country) of illness could occur with each wave lasting two to three months. Historically, the largest waves have occurred in the fall and winter, but the seasonality of a pandemic cannot be predicted with certainty.


The stages of the pandemic should occur sequentially, though they may overlap or occur so rapidly as to appear top be occurring simultaneously or being skipped. For example, the pandemic could spread so rapidly that Federal Government Response Stages 3 and 4 may be activated simultaneously or some levels of response may be skipped all together.

Table 1: Number of Episodes of illness, Healthcare Utilization, and Death Associated with Moderate and Severe Pandemic Influenza Scenarios

Characteristic Moderate (1958/1968-like)

Severe (1918-like)

Illness 90 million (30%) 90 million (30%)

Outpatient Medical Care 45 million (50%) 45 million (50%)

Hospitalization 865,000 9,900,000

ICU Care 128,750 1,485,000

Mechanical Ventilation 64,875 745,500

Deaths 209,000 1,903,000

B. District Assumptions

District will be operational during a pandemic influenza outbreak to the extent possible.

All District campuses and departments will have actionable plans and capabilities in accordance with the state, county, and federal governments.

Facilities may be activated for use during a pandemic. MWP-ISD may make its facilities available to be used as a precaution to implement social distancing protocols. A pandemic influenza event does not necessarily require the use of every facility in the district.

MWP-ISD essential functions, operations, and support requirements will continue to be people-dependent. These activities require human interactions to be carried out, however many interactions may not require face-to-face contact or can be conducted with precautionary measures.

Travel restrictions may limit the ability of staff and/or students to get to work and school. Restrictions may be placed on teachers driving in from outlying areas due to quarantine and on students to employ social-distancing by not furnishing local bus transportation for the schools.


V. Elements of Viable Coop Capability

A. Plans and Procedures

MWP-ISD pandemic influenza planning and response actions shall be appropriately linked to the Federal Government Response Phases. A change from one Federal Government Response Phase to another automatically activates certain readiness measures and procedures for the district.

1. Pandemic Coordinators and Response Teams The Superintendent of MWP-ISD will serve as the Pandemic Response Coordinator for the district. The Assistant Superintendent will serve as the Alternate Pandemic Coordinator. MWP-ISD will establish a Pandemic Response Team to anticipate the impacts of a pandemic on MWP-ISD and to assist with developing strategies to manage the effects of a pandemic outbreak. Each campus and department will establish and designate a Campus Pandemic Facilitator and a Pandemic Response Campus/Department Team to support the Campus Pandemic Facilitator. The Pandemic Facilitator from each campus should work closely with the Pandemic Coordinator for the District in managing the issues which arise. The following table shows the make-up of the district team followed by a table for the campus teams. Department heads will serve on the District Pandemic Response Team to provide auxiliary support to the campuses during time of crisis.

Table 2

Administration Position Pandemic Response Team Position

Keith Richardson Superintendent Coordinator

Kellye Riley Bonnie Richardson

Assistant Superintendents Assistant Coordinators

Nora Jasso Secretary Secretary, Assistant Public Information Officer

Nancy Upchurch Technology/Communications Public Information Officer

Sarah Harris Business Manager Business Manager

Jeff Jones Principal/MHS Campus Facilitator

Doug Doege Principal/MEC Campus Facilitator

Roy Rutledge Principal/WJHS Campus Facilitator

Kathy Lewallen Principal/Sudderth Campus Facilitator

Jill Steen Principal/Tatom Campus Facilitator

Dianna Scott Principal/Cullendar Campus Facilitator


Minerva Navarette R.N. Nursing

Leif Tefertiller Transportation Director Transportation

Junior Yanez Maintenance Maintenance

Frank DiPasquale Grounds Grounds

Tammy Sanchez Food Service Food Service

Mickey Owens Athletic Director Outlying Facilities Manager

Melody Hughes Complex Manager Outlying Facilities Manager, Assistant

Kim Gilliam Special Education Director Support for At-Risk Students

Tommy King Field Management Support for Administration

Monahans-Wickett-Pyote ISD Pandemic Influenza Response Teams

Campus Name Position

Monahans High School Jeff Jones Facilitator

Chad Smith Assistant

Diana Reyes, LVN Nurse

Laure Owens Technology/Communications

Lucy Moya Secretary

Kim Thomas Debbie Gambino

Counselors

Lacey Sanders Staff Representative

Brent Harris Staff Representative

Tammy Sanchez Food Service

Karen Martinez Custodian


Monahans Education Center

Name Position

Doug Doege Facilitator

Jay Thomas Assistant

Diana Reyes, LVN Nurse

Laure Owens Technology/Communications

Kristi Rodriguez Secretary

Debbie Gambino Counselor

George Swenson Staff Representative

Josh Davila Staff Representative

Tammy Sanchez Food Service

Joe Montez Custodian

Walker Junior High Name Position

Roy Rutledge Facilitator

Patty Dominguez Assistant

Connie Harris, LVN Nurse

Allen Fox Technology/Communications

Florinda Samaniego Secretary

Kristi Bowman Counselor

Wade Gilliam Staff Representative

Jamie Fredericks Staff Representative

Mary Lou Villa Food Service

Adelina Bermea Custodian


Sudderth Elementary School

Name Position

Kathy Lewallen Facilitator

Ronnie Golson Assistant

Connie Harris, LVN Nurse

Karen Crumrine Technology/Communications

Darla Poor Secretary

Blanca Smith Counselor

Carla Brown Staff Representative

Justin Foss Staff Representative

Celia Acosta Food Service

Maria Olguin Custodian

Tatom Elementary School Name Position

Jill Steen Facilitator

Chad Branham Assistant

Minerva Navarette, RN Nurse

Lacey Thee Technology/Communications

Alice Cherry Secretary

Bonnie Benad Counselor

Dale Bowman Staff Representative

Lynn Barnes Staff Representative

Elisa Hinojos Food Service

Dominga Espino Custodian


Cullender Kindergarten Name Position

Dianna Scott Facilitator

Kathy Ledingham Assistant

Minerva Navarette, RN Nurse

Carol Vasquez Technology/Communications

Kim Ware Secretary

Bonnie Benad Counselor

Denise Hicks Staff Representative

Charla Marcum Staff Representative

Becky Flores Food Service

Elia Urquidez Custodian

2. Sustaining Operations

In the event of a school closure, business operation from each office and from the central administration will be maintained as is feasible. Closure for campuses would be determined by the Coordinator with input from the Pandemic Response Teams unless ordered by the appropriate government official. The principal focus in making the determination to close will be the effects of the pandemic on the staff and operations as well as ADA for students. Absences will be used to determine the effects of the closure on ADA. All or some campuses may be closed.

Central offices including business, insurance and personnel will stay open as long as possible considering the staff available. Emphasis for all campuses, facilities, and administration offices will be placed on procedures such as social distancing techniques, infection control procedures, and personal hygiene.

Maintenance, grounds, and transportation will also remain open. Response team members from these groups will receive information from their facilitators.

The decision to provide televised classes will be made by the Pandemic Coordinator with input from the Campus Facilitators. Televised class schedules will be published in the newspaper, run on the local cable channel access, and sent out by email to all persons who provide the district with appropriate email addresses.


3. Risk Communications

MWP-ISD shall develop a Risk Communications Plan for communicating with stakeholders both internal and external. Any change in status whether federal, state, county, or district automatically triggers certain readiness measures to be communicated.

Messages traveling between entities may be communicated through email, computer web-based communication, cell phone, phone, or travel as a last resort. All agencies shall be made aware of the communications used. In a pandemic environment, all communication methods will be utilized to keep all stakeholders informed, keeping misinformation at a minimum.

4. MWP-ISD Response Phases

The Secretary of Homeland Security, in coordination with Department of Health and Human Services, appropriate state and county agencies shall follow the Federal Government Response Stages as a pandemic evolves.

MWP-ISD may also utilize the internal customized phases to supplement the federal and state phases to achieve a higher state of readiness. The District Coordinator will need to implement the corresponding actions associated with the Federal Response Stages and then communicate that implementation to the appropriate entities.

B. Essential Functions

During a pandemic or any other emergency, essential functions must be continued to facilitate emergency management and overall national recovery. Given the expected duration and potential multiple waves of a pandemic, MWP-ISD will review their essential functions and services to take into account the need to perform essential functions.

1. Essential Functions

MWP-ISD must include definitions and identification of essential functions and services needed to sustain the district mission and operations for any length of time deemed necessary. For pandemic planning purposes, essential services and functions are likely to be broader than the traditional governmental agency functions or normal functions for the district. MWP-ISD has identified and prioritized a list of essential functions of the district with supporting information for personnel. Vital databases, critical systems, equipment, and properties listed are required to perform each of the essential functions.

In order to minimize the effects of a pandemic on staff and operations and continue essential functions and services, MWP-ISD will emphasize and implement procedures such as social distancing techniques, infections control and personal hygiene, cross-training, and distance learning.


Table 3—TO BE PRIORITIZED DURING REVIEW PROCESS

Essential Functions and Supporting Information

Priority Essential Functions

Personnel In Charge

Alternative Trained

Personnel in Charge

Vital Records and Databases

Mission Critical Equipment

1 Payroll Sarah Harris Claudia Vasquez

2 PEIMS Nancy Upchurch Kellye Riley

3 RSCCC Nancy Upchurch Kellye Riley

4 Insurance Sarah Harris Lisa Birdwell

5 Internet Nancy Upchurch Kellye Riley

6 Phones Nancy Upchurch Kellye Riley

7 Email Nancy Upchurch Kellye Riley

8 TETN Nancy Upchurch Kellye Riley

9 FAX Nancy Upchurch Nora Jasso

10 Food service Tammy Sanchez Delma Deanda

11 Transportation Leif Tefertiller Kathy Setzler

12 Electrical systems

Refugio Yanez Frank DiPasquale

13 Gas systems Refugio Yanez Frank DiPasquale

14 Receiving of goods

Kathy Setzler Leif Tefertiller

15 Stock and supplies

Kathy Setzler Leif Tefertiller

16 Custodial operation

Frank DiPasquale Refugio Yanez

17 Water systems Frank DiPasquale Refugio Yanez

18 Health services Minnie Navarrete Connie Harris

19 Grade Speed Nancy Upchurch Kellye Riley


2. Identification of Essential Positions and Skills

MWP-ISD shall identify positions, skills, and personnel needed to continue essential functions and services. Components will also identify back-up personnel by position and ensure that all personnel needed to perform those essential functions shall also receive specific training to continue operations in a pandemic episode. 3. Alternative Work Arrangements

MWP-ISD shall assess which essential functions and services can be conducted through the use of alternative work arrangements such as work at home, staggered work hours, flexible schedules, and other nontraditional arrangements which might lend assistance to personnel dealing with pandemic influenza. 4. Essential Contract and Support Services and Other Interdependencies

MWP-ISD shall initiate pre-solicited, signed and standing agreements with contractors and other third parties to ensure fulfillment of district requirements.

MWP-ISD shall further identify the contractors, suppliers, shippers, resources and other businesses that it interacts with on a daily basis. MWP-ISD shall develop relationships with more than one supplier should a primary contractor be unable to provide the required service.

Table 4—Essential Contractual Arrangement and Interdependencies

Essential Service or Function Primary Contractor Back-up Contractor District Manager for this Service

Delivery Kathy Setzler

Custodial Supplies Frank DiPasquale

Fuel Leif Tefertiller

Food Service Suppliers Tammy Sanchez

Maintenance Refugio Yanez

Medical supplies Minerva Naverette

Copy machine Nancy Upchurch

Fax machines Nancy Upchurch


5. Impact Analysis on Operations

MWP-ISD shall conduct discussions, analysis, and tabletop exercises to determine the effects of an influenza outbreak on all operations using multiple scenarios, including:

Consequences of workforce reduction of up to 40% absenteeism for staff and/or students for 1 to 3 months.

Limited access to district facilities. Impact of at-home schooling supported by telework or part-time schooling Consideration of all hygiene requirements Food service analysis Maintenance of operation Maintenance of facilities Transportation needs Technology support needs

C. Delegations of Authority

At the height of a pandemic wave, absenteeism may reach a peak of 40 percent. As such, delegations of authority are critical. The MWP-ISD Delegations of Authority can be found in Table 5.

1. Three Deep Per Responsibility

MWP-ISD shall plan for delegations of authority that are at least three deep per responsibility to take into account the expected rate of absenteeism to help assure continuity of operations over an extended time period i.e., 30-60-90 days. 2. Geographic Dispersion

MWP-ISD shall plan for geographical dispersion of delegations of authority, taking into account the regional nature of the outbreak and considering the rural isolated nature of the district. Personnel also live out of the district as well.

D. Orders of Succession

Since an influenza pandemic event may affect regions of the state and nation differently in terms of timing, severity, and duration, MWP-ISD, utilizing geographically dispersed assets and personnel, will follow a dispersing order of succession. The Orders for Succession for MWP-ISD can be found on Table 5 (below and on the following page)


Table 5-a—Responsibility Three Deep

Personnel Primary Secondary Tertiary

Coordinator Keith Richardson Bonnie Richardson Kellye Riley

Assistant Coordinator Bonnie Richardson Kellye Riley Sarah Harris

Technology/Communications Nancy Upchurch Laure Owens Allen Fox

Business Manager Sarah Harris Keith Richardson Karon Doshier

Campus Facilitator Jeff Jones Chad Smith Kim Thomas

Campus Facilitator Doug Doege Jay Thomas Debbie Gambino

Campus Facilitator Roy Rutledge Patty Dominguez Kristi Bowman

Campus Facilitator Kathy Lewallen Ronnie Golson Blanca Smith

Campus Facilitator Jill Steen Chad Branham Bonnie Benad

Campus Facilitator Dianna Scott Bonnie Benad Denise Hicks

Nursing Minerva Naverette Connie Harris Diana Reyes

Transportation Leif Tefertiller Kathy Setzler Keith Richardson

Maintenance/Grounds Junior Yanez Frank DiPasquale Tommy King

Food Service Tammy Sanchez Delia Deanda Erene Dominguez

Outlying Facilities Manager Mickey Owens Melody Hughes Tommy King

Support for At-Risk Students Kim Gilliam Glenda Hardcastle Alison Jones

Field Management Tommy King Frank DiPasquale Junior Yanez

E. Alternate Operating Facilities

The traditional use of alternate operating facilities to maintain essential functions and services may not be a viable option during a pandemic. Rather, safe work practices, which include contact interventions and transmission interventions, reduce the likelihood of contacts with other people that could lead to disease transmission. Strategies for maintaining essential functions and services will largely rely on social distancing and


dispersion of the workforce including telework and conference calls for staff, preventative health practices, and other efforts to reduce the chance of infection. MWP-ISD may choose to make its alternate facilities, along with other locations, available to be used as a means of implementing social distancing. A separate incident concurrent to a pandemic outbreak could necessitate the use of an alternate operating facility for the MWP-ISD. The district itself will relocate district office functions temporarily if needed. Operations will remain under the Coordinator/Superintendent’s control unless sufficient threat level is such that county or state agency involvement is ordered.

1. Essential Function by Remote Location

MWP-ISD shall determine which essential functions and services can be conducted from a remote location and those that must be performed at the designated department or campus.

As part of the MWP-ISD plan, the list of Critical Systems and Equipment for the Office of the Secretary is shown in Table 6.

Table 6—Critical System and Equipment

Secure and Non-Secure phone and fax

LAN A network access

Cards, cell phones, pagers, radio

Other----

2. Facilities Support

MWP-ISD shall consider the need for reliable logistical support, services, and infrastructure systems at facilities that remain open (for greater than 30 days), to include alternate operating facilities in the event of an incident concurrent with a pandemic influenza outbreak. This support includes:

Prioritization/determination of accessible facilities , buildings, or campuses Necessary support staff Social distancing techniques Medical screening of employees Health/medical units Sanitation Essential services Food services Water


3. Restriction of Movement

MWP-ISD shall consider the impact of restriction of movement whether federal, state, or county on open/accessible facilities and operating plans.

F. Interoperable Communications

According to the National Strategy Implementation Guidance, workplace risk can be minimized through implementation of systems and technologies that facilitate communication without person-to-person contact.

1. Telework-Analysis and Development of Capability

MWP-ISD shall analyze its current telework capability and identify its personnel performing essential functions who anticipate a need to work from home, through conference call, utilizing local cable access or other technological tools. The need for networking will be reviewed for requirements, tools, and resources necessary to support a telework system in the event of a pandemic. The use of laptops, high-speed telecommunications links, PDA’s, flash drives, and other systems that enable employees performing mission essential functions and services to communicate and maintain connectivity with internal organizations, external partners, critical customers (parents) and staff shall be considered when performing analysis. 2. Telework-Plan

MWP-ISD shall develop a telework plan, which identifies personnel performing essential functions who anticipate a need to network, a description of their responsibilities while participating, the infrastructure needed to support this work and how technological assistance will be provided to personnel utilizing telework. 3. Telework-Test, Training, and Exercises

MWP-ISD shall evaluate telework plans, procedures, and capabilities through reviews, testing, post-incident reports, lessons learned, performance evaluations, and exercise. Procedures shall be established to ensure that corrective action is taken on any deficiency identified in the evaluation process. 4. Communications to Stakeholders

MWP-ISD shall develop a Communications Plan and mechanisms to provide relevant information to internal and external stakeholders, including but not limited to instructions for determining the status of agency operations and possible changes in working conditions and operational hours.

G. Vital Records and Database

1. Identification, Protection and Availability


MWP-ISD shall identify, protect, and ensure the ready availability of electronic and hardcopy documents, references, records, and information systems needed to support essential functions for up to several months. See Table 7.

Table 7 Vital Records and Databases

Vital Records & Databases

Form of Record

(hardcopy or electronic

Pre-positioned at an

Alternative Facility

Hand carried to Alternate

Facility

Backed up at a Third Location

Maintenance Frequency

2. Access from Remote Locations

MWP-ISD shall determine whether systems, databases, and files can be accessed electronically from a remote location (e.g. an employee’s home or alternate workplaces) and establish reliable access and security protocols for them. 3. Periodic Maintenance

MWP-ISD shall identify and plan for the maintenance of those vital systems and databases that require periodic maintenance of other direct physical intervention by employees.

H. Human Capital

Although a pandemic influenza will not directly affect the physical infrastructure of an organization, a pandemic will ultimately threaten all operations by its impact on an organization’s human resources. The health threat to personnel is the primary threat to maintaining essential services, while at the same time, preparing and protecting the workforce and the students should a pandemic influenza outbreak occur. MWP-ISD shall develop policies and procedures on leave, payment, hiring alternative work arrangements, and other critical human capital issues in relation to pandemic influenza. “Human Capital Planning for Pandemic Influenza” at http://www.opm.gov/pandemic/index/asp is a prepared document which the district shall review and development, update, exercise, and implement as needed. Telework policy may be found in the Telework Plan under F2.

http://www.opm.gov/pandemic/index/asp


I. Tests, Training and Exercises

Testing, training, and exercises, are essential to the assessment, evaluation, and improvement of the ability of the organization to maintain essential functions and services. MWP-ISD shall conduct annual tests, training and exercises to ensure sustainable social distancing techniques, including telework capabilities to assess the impacts of reduced staff and student population on the performance of essential functions and education of the students. MWP-ISD shall conduct annual pandemic exercises as a part of this training and testing. These exercises may be full-scale or table-top. Each shall serve the purpose of familiarizing the staff and students with the responsibilities, roles, and requirements in the case of a pandemic influenza outbreak. MWP-ISD shall further conduct awareness trainings for all new staff due to attrition or staff turnover.


Monahans-Wickett-Pyote Independent School District Pandemic Flu Model Planning Document

Mitigation and Prevention

TASK Responsible Person(s)

Existing Resources

Information Needed

Evaluation Outcomes-DATES

Identify school-based training team to educate staff about the pandemic flu

Principals Nurses

Assistant Superintendent

Staff development funding

NONE REQUIRED

Identify by Fall of 2012

Identify district committee to provide guidance to school sites regarding pandemic flu preparations

Nurses Principals

Personnel to serve on

the committee

Requirements from this

document and other sources

Preparation of plan for each

campus by 2013.

Review district emergency response and communicable disease policies and procedures

Nurses Principals Assistant

Superintendent

Personnel Time

Current location of all

policies concerning

response and disease

Complete review and make

recommendations by Fall of 2013

Develop a communications plan in the event of closures

Principals Assistant Principals

Technology Coordinator

TETN Local

access cable Phone system

Ability to run the system in the event of

an emergency

Complete review and make

recommendations by the Fall of 2013

Develop an alternative schooling plan in the event that 30% of the personnel are absent

Superintendent Principals

NONE REQUIRED

NONE Complete plan by Spring 2014

Assess financial impact of closing

Superintendent Business Manager

Business Data bases

City and public

banking facility

policies

Complete assessment by

Fall of 2013

Identify school-based individuals to educate students about hand washing, covering, staying home when will, etc.

Classroom teachers

Health teachers Physical

education teachers Nurses

Counselors Secretaries

Classroom time

Curriculum Complete identification by

Fall 2013 and begin curriculum by Spring 2014


TASK

Responsible Person(s)

Existing Resources

Information Needed


Identify individuals to ensure families are educated concerning the dangers of pandemic flu and its prevention

Principals Classroom teachers Nurses

Time Curriculum guide or

handouts

Complete identification by

fall 2013 and begin curriculum

by spring 2014

Identify individuals to ensure each room in every building has soap/water for hand washing or alcohol-based hand washing product

Superintendent Custodial staff Maintenance

director

Funding for supplies

NONE Complete identification by

fall 2013 and begin curriculum

by spring 2014

Preparedness Plan

TASK Responsible Person(s)

Existing Resources

Information Needed


Periodic review of the plan

Assistant Superintendent

Principals

Updates as needed

Begin reviews in Fall of 2014

Continuing staff development, student education, parent education, community involvement

Assistant

Superintendent Principals

Local

funding

Updates as

needed

Fall of 2014

Update chain of command and three-deep plan

Superintendent Assistant

Superintendent

NONE Personnel changes

Fall 2014

Develop communication procedures

Technology Coordinator

Principals Transportation

Maintenance

Local funding

Completed plan

Fall 2014

Identify information and educational products to be translated

Bilingual staff Local funding

Languages Survey of

district for numbers of

copies

Spring 2014


Employ translator and develop a template of standard forms for parent information

Bilingual staff (Contracted)

Local funding

Forms Letters

Spring of 2014

Develop procedures for communication with TEA, state health, and local health providers

Technology coordinator for the district and each campus

Public information

officer

Local funding

Fall 2012

Identify or review procedures for communicating possible schedule changes, busing changes, and closures

Superintendent Assistant

Superintendent Transportation

Principals

Local cable access Email Bus

schedules

Current plan and policy

Fall of 201

Review procedures for sending ill students home or isolating them until they can be sent home

Nurses Principals

Secretaries

Space Policy Fall of 2012

MONAHANS-WICKETT-PYOTE ISD Pandemic Influenza Plan

PLAN EVALUATION & COMPREHENSIVE PLANNING

TOOL

MWP-ISD Emergency Operations Plan: Pandemic Flu Evaluation & Comprehensive Planning Tool Page 1

MWPISD Pandemic Flu Plan Evaluation and Comprehensive Planning Tool for District and Campuses

This evaluation tool is to be used yearly to review the district and campus Pandemic Flu Plan for each campus and the district. All data should be accumulated and decisions made as to maintaining or updating the current plan. The Principal of each campus and the other officers charged with responsibilities for this plan will be called upon to update the plan at least every 3 years.

Mitigation and Prevention Task Responsible

Person(s) Existing

Resources Information

Needed Next Steps

Identify or create district committee to provide guidance to school sites regarding pandemic flu preparations

Review district emergency response and communicable disease policies and procedure

Determine if any additional policies/procedures need to be in place

Develop communications plan for possible school closures

Work with Human Resources regarding schools functioning with 30% of work force absent. Look at alternatives such as staggered school times, changes in bussing, and telecommunications


Mitigation and Prevention Task Person(s)

Responsible Existing


Needed Next Steps

Identify school-based individual(s) to educate staff about pandemic flu

Identify school-based individual(s) to educate students about hand washing, covering cough, and staying home when sick

Identify individual(s) to educate families about pandemic flu and school plan

Identify individual(s) to ensure each room has soap/water for hand washing or alcohol-based hand washing product

Distribute and post in each classroom “Stop the Spread of Germs” posters


Preparedness Task Responsible

Person(s) Existing


Needed Next Steps

Review district’s pandemic flu plan

Continue educating staff, families, and students on pandemic flu prevention and school plans

Identify chain of command in case of illness. Establish a back-up chain of command if necessary

Develop procedures for communicating with staff, students and families

Identify information to be translated. Identify which languages are represented in student population

Identify and recruit translators; translate information into template form so only minor changes will need to be made

Develop procedures for communicating with Ward County Health Department and the media during normal and emergency conditions


Preparedness Task Responsible

Person(s) Existing


Needed Next Steps

Identify or review procedure for communicating possible school schedule changes, busing changes, and school closures

Review procedures for sending ill students and staff home and make adjustments if necessary


Response Task Responsible

Person(s) Existing


Needed Next Steps

Track the number of staff and students absent daily

Report numbers absent to district office

Have translators review information templates and finalize the information that will be provided to non-English speaking families

Finalize the information that needs to be communicated to staff, students, and families

Hold staff meeting to provide information on the extent of infection at school site and potential changes that may take place

Conduct timely debriefings to identify lessons learned and make necessary changes to the response plan


Recovery Task Responsible

Person(s) Existing


Needed Next

Steps Pre-planning for recovery:

Identify and pre-screen health and grief service providers, develop template letters, and provide training for school staff regarding grief and possible health problems

Mobilize a Response Team that provides emotional-psychological support. If there is a loss of life in the school community establish location site or “Safe Room” for counseling services to be provided

Hold staff meeting and provide information on extent of pandemic flu in the community and activities that may assist students; signs and symptoms to look out for and safe room function and location. Also announce counseling support services available to faculty and staff



Person(s) Existing


Needed Next

Steps Announce counseling

support services that are available to students

Provide rest places for those that tire easily

Provide physical assessments if needed or make appropriate community health referrals

Make educational materials available to families and staff on topics such as how to support your student with their recovery from pandemic flu, common symptoms of loss and grief, and constructive ways to cope with stress

Identify students, families, and staff who may need long-term physical and mental health support or intervention and develop school and community resources to provide these services



Person(s) Existing


Needed Next

Steps Monitor the effects of

cumulative stress on caregivers such as office staff, school nurses, teachers, aides, school counselors, and other crisis team members

Consider offering school-based health and mental health services if available by community, university, or public/non-profit mental health agencies and identify funding to support these services

Modify work roles and responsibilities or add volunteer or support staff as needed

Follow-up with student referrals made to community agencies

Conduct debriefings with Crisis Recovery Team

Document “lessons learned” and incorporate them into revisions and trainings