SCHOOL DISASTER MANAGEMENT

PLANNING

Integrated VersionMarch, 2014

See also SCHOOL DISASTER MANAGEMENT: ACTIVITIES FOR CHILD/YOUTH PARTICIPATION

This particpatory school disaster handbook has been developed by Save the Children to serve as a common template for localization, contextualization, and adaptation for each national or sub-national context. It is expected that the content will be reviewed together by education and disaster management authorities, and education sector partners, informed by previous lessons learned, and adapted to reflect agreed upon policy and practices in both school management and disaster management. Please retain this language during field testing.

Materials in this handbook were developed by Save the Children, for for field testing in AusAID funded Education in Emergencies Capacity-Building in Asia and the Pacific, DFAT funded project in Vanuatu, and DipECHO-funded school disaster management projects in Vanuatu, Bangladesh and Bhutan in 2013, and for consultation and feedback.

Please send comments and feedback by June 30th, 2014 to: marla.petal@savethechildren.org.au; Edwin.horca@savethechildren.org (MWord version for "track changes" submission also available).

In addition to original material, this handbook draws upon the following key resources: 1. World Bank, IFC (2010). Disaster and Emergency Management Guidance for Schools and Universities.2. Risk RED (2010). Toolkit for School Disaster Resilience and Readiness3. Save the Children (2012). Tips for Supporting Children in Disasters4. Concern Worldwide (2011). Disaster Preparedness for School Safety, India.5. Bogaziçi University (2004). Family Disaster Plan.

IMPORTANT PHONE NUMBERS

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SCHOOL DISASTER MANAGEMENT PLANNING HANDBOOKfor smaller schools

I. Introduction to Comprehensive School Safety

II. School Disaster Management Planning Roles and Responsibilities

1. Leadership and Coordination

2. Representation

3. Steps, Activities, Guidance, and Forms

4. Involvement of Students, Parents and Community

III. Our School Disaster Management Plan

BEFORE A DISASTER

Step 1: Know your Dangers: Assess and Plan

Step 2: Reduce your Dangers

Step 3: Prepare to Respond

Step 4: Plan for Educational Continuity

Step 5: Monitor, Share and Reach Out

DURING & AFTER A DISASTER

Step 6: Implement your Plan

SCHOOL DISASTER MANAGEMENT PLANNING HANDBOOKfor smaller schools

1. Introduction to Comprehensive School Safety

Hazards impacts and children’s rights Every year, natural hazards and technological hazards become both small and large disasters. These disasters threaten the lives of children, their families, and education personnel. These disasters also deprive children of their right to a continuous, quality, basic education in a safe environment.

Many, perhaps even most of these risks can be avoided by the actions we take.

School disaster management is designed to protect children, education personnel, and education itself.

Annual floods, tropical cyclones, and infrequent but major earthquakes are the deadliest and costliest of disasters. The most terrible consequences are deaths and injuries in schools. Schools that are unusable because of damage, prolonged use as shelters, unsafe access, loss of equipment and materials, or lack of teachers can lead children to fall behind, fail to achieve their goals, and lose their hopes and dreams.

The goals of DRR in the education sectorThe goals of DRR in the education sector are simple:#1. To protection children's right to safety and survival, and #2. To protect children's right to educational continuity. In the process we will also be safeguarding educational investments and strengthening disaster resilience everywhere, through education.

To achieve these goals is a little more complicated. A comprehensive framework for school safety needs education sector policies and plans that are aligned with disaster management at national, regional, district and local school site levels. There are many people involved, and three major areas of overlapping concern.

1. Safe School Facilities2. School Disaster and Emergency Management3. Disaster Risk Reduction and Resilience Education

Some of the overlapping areas will be come clear as you use this planning handbook.

This Handbook primarily addresses School Disaster and Emergency Management. It is written school administrators, and staff, and local disaster management. However, the goal of school disaster management is not 'a plan'. The goal is ongoing planning, in which every small step

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adds to increased safety over time. By using this handbook, and completing the activities and forms every year, administrators and teachers will be fulfilling some of their most fundamental responsibilities to children.

By using the School Disaster Management: Activities for Child/Youth Participation students and teachers will also benefit from disaster risk reduction and resilience education, through experience and practice.

Simply put: School disaster management planning is a part of all good education and school management. Known, expected, and even unexpected hazards can be planned for, using the same simple approaches, as a regular part of school life. When schools are role models and work together with local communitiescommunities’ successes can be enjoyed by present and future generations.

II. School Disaster Management Planning: Roles and Responsibilities

1. Leadership and coordinationSchool safety is the job of the entire school community. However, school disaster and emergency management requires leadership and coordination by school administration, and involvement of teachers, staff, students, parents and neighbors. It can, and should be incorporated into normal management at each administrative level in the education sector.

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The committee responsible for school disaster and emergency management is responsible for leading in the following five steps before a disaster, and one step during and after a disaster:

STEP 1. Know Your DangersSTEP 2. Reduce Your DangersSTEP 3. Prepare to RespondSTEP 4. Plan for Educational ContinuitySTEP 5. Monitor, Share, and Advocate STEP 6. Implement your Plan, and be Flexible

It also develops, adapts, implements, and updates the school disaster management plan annually. It encourages personal and organizational preparedness, guides mitigation work, assures two fire and building evacuation drills annually, and leads one full simulation drill annually, evaluates the results, and adjusts the plan accordingly. Ideally the committee is empowered by and maintains formal links between school and disaster management authorities.

Core functions include:Coordination , Accountability, and Communication – facilitating the harmonization of various efforts for DRRM in Education externally and internally. This will ensure the engagement of various DepEd offices, other government agencies, and education partners in building resilience. Ensures coordination with external players including representation in the education and other clusters.

Information and Data Management – ensuring the availability of validated education information and M&E results, which would expand the analysis on various vulnerabilities of DepEd schools, personnel and students and how DepEd programmatically responds to DRRM issues and concerns. It also ensures

Monitoring and Evaluation – ensuring that weather advisory and emergency updates are communicated to and from field offices and that immediate and appropriate feedback is provided. M&E also tracks the actions taken, support services provided to affected areas, and interventions from other government agencies and education partners.

Policy and Programsm Development – focuses on the systems, standards, and processes that should be established to improve the implementation of DRRM in Education. Ensures education in emergency interventions are appropriately implemented (e.g. psycho-social support, temporary learning spaces, ensuring protected and safe spaces for children, reunification).

Logistics/Operations – ensures the availability of resources to support affected areas and establishes the mechanism to guide education partners in channeling their assistance during disaster response and recovery.

2. The Role of the DRRM Focal Person

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1. National DRRMO2. Regional3. Division4. School

(See Annex for School, District, Division, Regional, National Roles and Responsibilities)

3. RepresentationIf your school already has a school-based management committee, school improvement committee, or educational development committee, then the roles and responsibilities for school disaster and emergency management should be included through a regular part of the agenda, some special meetings, or a sub-committee.

To do this well, you need be sure that the following are represented in the process: administration, faculty, staff, students, parents, and local disaster management committee representative. Be sure to also consult with students with disabilities and their parents, with minority language groups, and with both girls and boys, so that all of their needs are considered.

During the first year, monthly meetings are advised. After it becomes part of your routine, then three or four special meetings per year will be sufficient.

During the actual response or immediate recovery, external representation will also be critical. This includes representation in Local DRRMO meetings, education cluster meetings and inter-cluster meetings.

4. Involve Students, Parents and CommunityBe sure to involve students in your planning. Please see the accompanying "SCHOOL DISASTER MANAGEMENT: ACTIVITIES FOR CHILD/YOUTH PARTICIPATION" for activities related to each step of your planning, that can be adapted for different age groups and abilities. Students will have many creative ideas and solutions to problems, and can become mentors to younger and new students.

Be sure to also involve parents. You will need their help in order to succeed. Link and coordinate your school disaster management plan with others in the community, who also care about school safety and educational continuity.

5. Communicate through your Chain of Authority and across SectorsIt is the role of national education authorities to establish policies and guidelines for comprehensive school safety, for both public and private schools at all levels. It is the role of sub-national education authorities to help obtain information about the hazards that affect your province and district, and to share this information with you. Similarly, each school disaster plan, provides information about local hazards, vulnerabilities and capacities. With this information, these authorities will be able to begin to plan to assist you to reduce your disaster risks, develop greater resilience, and to respond and recover.

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6. Steps, Activities, Guidance and Forms The committee should annually conduct the following activities and complete the following forms. One way to organize this is to cover one major step per month. Related activities for student and family participation are provided in the SCHOOL DISASTER MANAGEMENT ACTIVITIES FOR CHILD/YOUTH PARTICIPATION.

BEFORE A DISASTER

STEP 1: KNOW YOUR DANGERSAssess your risks, hazards, vulnerabilities and capacities; Plan for risk reduction, response and educational continuity; Learn and spread key messages for disaster risk reduction; Learn standard operating procedures and practice with school drills. Involve and communicate with your community.ACTIVITIES FORMSMeet to plan calendar of activities to: Be sure that everyone is familiar with key messages for disaster risk reduction

1. Calendar of Activities2. Student Emergency Release Contact Info3. School Baseline Survey (eBEIS questionnaire)

Involve everyone in identifying hazards and capacities.

4. School and Neighborhood Risk and Resource Maps (including HVCAs)

Get help, if needed to assess the safety of your building and surroundings.

5. School Facilities Safety Checklists

Learn about your early warning systems. 6. Early Warning Systems Worksheet

STEP 2: REDUCE YOUR DANGERSMaintain your school buildings and grounds for safety; Implement non-structural mitigation measures; Consider local infrastructure and environmental mitigation; Address fire safety.ACTIVITIES FORMSMeet together to decide on what needs to be done, what small steps you can take, and what help you need to seek.

7. Risk Reduction Plan

STEP 3: PREPARE TO RESPOND (Skills and Provisions)Think everything through; Participate in and improve early warning systems; Adopt Standard Operating Procedures; Develop response skills and organization; Stockpile response provisions. Hold simulation drills to practice, reflect upon and update your plan.ACTIVITIES FORMSLearn how to organise after a disaster, and plan a division of labor

8. Post-Disaster Response Team Organization A. Roles and Responsibilities B. Flexible Response Team Matrix

Learn and adapt standard operating procedures.

9. Standard Operating Procedures

Practice school drills and reflect on them to 10. School Drills

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improve. A. Drill Scenarios B. Drill Preparedness Checklist

Collect your emergency supplies 11. Emergency Provisions Checklists

STEP 4: PLAN FOR EDUCATIONAL CONTINUITYLearn what information to collect for post-disaster damage assessment; Plan for alternative locations or temporary learning facilities and flexible calendar and alternative modes of instruction; Plan for limited use of schools as temporary shelter; Plan for education in emergencies; Learn about psycho-social support; Plan for recovery.ACTIVITIES FORMSPlan for alternative locations, alternative calendar, or alternative modes of instruction so that all students are able to meet their educational goals.

12. Education Continuity Plan

STEP 5: MONITOR, SHARE, AND ADVOCATEMonitor how well you are doing; Work together and communicate your plan; Reach out to others.ACTIVITIES FORMSCheck how you are doing 13. School Disaster Readiness and Resilience

checklistCheck how your students are doing 14. DRR Education Monitoring ChecklistConsider if there is more you can do - to help yourselves and others. Distribute family disaster plan to staff and students

15. Outreach and Advocacy Plan16. Family Disaster Plan

DURING AND AFTER A DISASTERSTEP 6: IMPLEMENT YOUR PLAN, AND BE FLEXIBLE

Use your standard operating procedures and drills to guide you. Keep children safe and protected. Safely reunify children with families. Conduct damage assessment. Implement your plans for alternative locations, alternative calendar or schedule, alternative modalities, limited use of school as temporary shelter, clean-up, provide psychosocial support, and resume classes.ACTIVITIES FORMSImplement your standard operating procedures and your responsibilities matrix. Use your response skills.

17. School Status Report Form18. Safe Family Reunification Forms

Implement your educational continuity plan.Provide psychosocial support.

19. School Rapid Damage Assessment Form20. Psychosocial support: Know what to expect

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III. OUR SCHOOL DISASTER MANAGEMENT PLAN

Name of School

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STEP 1. KNOW YOUR DANGERS

Assess your risks, hazards, vulnerabilities and capacities; Plan for risk reduction, response and educational continuity; Learn and spread key messages for disaster risk reduction; Learn standard operating procedures and practice with school drills. Involve and communicate with your community.ACTIVITIES FORMSMeet to plan calendar of activities to: Be sure that everyone is familiar with key messages for disaster risk reduction

1. Calendar of Activities2. Student Emergency Release Contact Info3. School Baseline Survey

Involve everyone in identifying hazards and capacities.

4. School and Neighborhood Risk and Resource Maps

Get help, if needed to assess the safety of your building and surroundings.

5. School Facilities Safety Checklists

Learn about your early warning systems. 6. Early Warning Systems Worksheet

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1. CALENDAR OF ACTIVITIES

Activities Month Responsible

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2. STUDENT EMERGENCY RELEASE CONTACT INFORMATION

Communicate with parents in advance. Explain the need for

Collect this information at the time of registration at the beginning of each school year, and whenever there are any changes. Make up one page per grade per section..

GRADE:

STUDENTFULL NAME

PEOPLE WITH PERMISSION TO PICK UP CHILD IN CASE OF EMERGENCY OR DISASTER

CONTACTINFORMATION

PARENTS INITIALS

1.

2

3.

1.

2

3

add additional pages, as needed.

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3. SCHOOL BASELINE SURVEY School DRM Focal point should pencil in responses and review and discuss with committee.

A: School Profile – including Hazards and Risks (refer to School Profile Questionnaire/eBEIS)Ideally much of this information is captured through your Education Management Information System. Any duplicate information will help to match up these records.

A.1. Name and Location of SchoolName of School School ID#

Contact Name Contact Ph#

Province

District

Village / City

WGS 84 coordinates standard:*Latitude Longitude Altitude

Notes:

A.2. Type of school[ ] Public (non-religious) [ ] Public Religious [ ] Private (non-religious) [ ] Private Religious [ ] OtherNotes:

A.3. Grade levels taught[ ] Pre-school (0-3 yrs old) [ ] Kindergarten (3-5 yrs old) [ ] Lower Primary (approx 6-9 yrs old) [ ] Upper Primary (approx 10-12 yrs old)[ ] Lower secondary (approx 13-15 yrs old) [ ] Upper secondary (approx 16-18 yrs old)Notes:

A.4 How much time do students spend in school, and how many shifts are there?Expected number of school days per year Number of shifts per day ____ Average minutes per day of student teacher contact (do not include recess and lunch time Remember 1 hour = 60 minutes) ____ minutes per day

A.5. Teacher and Students Demographics

Total # studentsTotal minority

ethnic /language group students

Students with disabilities Total # teachers Teachers with

disabilities

Total non-teaching

personnel

M F M F M F M F M F M F

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Notes: (please note if substantial populations of refugees, migrants etc.)A.6. Natural and Human Hazards Affecting School Campus or Local CommunityRefer to the list below and insert any of the hazards that can impact your school. Think about the possible consequences of each of these hazards. Rate these each impact from 0=none to 5=catastrophic. Add up the total for each hazard and compare these. Use this chart to help you think about and plan what risks you can reduce.

HAZARD

serious injuries

or deaths

damage to

buildings

interruptcommuni-

cations

disruptroads &

transport

health impacts

school closure

school attendance

family livelihood TOTAL

Hazards to consider:EarthquakeFloodFireWinter Storms / Extreme ColdHurricane/Cyclone/TyphoonGlacial Lake Outburst FloodTornadoHail StormLighteningHeat WaveDroughtPandemic (eg. HIV/AIDS, Flu)Avalanche

LandslideDebris FlowVolcanoHazardous Materials ReleaseAir pollutionWater pollutionLand contaminationTransportation Accident(eg train, ship, highway)Water shortagePower shortageFood shortagePest infestation

Playground AccidentWorkshop or Laboratory

AccidentStudent Road AccidentStudent Illness / EpidemicFood PoisoningStudent FightStudent with WeaponStudent Suicide or attemptCivil UnrestTerrorismUnexploded ordinanceOther (specify)

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A.7. Last 3 Disaster Impacts on Schools

Name of disaster Type Year Damage to buildingLight / Moderate / Severe)

# of deaths in school

# serious injuries in school

Approx. # school days missed*

Approx. % drop-outs

* not made up for during the school year

B: School Facilities and Access

B.1 Topographical and geophysical characteristics of school site (check all that apply)[ ] Flat[ ] Rough[ ] Slope[ ] Marshy, water-logged or always wet soil [ ] [ ] On top or next to fault line[ ] Below or on a landslide-prone slope [ ] Landfill[ ] In a flood plain or river/stream-bed [ ] Mudflow/mudslide/lava bed[ ] Next to coast/subject to coastal erosion [ ] Other [ ] Soil not compacted prior to constructionNotes:

B.2 Types of Construction (load-carrying system) of each building

Reinforced concrete

Confined masonry

Unreinforced masonry

Adobe/mud Straw / bamboo

Wood frame

Steel-frame

Other(specify)

Building #1Building #2Building #3Notes:

B.3 Condition of Buildings

B.4 Year of Construction and Number of Floors in each building

Poor Acceptable GoodBuilding #1Building #2Building #3

Year of Construction Number of floorsBuilding #1Building #2Building #3

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B.5 Engineered/Non-Engineered Are school buildings engineered, and in compliance with building codes? [select one answer]a) All buildings are engineered, and in compliance with building codesb) Some or all buildings are engineered but they are not in compliance with building Codesc) Some or all buildings are engineered but we don't know if building codes were observedd) No the buildings are not all engineered, but they are designed to be disaster resiliente) No the buildings are not engineered and they are not designed to be disaster resilientf) Other, please specify_____Notes:

B.6 Classroom Capacity Total number of classrooms ____Maximum capacity of all classrooms together (if all classrooms were filled) _____

B.7 Disaster-resilient Design (check all that apply)[ ] Different stories have same height, but have openings of different sizes and locations [ ] Different stories have different heights. [ ] Very long and narrow rectangular building [ ] “L”-shaped, “H”-shaped, “T”-shaped, or cross-shaped building without isolation joints [ ] Flood-water cannot flow easily through or around the buildingNotes:

B.8 Construction detailing (Reinforced concrete construction) (check all that apply)[ ] Insufficient or non-overlapping, or smooth vertical steel in columns and beams[ ] Transverse steel not closed 135 degrees[ ] Un-cleaned sand and aggregate mixed with concrete[ ] Concrete not vibrated to remove air bubbles[ ] Roof not securely fastened to structure Notes:

B.9 Water damage (check all that apply)[ ] Rainwater leaks from roof inside the building[ ] Interior dampness or smell[ ] Rising water floods buildingNotes:

B.10 Environment around school (check all that apply)[ ] Stockbreeding [ ] Agriculture[ ] Industrial[ ] Dam or Dyke[ ] Main road

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[ ] Dense bush[ ] Forest[ ] Open planes / savanna / deforested areaNotes:

B.11 Access to school (check all that apply)Do children travel to school on routes with any of these dangers[ ] Unstable ground or slopes or trees[ ] Unstable bridges[ ] Overflowing river[ ] Unsafe roads (not enough space or visibility for pedestrians, no safe crossing areas, traffic too fast)[ ] Unsafe for girls or boys (If yes, how? ) [ ] Inaccessible for people with mobility or vision impairmentsNotes:

B.12 Sanitation Capacity

# LatrinesNumber for boysNumber for girlsNumber for both girls and boys

B.13 Sanitation Condition

Latrines ConditionPoor Acceptable Good

boysgirls

B.14 Sanitation AccessibilityAccessible to people with physical disabilities? Yes NoNumber for boysNumber for girlsNumber for both girls and boys

B.15 Water Capacity Water None Poor Acceptable GoodWater for hand-washingWater for drinking

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B.16 Water Sourcepublic supply/piped

rainwater harvesting

pumped from river/sea

pumped from tube well

spring carried by hand

bottle other (please specify)

Water for hand-washingWater for drinkingNotes:

B.17 Electricity & InternetYes Some, Limited None

ElectricityComputersInternetNotes:

B.18 Playground and CampusYes No

Is there a playground for students in the school?Is there a fence around the school?Is there a place identified for safe assembly, after building evacuation?

Notes:

B.19 Health care servicesYes No

Do all students receive medical check-up from doctor or nurse at least annually?Has one or more adults at school been trained in first aid?Notes:

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C: School Disaster Management (Pillar 2)CHECK ALL ITEMS DONE DURING THE PAST YEAR!

C.1. Ongoing School safety committee guides the school disaster management process[ ] An existing or special group representative of all parts of the school community is

tasked with leading school disaster management efforts on an ongoing basis.[ ] School disaster management has the full support of school leadership.[ ] School disaster management committee takes lead in ongoing planning for prevention,

mitigation, response and recovery.

[ ] School disaster and emergency management plan is reviewed and updated at least annually.

C.2: Assessment and Planning for Disaster Mitigation takes place continuously[ ] Hazards, vulnerabilities, risks, capacities and resources are researched and assessed.[ ] Mitigation measures are identified and prioritized for action.[ ] Building evacuation routes and safe assembly areas are identified.[ ] Area evacuation and safe havens for family reunification are identified, as needed.[ ] Educational continuity plans are in place for recurring hazards and high impact hazards

(including alternate locations and transitional learning spaces as needed).

C.3. Physical protection measures are taken to protect students, staff and facilities[ ] School buildings and grounds are maintained and repaired for disaster resilience (eg.

against moisture, termites, fungus).[ ] Fire prevention and fire suppression measures are maintained and checked regularly.[ ] Safety measures related to building non-structural elements, furnishings and

equipment are taken to protect students and staff from hazards within the building (especially due to earthquakes, severe weather etc.).

[ ] Measures are taken to protect equipment and materials from wind and water damage (from floods, storms)

[ ] School infrastructure, including access routes, shelters and safe havens are developed as needed and maintained for safety.

[ ] Crime, vandalism, and bullying prevention measures are maintained, and students and staff feel safe and secure on school premises.

[ ] Measures taken to provide clean drinking water, and hazardous materials protection (eg. rainwater harvesting, school gardens, solid waste management, erosion prevention).

C.4. School personnel have disaster and emergency response skills and school have emergency provisions

[ ] School personnel are ready to organize disaster response using a standard emergency management system (eg. incident command systems).

[ ] School personnel receive training in a range of response skills including, as necessary:

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building and area evacuation, first aid, light search and rescue, student supervision, shelter, nutrition and sanitation.

[ ] School maintains first aid supplies [ ] School maintains fire suppression equipment.[ ] School maintains emergency water, nutrition and shelter supplies to support expected

staff and students for a minimum of 3 days.

[ ] School maintains other emergency equipment and supplies as needed.

C.5. Schools have and practice policies and procedures for disasters and emergencies[ ] Policies and standard operating procedures adopted to address all known hazards.[ ] Standard operating procedures practiced at school include: building evacuation and

assembly, evacuation to safe haven, shelter-in-place, lockdown, and family reunification procedures.

[ ] School has identified and everyone knows to go to the safe assembly after, after building evacuation

[ ] School personnel have and practice procedures to ensure safe student reunification with emergency contacts identified in advance by parents or guardians.

[ ] School drills are held at least twice yearly to practice and improve upon disaster mitigation and preparedness skills and plans. One of these drills is a full scenario drill to practice response preparedness.

[ ] Schools have plans for educational continuity, including alternate locations, temporary learning space, alternate calendar and alternate modes of instruction as needed.

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D. Disaster Risk Reduction Education in School (Pillar 3)

D.1 Hazard awarenessYes Somewhat No

Are most students aware of the various hazards faced in the local community?Have most teachers had training about hazards and risk reduction?

D.2 Risk reduction understandingYes Somewhat No

Are most students aware of the various things that can be done to reduce risks at home?Are most students aware of the various things that can be done to reduce risks at school?Are most students aware of the various things that can be done to reduce risks in the community?

D.3 Risk reduction involvementYes Some No

Are most involved in efforts in home or community to reduce risks?

D.4 Standard operating procedures knowledge and practiceYes Somewhat No

Are most students familiar with and able to carry out safe building evacuation procedures for fire?(don't talk, don't run, don't push, don't go back)Are most students familiar with and able to assemble in safe assembly area or safe haven?Are most students familiar with and able to participate in silent lockdown procedure?Are most students familiar with and able to participate in shelter-in-place procedure?Are most students familiar with and ready to comply with safe family reunification procedures?Are most families familiar with and ready to comply with safe family reunification procedures?Are inputs from the evaluation integrated into next drill practices?Are the individual needs and the safety of young children, girls, and persons with disabilities considered and planned for?

C.5 Where students learn and participateIn which of these settings do children learn about disaster risk reduction?

Regular curriculum

Teacher initiatives

School Assemblies

After-school Clubs

Other

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4. SCHOOL AND NEIGHBORHOOD RISK AND RESOURCE MAPS

Add explanation [Insert existing Hazard Maps, HVCAs created recently]

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5. SCHOOL FACILITIES SAFETY CHECKLISTS (Pillar 1)

A. Structural, Infrastructural and Environmental Hazards Checklist

Identify any structural safety concerns that may require further investigation. You may need the support of a qualified engineer or architect to undertake this assessment with you. If any of these conditions apply to your buildings, be sure that you have brought them to the attention of your education authorities.

1. LOCATION and SOIL Marshy or waterlogged soil On top or next to fault line On a steep slope Landfill Below or on a landslide-prone slope Adjacent to coast / subject to coastal erosion In a flood plain or streambed Soil not compacted prior to construction Mudflow/mudslide/lava bed Other ___________________________

2. AGE OF BUILDING and BUILDING CODES Constructed prior to implementation or enforcement of building codes Constructed without regard for compliance with building codes Building codes do not address the hazards you face

3. WEIGHT-BEARING or LOAD CARRYING SYSTEM Reinforced concrete building with discontinuous, uneven, or poorly connected moment

frame Masonry, stone, and adobe without an earthquake tie beam Adobe with no horizontal or vertical reinforcement Masonry without regular cross-walls and small window and door openings

4. BUILDING HEIGHT 4+ storey poorly constructed reinforced concrete 2+ storey unreinforced masonry

5. DESIGN Different stories have same height, but have openings of different sizes and locations Different stories have different heights. Very long and narrow rectangular building “L”-shaped, “H”-shaped, “T”-shaped, or cross-shaped building without isolation joints Flood water cannot flow easily through or around the building

6. CONSTRUCTION DETAILING (Reinforced concrete construction) Insufficient or non-overlapping vertical steel in columns and beams Transverse steel not closed 135 degrees Uncleaned sand and aggregate mixed with concrete Concrete not vibrated to remove air bubbles

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Roof not securely fastened to structure

7. WATER DAMAGE Rainwater leaks from roof inside the building Interior dampness or smell Rising water floods building

8. PEST DAMAGE Termites or similar damage to structure or stores Infestation of insects, rodents, or similar on school grounds

9. ENVIRONMENTAL HAZARDS AROUND SCHOOL Dam or dykes Main roads Unstable or steep ground or slopes Overflowing river Unsafe roads (not enough space or visibility for pedestrians, unsafe crossing, traffic too

fast) Inaccessible for people with mobility or vision impairments Hazardous body of water Hazardous materials production or storage, or unexploded ordnance

10. WATER, SANITATION AND HYGIENE & ENERGY Insufficient or unclean drinking water Insufficient or unclean water or lack of soap for hand-washing Insufficient or poor condition latrines Temperature extremes interfere with education heat cold Insufficient lighting/electricity interferes with education

Source of power: See

NOTE ANYTHING THAT YOU CAN DO EASILY TO IMPROVE THE SITUATION:

NOTE ANTHING FOR WHICH YOU NEED ASSISTANCE TO LEARN MORE OR TO IMPROVE THE SITUATION:

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B. Non-Structural Hazards Checklist for Earthquake, Flood, and Storm

Think about what needs to be moved our of harm's way, secured from falling, or protected from wind or water.

Building Name: Room Name/Number:

List Any Potential Hazards What can be done Type of Risk Priority Remarks#

Total in this area

#Needs to be moved or raised

#Need to

be anchored

#OK

Injury Block exit

Valuable HighMed Low

Furniture and EquipmentShelves

Storage and filing cabinets

Display cabinets

Computers

Audio-visual equipmentBlack/green/white boards

Fans

Fire extinguishers

Kitchen equpment

Ceiling and OverheadLight fixtures

Suspended ceiling

Coolers or AC units

Water tank

Teaching and Learning Materials and School Records and OtherTeaching and learning materials

Educational Records

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6. EARLY WARNING SYSTEMS WORKSHEET

Some hazards have potential early warnings, and some do not. Earthquake, fire, medium and close range tsunami, and acts of violence typically have no warning. However, storms and floods, and long-range tsunami often have some early warning. Effective early warning depends upon a) getting good information b) being sure about what the information means, and c) disseminating the information and e) acting on the information.

Use the worksheet below, to be sure that you know the systems available for each hazard, how your school will get the messages, and that you know exactly what to do. Where effective early warning systems do not exist, you can help to develop them for relevance to your area.

Early warning systems Yes, Effective

Yes - But Not Effective

No - But Needed

No - Not Applicable

FireFloodCycloneLandslide / Debris flowVolcanic eruptionGlacial lake outburstDam breakReach people with disabilities?

Early Warning Message Delivery FROM:Fire Flood Cyclone Other

Message from weather/meteorology serviceMessage from other communityMessage from local authoritiesMessage from neighborsMessage from local mosque, church, schoolMessage from social mediaMessage from smartphone application

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Early Warning Message Delivery BY:Early warning message delivered by: Fire Flood Cyclone OtherTelevisionNormal radioSpecial radioFixed gong, bell, alarm, loudspeaker or megaphone ✔Moving gong, bell, alarm, loudspeaker or megaphoneShort message to telephoneE-mail or social mediaIn-person

NOTE IDEAS FOR IMPROVEMENT OR NEXT STEPS:

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STEP 2. Reduce Your Dangers

Maintain your school buildings and grounds for safety; Implement non-structural mitigation measures; Consider local infrastructure and environmental mitigation; Address fire safety.ACTIVITIES FORMSMeet together to decide on what needs to be done, what small steps you can take, and what help you need to seek.

7. Risk Reduction Plan

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7. RISK REDUCTION PLAN

Involve staff, students, and school community in developing and discussing your plan. Based on your risk assessment, consider structural, infrastructural, environmental and non-structural measures identified on your checklists. Discuss: Who can these affect? Where? Why? What can be done to reduce these risks? List the many small steps that you can take to improve your safety. Use the Status Update column to track your progress.

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STEP 3: Prepare to Respond: Skills and Provisions

Think everything through; Participate in and improve early warning systems; Adopt Standard Operating Procedures; Develop response skills and organization; Stockpile response provisions. Hold simulation drills to practice, reflect upon and update your plan.ACTIVITIES FORMSLearn how to organise after a disaster, and plan a division of labor

8. Emergency Operation Center (EOC) Organization A. Roles and Responsibilities B. Flexible Response Team Matrix

Learn and adapt standard operating procedures.

9. Standard Operating Procedures

Practice school drills and reflect on them to improve.

10. School Drills A. Drill Scenarios B. Drill Preparedness Checklist

Collect your emergency supplies 11. Emergency Provisions Checklists

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8. POST-DISASTER RESPONSE TEAM ORGANIZATION

8.A. Roles and ResponsibilitiesImmediately after any disaster there are many things to be done. In any location there needs to be one leader, several people who can fulfill important response functions, and a good chain of information and communication for coordination.

Normally, at school, this would be the school principal, but it may be first adult on the scene who exercise leadership and organize response, without losing valuable time. The leadership may change several times, depending on the incident, and the arrival of other authority or skilled responders, no one should wait for that.

This system is adaptable for both small emergencies or larger disasters. One person may fulfill more than one role, and a team as small as three adults can organize this with help from adult volunteers and students if needed.

In an emergency situation, it is important that staff, parents, students and the community understand the different roles and responsibilities that will be needed. This system of organization, will allow you to mobilize many different people to be able to help, as needed.

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INCIDENT COMMANDERCOORDINATOR (or Response Team Leader). This will normally be the school principal or their designee. In the absence of the normal IC, any adult may assume the duties of the leader until someone more qualified can take over. Responsibilities are: Begin and end emergency response. Assess type and scope of emergency and decide appropriate procedures. Determine threat to human life and structures and need for outside assistance. Set up command post Set up and coordinate emergency assignments as needed. Announce each procedure. Reassure students and staff with clear and calm

communication. Declare "All Clear" when the emergency is finally over.

COMMUNICATIONS LEADER responsibilities are to: Support Incident Commander by facilitating and delivering communications using

megaphone, cell phone short messages, walkie-talkies, messengers or any other means, between school and emergency services, education authorities, students and parents.

OPERATIONS BRANCH LEADER responsibilities are to report to the Incident Commander, prioritize everyone's safety, and organize teams to carry out these functions, as necessary: Make sure everyone is out of building (except shelter-in-place or lockdown). Remind teachers to take roll and report anyone missing or unaccounted for. Check any unchecked rooms for anyone hurt or needing assistance. Check that students are supervised and engaged in quiet activities together for

solidarity and support. Fire Suppression / Light Search and Rescue / Turn off utilities for safety. Work with

buddy to extinguish small fires immediately. Provide first aid. If needed, set up first aid area in a safe place. Keep a record of injuries

and treatment. Restrict entry and exit and supervise Safe Family Reunification, by checking and

documenting that children are reunified with contacts previously approved by parents for emergencies and disasters.

Desirable skills: Fire suppression. First aid. Light search and rescue. Good organizer.

LOGISTICS BRANCH LEADER responsibilities are to report to the Incident Commander, prioritize everyone's safety, and organize teams to carry out these functions, as necessary: Support Operations Branch by gathering emergency response provisions and mobilizing

volunteers, as needed to obtain provisions or support operations. Organize distribution of water (and food for those detained beyond meal times). Create safe areas for shelter, as needed. Create safe and private areas for sanitation, as needed. Organize transportation as required.Desirable skills: Knows area resources and people. Good organizer.

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Remember these few principles of organization:• There should be one leader (at a time) and one chain of command with information and communication moving in both directions.• Divide up the work into teams• Assign jobs according to skill and ability.• Maximum size of one team is 5-7 people. • Involve student leaders and older students in supporting these teams.

8.B. Flexible Response Team Matrix

The MOST important thing is that your response teams be able to organise rapidly, be flexible, and be based on needs. Team leaders should be adults.Make assignments according to people's strengths and abilities. You can ask other trusted adults from the school community to assist.

Responsible primary school students may help with communications and logistics roles. Secondary school students who have had thorough training may also help with some operations jobs, as long as they are not exposed to additional dangers, and work with a buddy (in teams of two).

Over a long period of time people will need a break, so you'll have to change over. The Incident Commander should keep this list with them, and make changes as needed, when they occur.

NAME / ALTERNATEOTHER TEAM MEMBERS

PARENTS, STUDENTS & VOLUNTEERS

INCIDENT COMMANDE

RCOORDINATOR

COMMUNICATIONS Leader

OPERATIONSBranch Leader

(includes fire supression, first aid, student supervision, safe

family reunification, psychosocial support)

LOGISTICSBranch Leader

(includes equipment, supplies, TLS, staffing and

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volunteers, water, food, shelter, sanitation)

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9. STANDARD OPERATING PROCEDURES

Standard emergency response procedures depend on the hazard, and can and should be customized to your unique circumstances. These are built around six basic emergency procedures detailed below:

1. Building Evacuation2. Shelter-in-Place3. Lockdown4. Assemble & Shelter Outside5. Evacuate to Safe Haven6. Safe Family Reunification

The Emergency Procedures Decision-Tree illustrates the different circumstances that lead to these six basic procedures. Remember that individuals with disabilities may need assistance to participate in these procedures.

Question #1 – What kind of emergency is this? Is the hazard rapid-onset, without warning (such as acts of violence, earthquake, fire). If so, are you ready to react automatically with the appropriate standard operating procedure? If it the hazard has a slow or medium-onset (such as floods, cyclone, winter storms, etc.), what kind of early warning information will you have? Has the system been tested? Will you have enough time to close school and use normal student-release procedures to safely reunited all children with their families? If not, for some it will be treated like a rapid onset hazard.

Question #2: Is the building safe? The second question is whether the building is safe. If the building is unsafe then Building Evacuation should be immediately triggered. In the case of rapid onset hazards such as fire and strong earthquake, the building must be assumed to be unsafe, and therefore cautious building evacuation should be automatically triggered. (Note that during earthquake shaking, everyone should “drop, cover and hold on” and that evacuation should only begin once the shaking has stopped.) In other situations a rapid assessment can be made before evacuation announced by a school wide alarm sound. If the building is safe then the students and staff should be instructed to Shelter-in-Place. Reverse Evacuation is practiced for orderly return from assembly area back into classrooms, to Shelter-in-Place.

Question #3: Are the school grounds are safe? If school grounds are safe then Assemble and Shelter Outside is the procedure. If school grounds are known to be unsafe (eg. in coastal area with tsunami risk) then automatic Evacuation to Safe Haven should take place. A rapid assessment (eg. of hazardous materials, fallen power lines, pipeline ruptures) will help decide between these two options.

Question #4 Reassess for safety. No matter which procedure you have followed, you then need to reassess your conditions from time to time. If conditions are completely safe, you may resume classes, and you may release children to return home, as usual. However, if conditions are not safe, or there are disaster impacts, you must use Safe Family Reunification Procedures. Students should returned to the care of their parents/guardians or pre-designated emergency contacts, and each reunification documented. Students should remain cared for and supervised until the last student is

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Qu

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on 1

Qu

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on 2

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reunited. In the case of drills and small events a Reverse Evacuation may be practiced to return to class, prior to ‘All Clear’ instruction and resumption of classes.

EMERGENCY PROCEDURES DECISION TREE

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BUILDING EVACUATIONPurpose: To protect students and staff in case of fire or other hazards in the building.First person to verify danger: Sound the unmistakable building evacuation/fire alarm sound. Administration: Activate Incident Command System as needed. Maintain communication. Announce 'All Clear' when emergency ends.Staff: Remind students of Building Evacuation Rules. Close doors and windows. Position one teacher at head and one at the back of two classes. Take Classroom 'Go-Bag' (or bucket), Emergency Clipboard or Notebook. Check safety of the route. Lead students to regular places to Assemble and Shelter Outside. If conditions are safe, lead Reverse Evacuation back to classrooms, following same rules. Evacuate two or 3 classes together with one adult in the very front to check that the evacuation route is clear and one teacher at the very back of the group, checking along the way, that everyone is out.Students: Follow rules and instructions and help out.

BUILDING EVACUATION RULES:

Don't talk - so you can hear the teacherDon't run - so you don't get hurtDon't push - so no one else gets hurtDon't go back - so you stay safeStay with your buddy - help each other

ASSEMBLE AND SHELTER OUTSIDE Purpose: To protect students and staff and provide for their comfort until everyone can be safely reunified with their families. Administration: Activate Incident Command System with any functions needed (Operations: search and rescue, first aid, student supervision, safe family reunification. Logistics: water and food, shelter, sanitation). Involve adult volunteers and capable students.Staff: Be sure students take seats quietly in assembly area and remain together as a class, staying quite to be able to hear announcements. Take roll. Check for injuries. Report anyone missing or injured to Incident Commander. Remind students about safe family reunification procedures. Organize supervision. Students may be there for a long time. During this time you can organize quiet activities, singing, drawing, discussion. Older students can be assigned to work with response teams to help create shelter from weather, distribute water and food, set up sanitation areas, and help with safe family reunification. (Sharing information and involving students will help to reduce their anxiety). Students: Stay in places, occupied quietly. Be prepared to help with water and food, shelter and sanitation, as requested. Wait to follow Safe Family Reunification procedures.

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EVACUATE TO A SAFE HAVENPurpose: To protect students and staff in case of hazards in the school environment. If your school has no safe assembly site, or if you face known risks (such as flooding, landslide, debris flow), you should arrange and prepare a safe haven ahead of time. Identify evacuation routes ahead of time, and inform parents of this alternate site.Administration: Lead immediate evacuation to previously identified safe haven. Take office Evacuation Supplies box.Staff: Position one teacher at head and one at the back. Take Classroom 'Go-Bags' (or bucket), Emergency Clipboards or Notebook, and bag with Student Comfort Kits. Check safety of the route. Lead students to regular places to Assemble and Shelter Outside. If conditions are safe, lead Reverse Evacuation back to classrooms, following same rules.Students: Use buddy system. Stay together. Move quickly and quietly. At the safe haven, follow instructions to Assemble and Shelter Outside.

SHELTER-IN-PLACE INDOORSPurpose: To ensure that students are safe in case of dangers outside the school, such as severe weather or flooding, hazardous materials release, or violence and conflict. If the school itself is safe but there are dangers outside the school, or if there is not enough time to evacuate, such as severe weather or flooding, then it may be safer to stay where you are, than to go anywhere else. School Administration: Announces to stay in or return to indoor shelter areas. Monitor and provide information updates and instruction. Announce "all clear" when emergency has ended.Staff: Close windows and doors as appropriate. Take attendance. Monitor information. Stay off phones (as they are needed for emergency communication). Supervise students indoors with schedule for learning, recreation, eating and sleeping. Create private area for toilet using bucket/plastic bags. Allow students to help. Stay informed.Students: Participate in activities and help out.

LOCKDOWNPurpose: To protect students and staff from violent intrusion or threat of violence.School Administration: Use a unique loud siren or alarm (NOT fire alarm!) to signal immediate lockdown. Monitor situation and reassess. Be prepared to transfer command to police or public safety authorities. Provide All Clear when it is safe to do so. Following incident inform students and parents and provide time for review and discussion.Staff: Warn others to take immediate shelter. Gather students inside in secure area away from threat. Close and lock all doors and windows. Turn all furniture to face toward threat. Have everyone drop and cover behind furniture, and be as small a target as possible. Turn of lights, and radios and silence cell phones. Stay out of sight away from doors and windows. Make sure everyone stays calm and very quiet. Assist those with special needs. Be prepared to stay where you are until instructed otherwise by public safety or school authorities.Students: Stay quiet and follow teacher instructions

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SAFE FAMILY REUNIFICATION Purpose: To ensure that students and families are safely reunited in case of unsafe or unusual circumstances. In the event of an emergency or disaster, students under the age of 16 are not permitted to leave school or safe haven except in the company of an adult approved in advance by parent or guardian.School Administration: Ensures that List of Emergency Contacts for each student is updated by parents at the beginning of the school year, and can be updated by parents at any time. Parents: Parents provide school with updated list of emergency contacts with permission to pick up student any time. Students will only be released to person on this list or authorized by persons on this list.Reunification Team: Greet parents and emergency contacts at gate. Seek verification of identity and ensure that students are released only to persons listed on the form. Keep record of this for anyone who may query later.Students: Be prepared to follow these safety procedures and help out at school.Everyone: Be prepared to use these procedures any time that students cannot rely on normal procedures to be safely reunited with their families.

HAZARD SPECIFIC RESPONSE PROCEDURES

GENERAL RULE:Emergency calls: Call ###. When calling for police, ambulance, fire or other emergency services be prepared to describe WHAT, WHEN, WHERE, WHAT is happening, WHO you are and how to call you back. Do not hang up until told to do so.

FIRE SAFETY RULES:IF YOU HEAR A FIRE ALARM: Treat as a real emergency. Follow building evacuation procedures. Never open a closed door without checking first for heat. Do not open a hot door.

IF YOU SEE A FIRE: If it is small, put it out with a blanket, a bucket of sand, or a fire extinguisher, by covering the

fuel.

If it is as big as a bucket, activate fire alarm. Alert others. Call emergency telephone number and report location of fire. Evacuate building. Close doors and windows. Shut off source of fuel if safe to do so (eg. gas).

If you have an ABC fire extinguisher:

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1. PULL safety pin from handle

2. AIM at base of the flame.

3. SQUEEZE the trigger handle

4. SWEEP from side to side at the base of flame.

IF YOU ARE CAUGHT IN SMOKE: Drop down on knees and craw l out. Breathe shallowly through your nose. Hold breath as long as possible. Use damp cloth over mouth and nose. Get down low, and go go go! Feel door - do not open an interior door, if it is hot.

IF TRAPPED IN A ROOM BY FIRE:

Block smoke from entering with damp cloth, under door. Retreat closing as many doors as possible. Signal and phone your location.

IF YOU ARE ON FIRE: Stop where you are. Drop to ground. Roll over. If another person is on fire, push them down, roll them and/or cover with blanket, rug or coat: STOP, DROP and ROLL.

EARTHQUAKE RULES: AT FIRST INDICATION OF GROUND SHAKING: Instruct loudly: “Earthquake position: Drop, Cover & Hold On”. When you feel the shaking, move away from tall and heavy things that can fall or slide.

THE EARTHQUAKE POSITION:

DROP to you knees, on the floorCOVER your head and neckHOLD ON to your cover

IF IN A WHEELCHAIR: duck, cover your head and neck and hold on to your cover.IF OUTDOORS: avoid overhead hazardsIF IN A VEHICLE: stop and pull over in a safe place, and lie down on the seat.

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AFTER THE SHAKING STOPS: move outdoors, away from the building to Assemble and Shelter Outside.

DURING AN AFTERSHOCK: Take the same protective measures as during the shaking.

AFTER THE SHAKING STOPS:In case of moderate or severe earthquakes, before you exit your room, check around you for anyone injured. Administer life-saving first aid (open airway, stop serious bleeding, treat for shock). Ask responsible students to assist lightly injured. IF a severely injured or trapped individual is inside, make them comfortable. Give them a whistle and comfort item and reassure them that search and rescue team will come for them. If staying would be dangerous, non-ambulatory injured should be transported with class. Put out any small fire. Take ten seconds to look around and make a mental note of damage and dangers to report. Leave your doors unlocked. Check for safe exit routes and then carefully evacuate building, moving away from the building.

TSUNAMI SAFETY RULES: IF YOU ARE IN A TSUNAMI RISK AREA: Start counting out loud, when you feel earthquake shaking begin. If the earthquake is LONG or STRONG, then evacuate immediately, away from water, to higher ground. Stay there until you are sure that all danger is past. Heed any early warning announcement received.

FLOOD SAFETY RULES: SLOW RISE FLOODING: Follow early-warning instructions. Evacuate to higher ground or shelter-in-place. Protect records and electronic equipment. Evacuate to Safe Haven SUDDEN SEVERE FLOODING: Evacuate affected spaces and Shelter-in-Place (esp. vertical evacuation). Take "Go Bag" with supplies with you. Do not enter floodwaters. If you must evacuate, use flotation devices prepared in advance.

STORM SAFETY RULES: STAY INFORMED OF CYCLONE TRACKING INFORMATION and follow any early warning instructions and advisories.

WHEN THUNDER ROARS, GO INDOORS! Stay off telephones. Unplug anything electrical. Stay away from running water. Listen to weather advisories on battery-powered radio.

THE 30/30 RULE: 1. Count the seconds between seeing lightning and hearing thunder. If this time is less than 30 seconds, lightning is still a potential threat. Seek shelter immediately. 2. After the last lightning flash, wait 30 minutes before leaving shelter. Half of all lightning deaths occur after a storm passes. Stay in a safe area until you are sure the threat has passed.

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IF YOU ARE OUTDOORS:Plan ahead. Know where you’ll go if an unexpected thunderstorm develops. Monitor weather conditions and be prepared to take immediate action to get to a safe place before the thunderstorm arrives. If you are boating or swimming, get to land, get off the beach and find a safe place immediately. Stay away from water, which can conduct electricity from lightening. Go to safety in a permanent, closed structure, such as a reinforced building. If there are no reinforced structures, get into a car or bus, keeping windows closed. Keep your hands on your lap and feet off the floor. If you are in the woods, find an area protected by a low clump of trees. Never stand under a single, large tree in the open. As a last resort, go to a low-lying, open place. Stay away from tall things - trees, towers, fences, telephone poles, power lines. Be aware of the potential for flooding in low-lying areas.

IN CASE OF HAILSTONES: The safest places are indoors, away from windows, with shutters firmly closed. If in vehicle stay inside and face away from windows. Get down and cover head with arms. If outdoors use arms, bag books to cover your head and move towards shelter.

IF YOU SEE OR FEEL LIGHTENING:If you are caught outside during a lightning storm if your hair stands up on-end or your skin tingles, light metal objects start to vibrate, or if there is only a second or two between the flash and the bang, do the lightning crouch to limit electricity from reaching your vital organs. Do not lie flat on the ground. Leave 3 body lengths between you and the next person!

THE LIGHTENING CROUCH

SQUAT DOWN

BALANCE ON YOUR TOES

TOUCH YOUR HEELS TOGETHER!

COVER YOUR EARS

IF LIGHTENING STRIKES A PERSON: Call for help. Get someone to dial your emergency number. A person who has been struck by lightning needs medical attention as quickly as possible. Give first aid. If the person has stopped breathing, begin rescue breathing (if you are properly trained). If the person’s heart has stopped beating, someone trained in CPR should administer it. Look and care for other possible injuries and check for burns. Move the victim to a safer place. Remember, people struck by lightning carry no electric charge, and they can be handled safely

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HAZARDOUS MATERIALS RULES: Evacuate upwind to Safe Haven or Shelter-in-Place, closing and sealing windows, air-ducts.

CHEMICAL SPILLS OR SUSPICIOUS MATERIALS: If possible, limit release at the source and contain the spill. Shut down equipment. Evacuate the immediate area. If danger extends beyond immediate area, pull fire alarm and follow the Building Evacuation and Assembly Procedure. First witness of the hazardous materials leak/spill call emergency telephone number give details of materials and location, and number of people in the vicinity.

GAS LEAK: Call emergency telephone number. Issue alert using public address system or door-to-door. Evacuate the building following Building Evacuation and Assembly Procedure.

EXPLOSION: Drop and Cover under desk, tables or other furniture that will protect you against flying glass and debris. When it is safe refer to the Emergency Call section and immediately report an explosion. Leave doors open to permit exit, if building is damaged. Stay away from outside walls and areas where there are large pieces of glass and/or heavy suspended light fixtures. Standby for further instructions, from your incident commander.

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10. SCHOOL DRILLS

School drills should be tailored to expected hazards. Every school should conduct at least 3 fire drills per year, and at least one full simulation drill. Schools in earthquake or flood prone areas should also practice for these hazards. Try them with different scenarios, at different times of the day. Try them when the school principal is there and when he or she is not there. The purpose of a drill is to prepare for the unexpected, so if you make it too easy, you won’t learn how to adapt to the real situation. Drills should always be treated as ‘the real thing’.

Good drills are a learning process. They begin with advance preparation by staff, providing an opportunity to train students in classroom groups, remember procedures, and check on provisions. The simulation itself is an experiential learning opportunity. Following the drill, students can debrief with teachers in the classroom. The most important part of any drill is the discussion and the updated action plan that comes from the experience.

10.A. Drill Scenarios

EARTHQUAKE DRILL SCENARIO(Adapt and practice if you are in a high seismic risk area). The drill will be based on a hypothetical scenario for a likely 6.8 magnitude earthquake will roll through [your region] and affect all areas of our province. Intense shaking will begin at [time] and will last for 45 seconds. There will be at least one strong aftershock within 15 minutes. Electrical power, water, gas and sewer systems have failed in many areas. The school’s telephones do not work. Larger roads near by are damaged and traffic is not moving. Local surface streets are also blocked. Numerous fires have started due to fallen electrical lines and explosions caused due to damaged underground gas lines. Assume that there will be a state of emergency and all staff, except those with prior permission, are expected to remain at school. Police and Fire Departments are overwhelmed and cannot be reached. School staff must assume that they will be on their own to shelter and care for students and staff. [Note: If your school is near the coast, be sure to evacuate to higher ground, in case of tsunami]

FLOOD DRILL SCENARIO (Adapt and practice if you are in a flood plain). The drill will be based on a hypothetical scenario for a flood that occurs during the 5 th day of rain, generates massive flood runoff when the river spills over its banks floodgates are thrown open to prevent a dam burst. This is unlike anything experienced in the past 100 years. The principal has received a telephone call warning of the immanent flooding. If your building has 2 floors your plan is to evacuate to the second floor. If your building has 1 floor, your plan is to evacuate to higher ground if time permits. Students have flotation jackets or belts for safety.

HAZARDOUS MATERIALS EXERCISE

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(Adapt and practice if you are located nearby production facilities that use hazardous materials). The drill will be based on a hypothetical scenario for an industrial hazardous materials release from a nearby factory. You have met with nearby industrial facilities operators and have learned the measures to take. You receive a siren. Telephone communication systems are working.

INJECTS: To make these realistic simulation drills, add your own “injects” by making ‘new information’ known during the drill. This provides challenges to better simulate the life situations that may occur. REMEMBER: Every drill should be responded to, as though it were real, as we do not know when it is a drill, and when it is real.

INJECTS: To make these realistic simulation drills, add your own “injects” by making ‘new information’ known during the drill. This provides challenges to better simulate the life situations that may occur.

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10.B. Drill Preparedness Checklists

TEACHER CHECKLIST

Teachers: Prepare yourselves School Emergency Evacuation Route map is posted in your room. On it mark your room clearly in a

contrasting color. If you do not one, please obtain it from the school office. Emergency Go-Bag or Go-Bucket Checklist, Emergency Notebook/Clipboard Checklists, and Student

Comfort Kits Checklist are complete. All of these supplies are in place and are easily transportable for evacuation or field trips. Confirm whether you will have any special duties. Get to know your buddies in neighboring classes. If your

name does not appear on our emergency organization matrix or if you do not have a class, please be prepared to report to the incident command center.

Check that you know the location of your fire extinguisher and recall the acronym to remind you how to use it: P.A.S.S. Pull the pin, aim at the base of the fire, squeeze the nozzle and sweep at the base of the fire.

It is highly recommended that you complete your own Family Disaster Plan at home and your plan with your own childcare providers. Please prepare yourself at home and at work in the event you are needed to stay longer than your scheduled day. The principal or designee will release staff members as the needs change. If you have very extenuating circumstances discuss these with your Principal NOW, not during an emergency.

Plan a quiet activity that students can do in the assembly area in the event of a real emergency or a drill. In case of disaster before or soon after the end of the school day, please be prepared to return to school to

provide assistance to students.

Teachers: Prepare your students Encourage your students to all drills very seriously. Practice building evacuation with your classroom, and with neighboring classroom. Make sure that your

students know the 4 rules for building evacuation: Don’t Talk! Don’t Push! Don’t run! Don’t turn back! Students should know that if there is an earthquake when they are outside of a classroom (during break or lunch or if they are somewhere), they should exit with the nearest class and should NOT go back inside. If they are between classes, they should assemble in the outdoor emergency assembly area with their next period class.

Review the Emergency Evacuation Routes. Prepare 4 monitors who will work as buddies and lead the way, carefully checking to make sure that the route is clear. (This is of most importance for classes on second floor or without easy access to open space outdoors).

If you face earthquake risks, practice “Drop, Cover, and Hold On” drill, having students hold their position for 45 seconds. You may count together: one-one hundred, two one-hundred etc.

Teacher in science labs should demonstrate to students how to extinguish any flames and isolate any hazardous materials in use.

Make sure that students understand Disaster and Emergency Student Release Procedures. Inform students that only their parent(s), guardian(s), or other adult(s) listed on their Emergency Contacts Card will be allowed to pick them up from school in a real emergency. Explain the “Request Gate” / “Reunion Gate” idea and reasons.

Teachers and Students: Prepare your parents Teachers are to pass out drill announcements parent letters to their students to take home. Confirm with parents that their Emergency Contact Form is up-to-date, and explain the importance of the

reunification procedures. Reassure parents that their children will be safe at school until they arrive.

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11. EMERGENCY PROVISIONS CHECKLIST

ADMINISTRATION OFFICE ‘GO-BOX’DESCRIPTION READY MISSING INITIALS / DATE

School Disaster and Emergency Plan BinderStudent Emergency Contact CardsFirst Aid KitKeysMegaphoneRadio and extra batteriesFlashlight and extra batteriesPens / Marking pensNotepadsStaple/staples/paper clipsMasking tapeSheetBlanketStudent prescription medication

SCHOOL EMERGENCY SUPPLIES BINDESCRIPTION READY MISSING INITIALS / DATE

Water (rotated into stocks)Mats or blankets (student-supplied)Emergency RadioICS necklaces (and vests)SoapShovelLong-lasting food (rotated into stocks)

CLASSROOM ‘GO-BAG’ OR SHELTER-IN-PLACE BUCKET for each class.DESCRIPTION READY MISSING INITIALS / DATE

Current Class Roster1 clean Sheet3 Marking PensPlastic BagsPensNotepadSupplies for student activities (optional)

STUDENT COMFORT BAGSfor each student, supplied by parents where possible. In sealed or tied plastic bag)

DESCRIPTION READY # MISSING INITIALS / DATE½ l. bottle of drinking water1 high energy / long life snackFamily photo and/or comfort note

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STEP 4. Plan for Educational Continuity (Pillar 3)

Learn what information to collect for post-disaster damage assessment; Plan for alternative locations or temporary learning facilities and flexible calendar and alternative modes of instruction; Plan for limited use of schools as temporary shelter; Plan for education in emergencies; Learn about psycho-social support; Plan for recovery.ACTIVITIES FORMSPlan for alternative locations, alternative calendar, or alternative modes of instruction so that all students are able to meet their educational goals.

12. Education Continuity Plan

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12. EDUCATION CONTINUITY PLAN

* add class suspension and resumption

1. MAKE UP DAYS/HOURS: If school is disrupted for up to days per school year, we can make up school hours as follows (include shifts. etc.):

2. ALTERNATIVE SCHOOL LOCATION: If school is disrupted for up to days per school year, we can make up school hours as follows:

3. ALTERNATE MODES OF INSTRUCTION (How we can keep up with school work, accelerate learning, use peer-to-peer instruction?)

4. SURGE CAPACITY (Who can provide teaching and administrative support, if staff are unable to work, or need help?)

5. PLANNING FOR SCHOOL CLEAN-UP (eg. in event of flood)

6. PLANNING FOR LIMITED USE OF SCHOOL AS TEMPORARY SHELTER Is our school likely to be needed as a temporary shetler? [ ] Yes [ ] No [ ] MaybeFor how long?

Do we have space set aside for this? What on-site supplies would be needed, and where will these come from?

How will we protect our school facilities, equipment and supplies?

Do we have rules for use of our school, and how will they be respected?

7. TEMPORARY LEARNING FACILITY: What would we need in order to set up temporary

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learning facilities in case of prolonged lack of use of school facility?

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STEP 5. Monitor, Share, and Advocate

STEP 5: MONITOR, SHARE, AND ADVOCATEMonitor how well you are doing; Work together and communicate your plan; Reach out to others.ACTIVITIES FORMSCheck how you are doing 13. School Disaster Readiness and

Resilience checklistCheck how your students are doing 14. DRR Education Monitoring ChecklistConsider if there is more you can do - to help yourselves and others. Distribute family disaster plan to staff and students

15. Outreach and Advocacy Plan16. Family Disaster Plan

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13. SCHOOL DISASTER READINESS AND RESILIENCE CHECKLIST

School Date

1. Ongoing committee guides the school disaster management process An ongoing committee is tasked with leading school disaster management on an ongoing basis. School disaster management has the full support of school leadership. School disaster management committee takes lead in ongoing planning for prevention, mitigation,

response and recovery. School disaster and emergency management plan is reviewed and updated at least annually.

2: Assessment and Planning for Disaster Mitigation takes place continuously Hazards, vulnerabilities, risks, capacities and resources are researched and assessed. Mitigation measures are identified and prioritized for action. Building evacuation routes and safe assembly areas are identified. Area evacuation and safe havens for family reunification are identified, as needed. Educational continuity plans are in place for recurring hazards and high impact hazards (including alternate

locations and transitional learning spaces as needed).

3. Physical protection measures are taken to protect students and staff and facilities School buildings and grounds are maintained and repaired for disaster resilience (eg. against moisture,

termites, fungus). Fire prevention and fire suppression measures are maintained and checked regularly. Safety measures related to building non-structural elements, furnishings and equipment are taken to

protect students and staff from hazards within the building (especially due to earthquakes, severe weather etc.)

Measures are taken to protect equipment and materials from wind and water damage (from floods, storms)

School infrastructure, including access routes, shelters and safe havens are developed as needed andmaintained for safety.

Crime, vandalism, and bullying prevention measures are maintained and students and staff feel safe and secure on school premises.

Measures are taken to provide clean drinking water, food security, drought and hazardous materials protection (eg. rainwater harvesting, school gardens, solid waste management, erosion prevention).

4. School personnel have disaster and emergency response skills and school has emergency provisions

School personnel are ready to organize disaster response using a standard emergency management system (eg. incident command systems).

School personnel receive training in a range of response skills including, as necessary: building and area evacuation, first aid, light search and rescue, student supervision, shelter, nutrition and sanitation.

School maintains first aid supplies. School maintains fire suppression equipment. School maintains emergency water, nutrition and shelter supplies to support expected staff and students

for a minimum of 72 hours.

5. Schools have and practice policies and procedures for disasters and emergencies Policies and standard operating procedures adopted to address all known hazards. Standard operating procedures include: building evacuation and assembly, evacuation to safe haven,

shelter-in-place, lockdown, and family reunification procedures, School has identified and everyone knows to go to the safe assembly after, after building evacuation

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School personnel have and practice procedures to ensure safe student reunification with emergency contacts identified in advance by parents or guardians.

School drills are held at least twice yearly to practice and improve upon disaster mitigation and preparedness skills and plans. One of these drills is a full scenario drill to practice response preparedness.1

14. DISASTER RISK REDUCATION EDUCATION MONITORING CHECKLIST

School Date

1. Hazard awarenessYes No Action

Are most students aware of the various hazards faced in the local community?Have most teachers had training about hazards and risk reduction?

2. Risk reduction understandingYes No Action

Are most students aware of the various things that can be done to reduce risks at home?Are most students aware of the various things that can be done to reduce risks at school?Are most students aware of the various things that can be done to reduce risks in the community?

3. Risk reduction involvementYes No Action

Are most involved in efforts in home or community to reduce risks?

4. Standard operating procedures knowledge and practiceYes No Action

Are most students familiar with and able to carry out safe building evacuation procedures for fire? (don't talk, don't run, don't push, don't go back)Are most students familiar with and able to assemble in safe assembly area or safe haven?Are most students familiar with and able to participate in silent lockdown procedure?Are most students familiar with and able to participate in shelter-in-place procedure?Are most students familiar with and ready to comply with safe family reunification procedures?Are most families familiar with and ready to comply with safe family reunification procedures?Are inputs from the evaluation integrated into next drill practices?Are the individual needs and the safety of young children, girls, and persons with disabilities considered and planned for?

1 Risk RED, 2012.

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5. Where students learn and participateIn which of these settings do children learn about disaster risk reduction?

Regular curriculum

Teacher initiatives

School Assemblies

After-school Clubs

Other

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15. OUTREACH AND ADVOCACY PLAN

Discussion questions:1. Who is nearby that needs our support? How can we make sure that they are doing just as good a job as we are? What can we do to plan for mutual aid before and after hazard impact?2. How will we reach out to make sure that all families are informed and do their best to be part of the solution?3. What can we do to reach out to children and youth who are out-of-school, to make sure that they too are safe (and also encourage them to complete their education)?4. What can we do to reach out to children with disabilities to make sure that they too are included and safe (and also make sure that they too benefit from their right to education)?5. What are some ways that we can engage with and encourage good practices in disaster risk reduction in our community?6. What else remains to be done? What do we need help with? Who must be made aware, and how? How and where can we advocate for what needs to be done for safety and educational continuity?

What Who By When Status update / date

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16. For distribution to staff and children for families:

Check as completed.

ASSESSMENT & PLANNINGWe hold a family disaster planning meeting every 6 months (household, extended family, or family of one). We identify our risks and use this checklist for our planning.We identified the safest places in the house and in each room in case of disasters we face (eg. earthquake: away from windows, large and heavy objects that can fall, and objects like heaters that can cause fire )We identified exits and alternative exits from our house and building.We searched for and identified hazards in our home (eg. furniture or equipment that can fall or slide during earthquake or flood) and our environment (eg. hazardous materials sites).We know our out-of-area contact person(s) and phone number(s): (ideally cell phone for text messaging) It's:We know that we will only use the telephone in case of physical emergency after a disaster. We will use radio and television for information.We know where we would reuniteInside the house:Outside the house:Outside the neighborhood:and we have a private message drop location outside our house.We made our copies of important documents, and key addresses and phone numbers. We have one set with our out-of-area contact and/or we keep one in our evacuation go-bag.We are spreading the word to everyone we know.We participate in emergency planning with our community.We make our expectations known to local, regional and national policy-makers.

PHYSICAL & ENVIRONMENTAL PROTECTIONFor earthquake: We have fastened tall and heavy furniture, appliances, large electronics, lighting fixtures and other items that could kill us or our children, to wall stud or stable surface. For storm: We have shutters or similar window protectionWe know never to light a match, lighter, or any other flame after an earthquake until we are sure there is no danger of escaping gas anywhere around.Our building has been designed and built according to seismic, wind or flood codes, or it has been inspected by a qualified engineer, and required repair or retrofit has been completed.We maintain our building, protecting it from damp, and repairing damage when it occurs.For earthquake: We have put latches on kitchen cabinets, secured televisions, computers and other electronic items, and hung pictures securely on closed hooks to protect ourselves

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from things that could injure us, or would be expensive to replace.We have a fire extinguisher and maintain it once a year.We have secured family heirlooms and items of cultural value that could be lost to future generations.We have limited, isolated, and secured any hazardous materials to prevent spill or release.We keep shoes and flashlights with fresh batteries, by our beds. For flood: We keep flotation device or life-jacket on the highest floor in the building. For fire: We have cleared away fire hazards from around our home. For water and debris flow: we have created channels and are prepared to make sandbags.We have protected ourselves from glass breaking with heavy curtains, window film or shutters.We consciously reduce, reuse and recycle.

RESPONSE CAPACITY: SKILLS & SUPPLIESWe know how to use a fire extinguisher.We know how to turn off our electricity, water and gas.For advanced warning: We understand early warning systems and know how to respond. For earthquake: We have practiced "drop, cover and hold" and identified safest places next to strong low furniture, under strong table, away from windows. If our home is adobe with a heavy roof, we have practiced running out to a clear space.We have gathered survival supplies in our home and made up evacuation bags for our home and car. (including 1 gallon of water per person per day and food for 3 days, prescription medications, water, high energy food, flashlight, battery, first aid kit, cash, change of clothing, toiletries and special provisions we need for ourselves, including elderly, disabled, small children, and animals.)We know principles of incident command systems or similar standard emergency management system for organizing post-disaster self-help in our community.We have learned first aid, light search and rescue, fire suppression, wireless communication, swimming, or community disaster volunteer skills.

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STEP 6.

During and After a Disaster:

Implement your Plan, and be Flexible

Use your standard operating procedures and drills to guide you. Keep children safe and protected. Safely reunify children with families. Conduct damage assessment. Implement your plans for alternative locations, alternative calendar or schedule, alternative modalities, limited use of school as temporary shelter, clean-up, provide psychosocial support, and resume classes.ACTIVITIES FORMSImplement your standard operating procedures and your responsibilities matrix. Use your response skills.

17. School Status Report Form18. Safe Family Reunification Forms

Implement your educational continuity plan.Provide psychosocial support.

19. School Rapid Damage Assessment Form20. Psychosocial support: Know what to expect

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17. SCHOOL STATUS REPORT FORM

Return this form to the Assembly Area collecting point, immediately after evacuation.Responsible Teacher/Staff Name:__________________________ Room _______

Alternate Responsible Person: ____________________________________________

All Persons Accounted for: [ ] Yes [ ] No

Missing or Unaccounted for: Last seen:

Injured Persons Where now?

Absent / Left early / Sent elsewhere Where?

Additional persons present - not normally Normally where?

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18. STUDENT-FAMILY REUNIFICATION FORM (small school version)

Make additional copies of this form, as needed, to verify safe family reunification for each student.

Student's Name ClassName of approved Emergency Contact picking up student

Contact # and Destination

Signature

Verified by Principal or designee

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19. SCHOOL RAPID DISASTER IMPACT ASSESSMENT FORM(based on the Global Education Cluster Rapid Joint Education Needs Assessment guide)

Date of Assessment:Name of Assessor:Organization of Assessor:

A. GENERAL INFORMATION

1. What is the name and geographic location of the school?School Name:School ID No:Contact/Key Informant Name/PositionContact Ph. NumberProvince/StateDistrict:Village/City:

2. What is the GPS coordinates of the entrance to the school grounds? (in WGS84 format)Latitude (-90.0 to +90.0)Longitude (-180.0 to +180.0)Altitude (in meters)

3. What is the type of this learning facility?PrimarySecondaryOther (Please specify)

4. What is the gender of the student population?% Male% Female

5. Is this a rural or urban school?RuralUrban

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B. ACCESS AND LEARNING ENVIRONMENT

6. What are the current enrollment numbers?Boys Girls

Primary/Secondary Grade # _______Primary/Secondary Grade # _______Primary/Secondary Grade # _______Primary/Secondary Grade # _______Primary/Secondary Grade # _______Primary/Secondary Grade # _______

7. Since the emergency/crisis, about what percentage of normally enrolled childrenare attending schools/learning spaces at this location?

Boys GirlsNone / only a few (0-25%)Some (26-50%)Many (51-75%)Almost all/All (76-100%)

8. What are the number of internally displaced students attending this school?Class Boys Girls

9. What are the groups of children and young people that are leastlikely to participate in education activities in your community/area?

Children without a parent or guardianChildren with disabilitiesChildren working outside the homeEthnic minoritiesOther (Please specify)

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10. What are the two most common reasons for not attending school?Boys Girls

Fees or costsIllnessEarly marriageDistance to schoolLeaving to workLack of gendered facilitiesOther (Please specify)

11. How can we better support all learners, including those who might normallybe excluded (eg, those with disabilities, minority ethnic groups), at this school?

Training for teachersSpecial curriculum or teaching materialsSensitise community to allow participationAssistance devices (eg, wheelchairs, ramps)Other (Please specify)

12. What risks are present for learners and teachers while at school or travelling to/from school?Health risks from unsanitary conditionsLandminesBeing abused or exploitedSchools are vulnerable to attackSchools area potential site for recruitment or abduction of childrenOther (Please specify)

13. What is the level of damage to the school as a result of the recent emergency?Totally destroyed/not usable (basic safety cannot be assured)Occupied or looted and thus not currently usableDamaged, but can be repairedLimited damage, can easily be repaired (broken windows, etc)No damage

14. Are any temporary structures needed?Large tents (provide dimensions)Medium tents (provide dimensions)Plastic sheetingWood, bamboo, other local materialsOther (Please specify)

15. Is the school/learning space offering psychosocial support to:

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Yes Nochildren and youth?teachers?

16. What type of support for education is most essential right now in this community/site? (Choose only one)Repairing damaged school buildings or facilitiesEstablishing temporary spaces for learningEnsuring safety of learners and teachersProviding school materialsProviding teaching and learning resourcesProviding psychosocial support to teachers and studentsSchool feedingRecruiting teaching staffOther (Please specify)

17. What are the main water, sanitation and hygiene (WASH) needs at this school?LatrinesWater for drinkingWater for washingCleaning materials (soap for hand washing, etc)Hygiene educationOther (Please specify)

C. TRAINING AND LEARNING

18. Has this school lost the following materials as a result of the emergency?Official school documentsTeaching and learning materials (such as blackboards or stationery)School text books and library booksFurniture (ie, desks, chairs, benches)Recreation supplies (such as sports equipment)Water supply (hand-washing facilities, toilets, etc)Other (Please specify)

19. What urgent messages or information are needed by children and youth in this site to protect them during this period?

Peace education and conflict mitigationNatural hazards preparedness and risk reductionIncreased awareness of health, nutrition and hygiene issuesProtection against safety and security risks (eg. UXO, armed conflict)Psychosocial activities and supportOther (Please specify)

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20. What is the number of instructional days learners missed as a result of the emergency?

Instructional days missedHow many can be made up?

D. TEACHERS AND OTHER EDUCATIONAL PERSONNEL

21. Since the emergency, around how many teachers are still able to work?Men Women

None /only a few (0–25%)Few (26-50%)Some (51–75%)Many (76–90%)Almost all (91–100%)

22. What kinds of teachers do you need most right now? (Check all that apply)Have enough teachersFemale teachersMale teachersCertified teachersTeaching assistantsSubject specific teachers Please (specify)Other (Please specify)

23. What type of support for teachers is the most essential right now? (Choose only one)Psychological and social supportProvision of didactic materialsTraining (specify type)Other (Please specify)

E. EDUCATION POLICY AND COORDINATION

24. Have local education officials been able to reach and support this school since the emergency?

Yes No

25. Are there currently any functioning groups present in this community that are supporting education? (Check all that apply)

Government education authoritiesCommunity education committees (such as PTAs, SMCs)

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Local NGOs or religious groupsInternational NGOs or UN agenciesOther (Please specify)

F. COMMUNITY PARTICIPATION

26. If you have a school management committee, what is your evaluation of its level of activity?

Very activeSomewhat activeLimited activityExisting but not activeNot existing

27. What actions has the school or local community already undertaken to address the crisis? (Check all that apply)

Repairing damaged school buildings or facilitiesEstablishing temporary spaces for learningEnsuring safety of children and teachersProviding school materialsPsychosocial support for teachers and studentsSchool feedingOther (Please specify)

G. DEATHS AND INJURIES

deaths disabling injuries temporary injuriesStudentsTeacher and Staff

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H. COST OF DAMAGE

Area % of area affected Cost to repair or replace

STRUCTURESClassroomsStudent dormitoryTeacher dormitoryLibraryLatrinesHandwashingKitchenStorage areaRoofFenceCONTENTSTeacher desks / chairsStudent desks / chairsBook cases / storage cabinetsBlackboardComputerPrinterText books (details below)Teacher booksOffice and classroom suppliesOther

Textbooks (separate in to each subject) that effected damaged by flooding how much?No. Textbook Name Grade

LevelNumber missing

Price per unit

Approx. Total $

Remarks

(continue on another sheet if needed).

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