DOCUMENT RESUME

ED 199 HH8 EA 013 389

AUTHOR Benedetto, Harry J. TITLE School Emergency Planning Guide. INSTITUTION Pennsylvania State Dept. of Education, Harrisburg. PUB DATE BO NOTE 35p.

EDRS PRICE MF01/PCO2 Plus Postage.' DESCRIPTORS Community Planning; Drills (Practice); *Emergency Programs; Emergency Squad Persc el; *Fir. Protection; *First Aid: Planning; School Safety IDENTIFIERS *Disaster Planning; Emergency Medical Service; *Hazards

ABSTRACT This guide was prepared to assist PenasylAnia ,schools and communities' in the development of comprehensive emergeney Flans. Procedures for identifying and responding to potential community and school emergency Situations are presented. A plan for dew loping and organizing mass care centers utilizing schOol and community facilities and resources is recommended. in the event of major community-wide emergenoieS. Guidelines for organizing an emergency administrative staff are provided, as well as descriptions of the major duties and functions of each position. .Procedures are suggested for responding to hazardous conditions, utility emergencies,. bomb threats, demonstrations, hazardous materials problems, nuclear emergencies, And serious injury and illness. (JEH)

********** *4****** * *** **** ***** ****** ** ********** Reproductions supplied by EDRS are the best that can be made from the original document. ********,*** **************-N.*********** * $ DEPARTMENT OF HEALTH, FOUCATiCel 4 WELFARE NATIONAL INSTITUTE OF EDUCATION TwsOOTLIMENT HAS BEEN REPQ0- OLICEO EXA( TLY AS RECEIVED FROM THE PERSON OR ORGANIZAT.DN ORIDIN. ATING IT POINTS OF VIEv% OR opmi0r45 STATED DO NOT NECES$APILY REPHE. SENT OFFICIAL NATIONAL IN'VTITUTEOF EDUCATION POSITION OR ROL ICY SC 40II EMER ENCY PLANNING GUI I E

. 11 Iflill 'i

"PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)."

risylvono f of Education IWO SCHOOL EMERGENCY PLANNING GUIDE

en and edited by Harry J. Benedetto

1981 COMMONWEALTH OF PENNSYLVANIA Dick TI;' rnburgh, Governor

DEPARTMENT OF EDUCATION Robert G. Scanlon, Secretary

pFFICE OF BASIC EDUCATION Ron e:ei H. Lewis, Derv.ity Secretary and Commissioner for Basic Education Francis J. Moran, Deputy Commissioner lbr Education

OFFICE OF FIELD LIAISON AND PERSONNEL ADMINISTRATION Carolyn C. Brown, Executive Director

BUREAU OF MANAGEMENT SUPPORT SERVICES George. D. Sailers, .Director

-.CENTER FOR rAsic EDUCATION FIELD S- -ICES Habersberger, Director

Acknowledgement

Donald Bogart and Edward Lahnstein from the Bureau of Management Support Services are given special thanks for their contributions to this publication.

Don's knowledge of mechanical engineering and general facilities safety and Erl's background have proven invaluable tothe construction of the "School Emergency Planning Guide.

ii TABLE OF CONTENTS

Page

STATE RESOLLMON

HOUSE RESOLUTION 212 ______...... 2

INTRODUCTION 4

HAZARD ANALYSIS QUESTIONNAIRE...... 5

. CONTINUITY OF ADMINISTRATION 4 .... 6 POTENTIALLY HAZARDOUS WEATHER CONDITIONS...... 8

FLOOD ...... 11

MASS CARE...... 12

EMERGENCY ALTERNATIVE EDUCATION... 17

ENERGY MANAGEMENT 19

UTILITY EMERGENCIES ...... 22

'BOMB THREATS 23

FIRE', 23

DISTURBANCES OR DEMONSTRATIONS 25

HAZARDOUS MATERIALS INCIDENT 26

NUCLEAR EMERGENCY ...... 26

SERIOUS INJURY OR ILLNESS ...... 28

SUGGESTIONS FOR PLAN (SUMMARY)...... 29

RESOURCES...... a ...... 30

iii

re HARRISBURG, PA. ornez OF nit SECIMTARY taantion

,1978

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6 PRIOR PRINTER'S NO. 3115 Printer's No.3261

THE GENERAL ASSEMBLY Cg' PENNSYLVANIA

NOUSE .:RESOLUTION

Session of No 212 1980 TRODUCED BY MESSRS. GHT, MANNILLRR, PICCQLA, YARNER, STDBAN, COHEN, KLINGAXAN, MeKELVEY,- RAPPliPORT, REED, DORR, A. C. FOSTER, JR., BARBER, WENGER, PREIND, MOEHLMANN, HOEFFEL AND COWELL, MARCH 18,1980

AS REPORTED FROM COMMITTEE ON'RULES, ROUSE, OF REPRESENTATIVES, AS AMENDED, APRIL 29, 1980

In the House of Representatives, March 18, 1980

1 WHEREAS, The Rouse Select Committee- Till found that the

2 evacuation, of persOns in the area of a nuclear.- emergency would

3 require the use cif extensive temporary transportation equipment

4 and housing facilities; and

5 WHEREAS, The committee found that the public school system

6 the Commonwealth could provide significant transportation and

7 temporary housing facilities; and

'WHEREAS, The committee feels that, since nuclear power will

9 be one of the sources of energy in this country for at least the

10 foreseeable future, educational programs on nuclear energy in

11 the public school system would be beneficial to all the citizens

12 of the Commonwealth; and

13 WHEREAS, The committee found that the advance availability to

14 the general public of educational information concerning nuclear

15 energy and emergency preparedness would possibly have lessened

16 the confusion and misunderstandings which occurred during the

2 1 TN! incident; therefore be it

2 RESOLVED, That the House of Representatives urge the Department of Education to adopt plals to have available tothe'

4 appropriate emergency preparedness agencies necessary school

5 buses, school buildings and school equipment for usen thexase

f required evacuation; and be it urther

7 RESOLVED, That the Department of Educat implement a plan requiring educational programs in the public school system

9 the Commonwealth relative to nuclear energy, radiation and

10 emergency preparedness; and be it he

11 RESOLVED, That the Department of Education, and the

12 Pennsylvania Emergency Management Agency, with the co perati

13 of the Public Utility Commission, review,and plan toprovide

14 educational information concerning nuclearemergencies through

15 the use _f facilities of the power andcommunications utilities operating in the Commonwealth, including the. use ofinformation

booklets in utility bills and formation pages in telephone

18 directories; and be it further

19 RESOLVED, THAT THE HOUSE OF REPRESENTATIVESREQUESTS THE

20 SECRETARY OF THE PENNSYLVANIA DEPARTMENT OF EDUCATION, THE

21 DIRECTOR OF THE PENNSYLVANIA EMERGENCY MANAGEMENTAGENCY AND THE

22 CHAIRMAN OF THE PENNSYLVANIA PUBLIC UTILITYCOMMISSION TO

23 INDICATE TO THE CHAIRMAN OF THE SELECTCOMMITTEE.ON THREE MILE' COPY OP 24 ISLAND,- IN WRITING WITHIN 30 DAYS FOLLOWING RECEIPT OF A

25 THIS RESOLUTION, THE STATUS OF THERECOMMENDATIONS SET FORTH

26 HEREIN; AND BM. IT FURTHER

27 RESOLVED, That a copy of this resolution betransmitted to

28 the Governor, the Secretary of Education, theDirector of'the Pennsylvania Emergency ManagementAgency and the Chairman.of the

Puhlir Utility Commission.

L6GDGS/19800H0212R3261 al" INTRODUCTION

The Pennsylvania Department of Education in conjunction 1. Local school board resolution. with several other state agencies has developed this reference 2. Identify responsible person to coordinate emergency guide for Pennsylvania school administrators. program development. The objectives of the planning guide are: 3. Seek out ihe most appropriate resources and expert To alert school personnel tothe need for emergency help. preparedness and planning. 4. Program development should be part of and in concert To help prepare an emergency plan for each attendance with state and local emergency plans. center within the district' 5. The cornpiled information of an emergency plan To stimulate the development of a system for staff training should be aclearly documented collectionOff and evaluation of school emergency procedure. systematic strategies designed to lessen or nullify the To encourage the inclusion of safety concepts inthe impact of emergencies. curriculum and alternative education during times of 6. Review pla6 withlocalPennsylvania Emergency emergency. Management Agency organization, police and other Throughout the School Emergency Planning Guide there local officials. are frequent references to teams and committees. We recognize 7. Obtain legal advice with regard to liabilities. that in school districts of average size or smaller it would be 8. Acquire local board approval of school emergency difficult to have separate teams for each section of the guide. plan. Local discretion must be used to determine the practicality of 9. Apprise the community of plan particulars. assigned functions relative to the district's safety priorities. In 10. Have practice drills as prescribed by the approVed some instances functions can be assigned to individuals, emergency plan. without forming.a committee or team. As long as assigned tasks 11. Incorporate evaluation procedures to improve the can be properly completed, this approach in smaller districts efficiency of drills and warning systems. may be the most feasible procedure. 12. In-service administrators, teachers, maintenance Developing a comprehensive emergency plants a personnel and students in emergency preparedness. comparatively new and unusual rolefor school districts. 13. Develop emergency training curricula. Emergencies have little to do with the school's initial mission of 14. Do not neglect to include recovery procedures in the educating children. However, during an emergency situation development of an emergency plan. the prime consideration is the protection of life, limb and An effective plan cannot be done for you. Each district is property. The existence of a well thought-out and documented unique -and should design a plan that works best for it. The emergency plan will provide a greater measure of safety for the intent of this document is to provide those that are charged with children in the school's charge and provide immeasurable relief the safety of our children with some guidelines and approaches to citizens of the community in terms of housing and feeding in to emergency preparedness. The School Emergency Planning the event of extreme disaster. Guide in no way exhausts the resources available to you and is The following is a list of recommendations designed to given for your use in part or in its entirety. identify majoi stepping stonesinthe development of a In our modern condition laced with hazardous materials,.- comprehensive emergency plan. The list is merely a document nuclear incidents, fires, bomb threats and recurring natural for preplanning purposes. Each component will necessarily be disasters,itis obvious that there is an imperative need for expanded in detail to best serve the responsibility identified. comprehensive school emergency planning.., HAZARD ANALYSIS QUESTIONNAIRE._ Hazardous Chemical FactorieS and/or Storage

I Fireworks or Explosives Possible hazards that may exist in a community are listed below. More than orie hazard may exist in one location and Oxygen and Acetylene some hazards may be dependent on other haiards. As an example, bulk storage tanks of gasoline or propane gas may be Poisonous Chemicals located adjacent to a railroad. Other factors to consider are the density of population, the- type of nearby structures, access to Compressed Gases the area, drainage s;%lems. etc. In other words, what is the potential of a hazard becoming a disaster? 5 Other Based upon this analysis, using the number 0-5, enter the degree to which a hazard might become a disaster in each blank Radiation 0 meaning not likely to happen and 5 meaning it has happened before or is very likely to happen. The completed list A., -Nuclear Power Plants (within 10 miles) will provide a means of comparing the potential of listed hazards. Consideration should be given to the consequence of a Radioactive Waste Disposal Site Near-by particular occurrence. Frequency of occurrence may establish a priority, on the other hand the severity of the incident may C Nuclear Fuel Recovery Plant Near -by establish still another- priority:The ramifications of a snow storm as opposed to a or a nuclear incident are obvious. D- Nuclear Research A rating of 5 shbuld include a brief description of specifics. 1. Natural and Environmental Nuclear Fuel Processing Plants

A Earthquakes F Strategic Weapons (Missile Station or Storage) Commercial Users (Hospitals) Tornadoes H Other D or Very Heavy Snowsto IV_ Medical/Health E. Ice Storms A Extreme Smog F Landslides _6 EpideTnic G Forest or Brush Fires Water Pollution fl Land Subsidence (cave-ins) _D Mass Poisoning t. Droughts E. Rodents 1. Severe Wind Storms. F. Other II. Industry Domestic A. Fuel _A. Power Failures 1 Gasoline Bulk Storage Tanks a B. Water Shortage 2 Propane Bulk Storage Tanks Fuel Shortage Underground Gas Storage (bed-rock) Food Shortage 4 Underground Gas Mains Civil Disturbances 5 Main Trunk Lines (Gasoline, Crude Oil, etc F Large Fires

Other O. Other VI. Transit Hazards .. In the 'absence of the school superintendent, the following administrators, in sequence, shall be contacted for decision- Railroads making purposes:

a.Assistant superintendent, Highways School telephone C. Airports or Flyways Home telephone D. Freight Terminals b. Other

E. River Barges School telephone 4 ,Home telephone 'CONTINUITY OF ADMINISTRATION 2, In the case of a school building emergency situation, the decisions will be made by the school principals. The purpose of a structure for administrati1.1 continuity is to provide a well-known and accepted chain of command. School telephone Emergencies require spontanethis decisions and immediate action. Too often those who have the abilityto, function Home telephone ,rationally under stress do not have-the authority to make action decisions. Inthe absence of the school principal,the following The lack of decisive or immediate action that frequently I administrators, in sequence, shall be contacted for decision- occurs during emergencies is primarily due to the absence of ; making purposes: established and recognized roles of. responsibilities and a. Assistant principal authority. An assigned responsibility should also, have the associated authority to affect action as well as the identified School tele. phorie boundaries within which authority begins and ends. The kind, urgent), and magnitude of any emergency that is Home telephone imminent will most often determine the extent or limitation of b. Other authority. Itis,obvious that the superintendent of schools will decide when schools should be closed due to inclement School telephone weather. Itis obvious that the principal will supervise the orderly evacuation of a school building in the event of fire, Home telephone However, when the Governor declares a regional or c. ether statewide emergency, leadership and coordination of activities° and services relative to the closing or School telephone evacuation of schools will originate from the state Home telephone government through PEMA to the county emergency management director to the superintendents of the You may decide on a procedu're different from the preceding respective school districts. examples, but be sure you develop some kind of chain of It has become evident from the recent experiences of flood, command. When disaster strikes,- someone will be called upon oil embargo, natural gas crisis, severe winters and the nuclear to make decisions. They will also have to -provide the answers incident, that the state must provide leadership, direction and following the emergency. effective communication in order to coordinate the flow of

, services tolocaldistrifts and assistlocalofficialsin the Emergency Re'sponsibilities PDE expeditious performance of their tasks. Under- any condition the first responsibility of a school Assigned responsibilities are related to emergency situations district is the safety of its students. Regardless of what authority and are in addition to normal day-to-day activities. is in control the staff of a school district, both administrative and teaching, are not absolved of the responsibility of seeing to I. Mitigation Activities the safety of their children. The safety of the children is prime and continuous while in -the custody of school authority and Develop in coordination with the Pennsylvania until such time as the children are released to the parents or to Emergency Management Agency, materials designed to some other responsible and authorized person or agency. educate school students, faculty, school administration and the general public in response' to disaster3. Local During an emergency, a chain of command should be 2. Preparedness Activities establis,hed and kept up-todate. Wel/suggest that the title or position be designated rather than the name of a particular a. Maintain plans and procedures for the implementation of individual. This insures continuity regardless of personnel assigned emergency response activities. changes should a disaster occur. We suggest the following: b. Maintain plans and proceduresforthe emergency I. In the case of' a districtwide emergency situation, the evacuation of department facilitiesto include decision will be made by the superintendent of schools, dissemination of alert information toemployes, implementation of evacuation plans and designation of School telephone key personnel to maintain essential department functions. Home telephone

6 c. Designate key personnel as emergency response team d. Investigate relief for those schools closed_ the members to report to the Emergency Operations-Center, d. emergency from the 180-day requirement. c- Pennsylvania Emergency Management Agency during' e. Supply, as requested by the Pennsylvania Emergency any emergency situation that would require the EOC to Management Agency, professional engineering be manned. assistance for educational facility damage surveys and d_tfrovide ''assista_riceto educational institution reporting activities which are prerequisite to the dministrators in the development of uniform procedures preparation and Filing of Federal Disaster Assistance tr H...stonse to disas,ers. Project Applications, toinclude' assistance inthe e. Provide for the development of a resource inventory for inspection of completed repair and replacement work. hele-gion(s) afltcted by the emergency (i.e., buildings, f.Prepare and submit or assistin the preparation and buses, special expertise and/or communication systems submission, of Federal Disaster Assistance Project Applications filed by or on behalf of state and private f." _Provideto Pennsylvania Emergency Management non-profit educational institutions.. Agency interpretation and/or recommendations as may g. Prepare and submit, or assist the preparation and be required by law to provide for safety and welfare of submission, of applications for specialized: educational students in school and/or providing for the transport of assistance grants sometimes authorized in disastei those children to home or other facilities, situations_ g. Cdnsult with .and serve as liaison be/V ieen county and h. Supply, as requested -by county and local agencies, e organizations and the public and private school professional advice and assistance in the development of systems, in both basic and higher education. specialized training programs designed to assist. disaster victims in gaining job skills for re- employment. rgency Response Activitie During any situation that has been declared a state of a. Designate names of personsIto will constitute' E emergency by the governor the following officials should be Emergency Response Team rembers who will be a to contacted for the latest information, assistance and/or Condikt. 24-hour operations at the State En-ierbency direction. Operation Center_ The list should be extensive enough to Phone allow for 24-hour manning of the EOC throughout the 717-787-5820 Secretary ofducation amergenyy. 717-787-2127 Commissionei for Basic Education b. Collect and report,to the Pennsylvania Emergency 717-787-7808 Director of the Bureau of Management Management Agency, information on and' damage to and Support Services disruption of public and private educational facilities and Emergency Planning Coordinator systems: PEMA * c. Designate mes of persons to coordinate the operation EducaticarE ergency Response Team of the statewide educational communication system. This communication systemwillbe directedat PDE Summary Cheek List headquarters. d. Designate persons to coordinate mass transportation and Staff and Assignments assist PEMA authorities to effectively use the,statewide willbe school bus fleet. This coordinating function Administrative -Staff directed by PDE withceoperation at PDE station at EOC. e. Designate persons to coordinate and Work with PEMA The_ following emergency administrative staff have been auth-oritiesto effectively use the public school buildings identified. The responsible staff members are oriented end and coordinate their availability to be used as mass care know their responsibilities. (For details of function see section. centers. This function will be directed from the State on Mass Care and Emergency Administration. Page 12-15r EOC, Designatepersons to coordinatethe availability and f. The selected and oriented: location of food supplies that could be used during a.i emergenCyasituation sat mass care centers. This function Executive officer . will be directed from the MateEOC, g. Plan dismissal of schools that are ill target or disaster . *Assist nt. xecutive officer area. Plan dismissal of sch9ols whose facilities might be used in evacuation efforts for mass are centers. This is to Personnel officer be undertaken by POE coordinator at EOC. Cornmurtication officei 4. Recovery Activities a. Determine when9 open schools -cloked 'during 'the cglansportation officer disaster. b. Coordinate the use of the statewide school bus fleet to' *Maintenance officer returp (nose evacuated to their homes when designated. Determine what damage was done to public school *Cafeteria officer' facilities during the disaster and request relief from those agencies capable of providing relief. *Dormitory officer V 'Recreation officer Survey of personnel with special training

Curriculum officer Mass care letter of agreement

Medical officer POTENTIALLY HAZARDOUS WL HER. Emergency Task As iignments CONDITIONS Coordinator of administrative staff There are many hazardous weather phenomena that occur within the geographical boundaries of the Commonwealth of Emergency operation plan Pennsylvania and, depending upon the severity of these weather phenomena, could very well threaten the lives of Continuity students and cause severe damage to schools. The safeguarding of the children's safety andlifeis Staffing paramount and must therefore be given the highest priority whenever hazardous weather is forecasted. Legal Perhaps, the best source of information concerning .forecast of hazardous weather for superintendents arfd Fallout protection \ principals of schools is the National Oceanic and Atmospheric Administration, , rzz3 Network. Radiological services`, The National WeatherService`s responsible for providing weather service to the entire nation:\Since this responsibility is Fire prevention and control somewhat problematic, it is understandable that the National Weather Service may not be able to reach over 200 million Precution people personally. Since each telephone call cannot be answered personally, the National Weather Service provides the latest Care and treatment official weather information broadcasted directly from their offices. These broadcasts should be within listening range of *Training over 90 percent of all the citizens of the Commonwealth of 'Pennsylvania. Therefore, in order for school officials to be aware of the Other Consideration's latest weather conditions and possible hazardous weather forecasts, tlft National Weather Service provides continuous Location of PEMA: county, local weather broadchsts on the NOAA Weather Radio Network across the Commonwealth and provides the latest official *Township supervisors. weather information. There are nine NOAA Weather Radio Network transmitters Police located throughout the Commonwealth and their locations and frequencies are provided for your information: Rescue Location Frequency. Location Frequency -Allentown 162A0A4112 _Philadelphia 162.475 Mh2 , Fire companies Clearfield , 162,55'Mh2 Pittsburgh 162.55 Mh2 Erie 162.40 Mh2 Wilkes -Barre162,55 Mh2 Doctor Harrisburg 1.62,55 Mh2 162.40 Mh2 JohnstoWn 162.40 Mh22 Hospital During severe weather or flood conditions the routine Red Cross weather broadcast will be interrupted by a special tone alert, which will activate specially designed receivers and then the Salvation Army special WATCH or WARNING concerning hazardous weather information will be broadcast. Radio and television stations, newspapers Receivers-that will enable school officials to be aware of the latest weather information and receive immediate notification impending hazardous weather that.may endanger the lives of Weather service students and faculty are relatively inexpensive and may be purchased at any electronic store at an approximate cost of $40 Electric company and up. This model wil4 of course, contain the special tone feature and during emergency weather conditions will come on Telephone company automatically to inform school officials of current weather conditions and forecasts. Immediate releases are prepared and ofHeavy equipment, water and fuel storage issued for the following: 1, Weather Watch issued to alert people that conditions Agreements and Surveys are organizing that might cause some type of severe weather or flooding. This is used for planning purposeS Survey of resources and need only and should not be confused with a weather warning. 2. Weather Warning issued whenever severe weather or 3. Staff should proceed with all students to predesignated flooding is imminent or is occuring. Immediate steps shelter areas, preferably in the basement. If no should be taken to preserve the safety of all students and underground shelter is available, an interior halls; Avoid faculty. the lowest floor will probably be the Kest shelter. Avoid 3. Statements issuedatfrequentintervalsduring. 'windows, as well as auditoriums, gymnasiums,_ or other emergency conditions to keep the public informed about the status concerning the emergency weather conditions. structures with wide, free-span overheads. Determining Schools that have a receiver with the special tone alert the best available shelter iscrucial to the safety of feature will be alerted to any hazardous or potential hazardous students and staff. Tornadoes come from the southwest; weather conditions automatically and will then have sufficient school rooms on the upper floors facing south and west Lime to prepare for the safety of the students. Receivers for will be hardest hit. The safest place is in the basement and weather reports should be of the AC/DC type that will continue interior corridors on the lowest floor that opens to the to be functional in the event of local power failure. east and north, where wind force usually will be the least. The following preparations should be made: A. Tornadoes a. Provide definite instructions to custodians concerning their responsibilities for turning off utilities. I. A is a forecast of the possibility of ongr b. Post tornado shelter routes in each room. c. Make provisions to warn all persons outside the more tornadoesinalargearea. Continue norrull activities but monitor radio weather reports for tornado building so they can proceed, toshelter.Special warnings. provisions for the movement of handicapped students a. Pennsylvania has a warning system for severe weather may be necessary. conditions, involving the Pennsylvania Emergency d. Make all school personnel aware of the established Management Agency, the Pennsylvania State Police tornado procedures at the beginning of each school and the National Weather Service. The notification of year and review the subject periodically. a weather watch or warning is done by a tone-encoded e. Give bus drivers instructions concerning procedures message from the nearest weather radio broadcast to follow if they see a tornado while transporting location through a weather-warning receiver as students. previously described. You can get information on f. Conduct periodic ,classroom discussions about established tornado procedures. buying a receiver through your .local PEMA coordinator. g. Warn students _before the -tornado season regarding b. The receiver should be plugged in and placed in a low areas where flooding might occur and where there location where itwill be monitored whenever the might be loose or downed electrical wires and danger building is occupied. from lightning. c. When a tornado watch is announced over the weather- warning receiver, the local radio station should be B. Severe tuned in for updated weather information. Their frequency is I. Public warning signal is received over radio, TV or the d. A predesignated responsible person should be weather-warning receiver. Sirens are not sounded unless there is danger of a tornado. assigned as a lookout and equipped with communication gear. (This could be someone from 2. School warning signal (established by each school).: for the custodial staff, cafeteria staff, etc.) A responSible example, siren, bell or horn, etc. School warning signal is senior-level student or a student teacher could be as follows:' (for example, two assigned as an assistant. This lookout should have a short, one long, etc.) good,-clear view of the south and west or the direction 3. If a storm occurs at dismissal time, it might be advisable to hold students until danger has passed. of approach of threatening weather. e.If atdismissal time the weatheristhreatening, although no official warning may have been received, C. Hurricane consideration should be given to keeping students at Hurrianes are tropical storms with winds that reach a school until the threatening period is over. velocity of 73 miles per hour or greater and are, usually 2. A means that a tornado has been accompanied by , thunder and lightning. detected and may be approaching. Hazards that may occur as a result of a hurricane's high a. The, public warning-signal five-minute steady blast wind velocity are: on emergency preparedness sirens is activated. This a. Downed power lines with their associated cutoff of signal may be repeatedif necessary.If your community has nal emergency preparedness sirens, ventilation, heating, air conditioning, refrigeration, check with local officials to determine the warning lighting, pumps and communication systems. b. Falling debris such as uprooted trees, tree limbs, hanging signal in your locality. signs, blown off roofing materials, chimneys, etc. b. School warning signal (established by each school) c. Impaired vision while driving. d. Road blockage and traffic jams as a result of fallen debris School warning system is: which delays arrival of emergency vehicles such as fire trucks, ambulances, police cars and utility repair vehicles. The hazardous weather problem in the Commonwealth e. Follow these procedures if bus is stalled: as it relates to hurricanes is the associated torrential (I) Stay with bus. that may cause flooding conditions. Flood conditions will be (2) Turn on clearance lights.- discussed in greater detail in another section of these (3) Allow the motor to run only if exhaust s cleared guidelines. by air currents. Since the National Weather Service knows the formation (4) Provide ventilation by lowering windows slightly of a hurricane in advance and can forecast the movement of on side away from storm. hurricanes with a high degree of accuracy it would be (5) Do not panic, work slowly. advisable for a school district to acquire a Weather Radio (6) Beware of overexertion. Network transmitter as described in the beginning of the 7. On specialoccasions,policy should be established hazardous weather section of this guide and follow covering bus trips for athletic contests, field trips, class procedures similar to those discussed in the tornado section. tours. 8. Maintenance staff should follow proper procedures for D. Blizzards (Severe Snow Storms) "shutdown" to assure energy conservation takes place while school is closed. See the "Energy Conservation" I. Public warning is issued by the National Weather Service section of this guide. through radio and TV when a (severe snow 9. The building's energy supply should be monitored while storm) is anticipated. the school is closed, and the supply, replenished for a. School will be closed early -so buses can deliver reopening of school. children to homes, if applicable. b. Buses will be Ikpt in radio contact at all times. If radio Summary Check List contact is not available, and adequate, check system Policy Statement should be implemented. Policy established for dismissal of school due o potentially c. Radio station will be kept informed of the hazardous weather conditions schedule or delay of buses. 2. Students should be warned of the following: A. Policy includes:reason: a. To go directly home after school day. (1) School personnel should be aware if individual impassable roads students are authorized to go to residences other than their homes. 'power failure (2) A questionnaire. should be distributed to students requesting this information from parents. breakdown in facilities b. To be properly dressed. c. To be aware of low visibility when crossing streets, etc. B. Policy includes procedure for notifying parents 3. Special provisions should be made for handicapped students. use of radio and/or television 4. School closings are determined by the superintendent of schools. In additiotk, notice` should be given to local radio person or office selected to notify station and TV stations when schools are not in session. 5. The following equipment is recommended for the school 'identify code word verification bus: before announcement a. Two-way radio b. Fire extinguisher C. Policy includes recommended bus equipment c.First-aid kit d. PlasticScraper two-way radio e. Shovel f.Sack of sand fire extinguisher g. Flashlight and/or signal light (extra batteries) h. Tow chain or cable first-aid kit i.Rear tire chains j.Jumper cables 'plastic scraper 6. The bus operator should do the following: a. Use two-way radio to notify the superintendent or shovel designated superior in the following situations: (I)If road is blocked sack of sand (2) If Os is stuck (3)If bus has been in an accident 'flashlight and/or signal light (extra ba (4) If route has to be changed b. Check exhaust system daily for leaks. tow chain or cable c. Use regular route when possible. d. Arrange, during bad weather, for parents whose rear tire chains children have been let off bus to call next parents on route and tell them that the bus is on its way. 'jumper cable D. Policy includes bus driver instruction or use of two- y 2. This is one of the few disaster conditions in which evacuationis recommended. Prepare to leave radio to notify supervisor immediately if advised:to evacuate. 3In case there is an area which is known to flood, plans a road blocked should be made in advance-as to wharactions-are proper with regard to the following: bus stuck a. Bus Safety (1) Alternate routes to be used, accident 4(2) Notification of parents in advance as to: (a) Adjusted bus routes. detour (b) Where child will be picked up and where'child will be taken. ado ino notification by parents (c) Procedures to eliminate or greatly reduce necessity to telephone calls. E. Policy includes procedures for stalled bus b. Students Walking (1) Routes to be taken: stay with bus (2) Supervision by school personnel. 4. As soon-as information is received that an area is flooded, a turn on clearance light the following activities should be implemented: a. Bus drivers should be notified. run motor only if exhaust is cleared by b. 'Parents should be notified if that is part of plan. air current c. Supervisory personnel should be assigned stations. d. Plans should be implemented for holding pupils after provide for proper air ventilation normal school hours if early dismissal should be put into effect. *caution driver on overexertion 5. In case of sudden or flash flooding during day or while bus is on itstrip,instruct bui drivers as to their F. -Policy includes contingency plan for special bus use responsibilities: a. In crossing a flooded bridge. trips for athletic contests b. In traveling through a flooded area. c. In caring for children who cannot be delivered to their afield trips homes. d. In notifying the school office of conditions. ',class tours In preparing for possible flooding, each school district should acquire a flood plain map from the handicapped and special' education students prOper local municipal official. The maps, prepared for the Commonwealth of Pennsylvania by the Army .0. Other Corps of Engineers, regionalize the state according to its natural drainage. These drainage systems are: H. Other Upper Ohio Drainage System (West) Susquehanna Drainage Systein,(Central) L Other Delaware Drainage System (East) In addition to acquiring the flood plain map f6r your area, you should contact experts who can best analyze potential hazardous conditions. The expert analysis will help you prepare FLOOD contingency plans to protect-life and property. In planning and preparing for the possibility of flooding: Many areas of Pennsylvania are subject to floods. Except for Form local committees to study ice-related flooding as flash flooding, floods usually can be forecast with sufficient opposed to other flooding conditions. This is,a form of advance notice for emergency action to be taken before flood flash flooding.. Waters affect a specific area. 2. Contactlocal government and other authorities, such as Considerations should be given to keep studehts at school county highway offices, local civil defense units and uritil the threatening period is over in locations near areas environmental experts to determine the possibility of experiencing,. flood .conditions, but which are not directly flooding of transportatibn routes and bridges. .affected. 3. Determine what emergency facilities will be usable in view In those areas subject to serious 'flooding,. school disaster of fuel availability and the yossibility of extremely high plans should include a section on 'floods so that all pupils and water. other people in the school will be familiar with the warning and 4. Take whatever steps are necessary to remove files and local, evacuation plans. The following should be considered: equipment from areas of probable flooding, building by When a general area is affected, notice will be given over building. \ thestatewarning system.Local governmentis responsible for warning in the event of flash flooding. Note: Refer to Section on Mass Care. During periods of possible flooding a radio watch should be maintained. FLOOD STAGE CHART Allegheny River Franklin ...... 17 COMMUNITY FLOOD STAGE' Kittaning 23 (in feet) Acnetonia ... . 20 .- Conewango Creek Delaware River ...... 8 Monogahela River Port Jervis .. .. 18 Greensboro 21 Easton ...... 22 19 , Trenton .. _ ...... 20 Braddock Brandywine Greek Beaver River Beaver Falls. 15 Chadds Ford 9 ...... Lackawaxen Hawley 11 Lehigh River The flood stage chart provides a general overview of large' Lehighton ... .. 10 water bodies and their flood stages. The smaller, tributaries Walnutport 8 usually reach their flood stages before the larger bodies of water overflow their banks. Often localized flood conditions will exist = Allentown ...... 12 Bethlehem ...... 16 with no obvioui rise in the main natural drainage- systems. Schuylkill River Regional flood stages for the smaller tributaries should be Pottsville 8 acquired` or calculated in preparation for possible localized Reading ...... 13 flooding conditions. Pottstown 13 Norristown .. 17 MASS CARE Philadelphia.... Perkiornen Creek 1. As a result of disaster, numbers of people frequently need Graterford . 11 temporary emergency lodging, feeding, clothing and certain Neshaminy Creek specialsocialservices(e.g.crisiscounseling). PEMA Langhorne 9 activities associated with supplying these needs are termed Susquehanna River mass care operations. Towanda . 16 2. Since supplying emergency lodging, feeding and clothing is Wilkes-Barre , 22 not a routine, day-to-day function' of government, basic Bloomsburg...... 19 responsibility for all required mass care operations rests Danville...... 20 primarily with county and local emergency management Sunbury 24 organizations. It is a community support activity calling for Harrisburg 17 detailed advance planning and organizational work on the Dixon ...... 9 part of county and local mass care staff groups. West Branch 3. Staff mass care groups are responsible for (1) supplying Clearfield 10 . information and advice 66 mass care operational matters; karthaus 19 (2) maintaining liaison with other appropriate mass care Sinnemahoning.. . . 15 groups;(3)providing general coordination of disaster Renovo . 16 operations carried out by mass care organizations and units Lock Haven ... 21 within their respective political jurisdictions; and (4) Cedar Run... 12 coordinating operational activity with other staff grobps and Jersey Shore ...... 26 services. Williamsport ...... 20 4. Mass care activities usually will require the operation of two Milton 19 basic types ,of eMergency facilities: mass care centers and Lewisbury 18 emergency feeding stations. Juniata River a. Mass care centers are fixed facilities required and used 12 Saxton ...... for s%ort-term emergency supply of life essentials to Williamsburg.... 12 people temporarily homeless. In addition to lodging, Huntingdon...... 12 feeding and clothing, mass care centers should include Mapleton Depot 20 previsions for simple, home-type nursing care and other Lewistown ...... 23 primary "human comforts!' Primary responsibility for Newport.. 22 the selection and classification of mass care center sites Lackawanna River , rests with county and local emergency management Archbald ...... 8. organizations. This basic planning and organizational Old,Forge .. 11 work includes advance arrangements or understandings Ohio River With facility owners and operators, staff assignments and Pittsburgh . . 25 the provision of emergency eqiuipment -not already on Dashields.. . . . 26 site. Mass care centers should be used only in the event Montgomery ...... 32 that county or local officials find it impossible to arrange for care of the homeless either with relatives, friends or neighbors or in available commercial facilities. b. Emergency feeding stations arefacilitiesfrequently disaster situa on this position would be responsible for required for short-term emergency feeding of people the maintenaire of suen records that may be required in temporarily unable to obtain food prepared at home, and order to know the precise location of all students and also emergency management staff engaged in emergency faculty. -Schools are responsible for the safety of the operations. These '-'stations' include both mobile and children from the time they leave home until they are fixed units. As a rule the nature and extent of necessary returned home. The responsibility becomes even more emergency operations a-norrIterminedas important during times of emergency_Therefore, should__ emergencies actually develop. Therefore, an inventory of it hecome necessary for the school to evacuate children, it localfeeding facilities, including the names of the owners isery important that a responsible person knows exactly and operators, should be maintained, since some or all of where each and every child is located in order that this these facilities may be needed should disaster strike. information may be passed onto parents whenever they Emergency feeding stations are used when and as needed. come lookifig for their children. The opening of those stations required to feed members D. Communialtion Officer of- the publicatlarge,as contrasted to emergency This position shall be responsible for the maintenance workers, should be preceded or accompanied by of communication_ between the school and the senior appropriate dissemination of essential information officer in charge within a political subdivision (county concerning their location and activation. emergency management agency, borough, township, 5. Any situation wherein large numbers of people are killed, etc.) in order that the school will be constantly apprised of, injured or suddenly driven from their homes will cause the situation. In addition, this position shall maintain countless requests for information concerning the status and constant communications- with the PDE emergency whereabouts of individuals known or believed to have been response team member who shall occupy an office within in the stricken area. This matter is so importantthat it is the emergency operations center at either the state or `essential to establish an emergency registration andinquiry regional offices \ Finally, this position or "human locator" system,capable of providing immediate shall be responsible for m nitoring the receiver that information about the status and whereabouts of all disaster provides the most current. iformation concerning the victims. forecast of hazardous weather. 6. Specific and detailed information is available on mass care E. Transportation Officer operations and activities (see Resources). This position shall be responsible for the use of school- owned vehicles or contracted vehicles. The primary use of Emergency Administration these vehicles will be for transporting students to their homes or a safe area should- coryitions warrant such I.Emergency Administrative Staff action. Once the children are homer safely relocated, it It is essential that each school district and.each school would bethe responsibilityofthisposition to make those within a school district set up an emergency administration vehicles available to the senior officer in charge within a staff that is capable of insuring the safety of the studentsand, political subdivision. In addition, this positionwould be 'faculty during any. type of emergency caused by natural or responsible for the accountability of all school-owned or 5 man-made disaster. contracted vehicles. The emergency administration staff should include but F. Maintenance Officer' - not necessarily be Hi-tined to the followingpositions. This position shall be responsible for complete A. Executive Officer . maintenance of allfixed school property.Ifitis This position shall be responsible for activatingthe determined thatallstudents, will be sent home or staff and assigning hours and duties. He/she -shall evacuated and the buildings have been evacuated, it will formulate the staff's-operating policy authorizeall be the responsibility of this position, in conjunction with purchases and the disbursements of school property. This- the executive officer, to make the spaces available to the

position shall alsob_e responsible for'contacting the legal senior official in charge within the political subdivision in authority within' thepoliticalsubdivision during . the event there is a need for mass care centers. Also, it .emergency operations andmaintain communications will be this pdSition's responsibility to inform the PDE's with the various emergency management agencies to emergency response team member located at the state or insure coordinated efforts flow smoothly for emergency regional emergency operations center of any action that operations. Also, direct communications must be has been decided concerning the use of fixed school maintained with the PDE emergency response teams that property as mass care centers. Last, this position shall be will be located at the Pennsylvania _Emergency responsible for complete shutdown of all school property ., Management Agency headquarters in the Transportation whenever the facilities are not inuse.. and Safety Building,Harrisburg, Pennsylvania. Cafeteria Officer Telephone number This position shall be responsible for accountability of B. Assistant Executive Officer foods that may be used whenever the school facilities are This position shall be responsible for carrying outthe used as mass care centers during any type of disaster. duties of the executive officer' during theexecutive Also, this position will be responsible for the assignment officer's absence, Otherwise this position .shall assume of people to prepare food, purchase food when the duties as assigned by the Executive Officer. authorized, and in conjunction with the maintenance C. Personnel Officer officer, exercise control over the use of all school kitchen, This position shall be responsible for themaintenance cafeteria equipment-and space. of all records concerning students andfaculty. During a H. Dormitory Officer developed, coordination with political subdivision This position shall be responsible for the assignment emergency management agenciesis necessary to insure of space to all people reporting to the school whenever cooperation among all governmental organizations the school serves as a masscare center.Also, during a disaster. Division of labor and cooperation coordination with local, regional and state emergency during a disaster is essential if the saving of lives and preparedness agencies will be required in order that protection of property as the paramount goal is to be adequate cots, sheets, blankets, pillows, pillow casts, etc. achieved. 1d11a e available-for use-by theschool.--i-n C,Prov Ide-for-Cunti 'conjunction with the personnel officer, accurate records. This assignment is responsible for establishing lines of of all evacuees must' be maintained in order that all succession, preserving vital records, the establishment of people will be accounted for during and immediately communication and maintaining an emergency operation following a disaster.-This would be especially true in cases center for those assigned to the emergency where members of one family are located atdifferent administration staff. These actions can only lead to a mass care centers. better organized staff that would be able to coordina'9 I.Recreation Officer with neighboring political subdivisions. This position shall be responsible for the organization °D. Staffing of an Emergency Operations Center of activities as long as people are required to remain at the This assignment is responsible for assigning staff and school during a disaster.' It is essential that all people faculty to the Pbsitions_out:ined in section I above.It is (adults and children) are involved in some type of activity essential' that more than one person be assigned to each to keep their minds off of their problems and amethod of position. Should it ever become necessary to remain at of maintaining order is established. the school for extended periods of time, the-ability work----- J. Curriculum Officer having more than one person in each position to This position shall be responsible for setting up a study shifts would make thy tasks so much more easy. program for those level of students who areassigned to a E. Legal Authority of school that is acting as a mass care center. This particular This assignment is responsible for the maintenance of time when activity will be scheduled whenever the time frameof a law and order at the school during a period disaster is extensive enough to warrant a study pro. am. the nature of a disaster requires numbers of people tolive in close quarters with each other. The person(s) assigned K. Medical Officer to fulfill this requirement must begiven full authority to This position will be responsible for those people who official of the have had an accident during transit or while atthe school, protect life and property by the senior, those who are or have become ill andthose who require political stibdivision or school district. 1 some type of minor medical attention.The type of F. Fallout. Protection medical services that can be offered will be of alimited This. assignment is responsible for identifying all areas nature. However, it will be this position'sresponsibility to within a school district that are capable of protecting the the executive officer. or students and faculty against any type of fallout.The first make recommendations to faculty representative whenever 4 person requires more medical consideration must be to the *dents, then the -attention- than that which can be offered at the school.In and finally the population at large. conjunction with the transportation officer, arrangements G. Mass Care Coordinator This assignment is responsible for coordinatingwith will be made to. transport that person or those persons and who require additional medical treatment to a mare the local emergency management agencies suitable medical facility. In addition, this positior .in subsequently with volunteer agencies (Salvation Army, maintain etc.) for the setting up of a mass care center shouldthe conjunction with the personnel officer, shall place once accurate records of persons treated and thedisposition of need arise. However, this action can only take the students have been transported to theirhomes or each case. have been otherwise placed in a safe environment. H. Radiological Services). IL Erittfgeney Task Assignment This assignment: is responsible for reviewing theentire school district to identify radioactive hazards that maybe In order that each school district and each schoblwithin a prepared to cope with any type of a detriment to thestudents and facility and recommend Schooldistrictis evacuation of Stbdents and faculty when necessary, emergency, it is essential the followingtasks be assigned. I.Fire Prevention and Control A. Coordination This assignment is responsible forinsuring a viable This assignment is responsible for thecoordination of 'district that- the emergency administrative staff, update andkeep plan exists within each building of a school plan for the school provides for the safety of students and faculty. This plan current the disaster preparedness all of the students district, interview and screen personalities forassignment must be exercised sufficiently to insure and faculty know where to go and how to getthere so as to positions on the emergencyadministration staff and to keep them out of danger. conduct exercises to insure the emergency planof action is functional and will fulfill the goals it is intended todo - J. Precautionary Measures This assignment is responsible for mitigatingthe protect the lives of the children and faculty andprotect tianticipated effects of an impending disaster. In most cases school property. there is sufficient warning of an impendingdisaster and B. Emergency Operations Plan precautionarY measures may be put into' effect. Clearly This assignment is responsible for the preparation of a of a jurisdictional emergency operation plan relating to the natural disasters within the Commonwealth are meteorological nature and sufficient warning isbroadcast' natural and man-made disasters. Once thisplanis

14

- 7 rl by the National Weather Service Radio Network. 4. The-following forms serve the dual purpose of providing a K. Emergency Care and Treatment signed agreement and a physical description of the facility. A This assignment isresponsible for setting up an separate form should be completed -for each building. The emergency treatment center for the care of casualties form is designed to cover a variety of buildings, as the survey resulting from a disaster. This need not be a complete will be expanded to include churches, fraternal hospital. However, it should be capable of administering organizations, social clubs, armories, etc. minor medical services and recommending transport to a 5. Reference is made to question No. 18 of the form. We feel hospital for those in need of such care. that it is particulary important to have some regular building L. Training staff as part of the emergency staff. They have a protective This assignment is responsible for scheduling each 3 interest in the property, familiarity with the layout, utilities, person assigned to the emergency administration staff to etc., and have the necessary keys to permit or deny access to receive training which is available through the state and critical areas. local emergency management agencies. Once the staff is 6. Section II of the State Council of Civil Defense Act of March trained, a course in disaster preparedness and survival 19, 1951, P.L. 28, grants to any person allowing his or her should be offered aspart of each school district's facilities to be used for Civil Defenses immunity from curriculum. liability due to negligence causing death, injury or loss or The unassigned teacher pool and student pool will be called damage to property. This immunity is granted to any person uppn as the need for service arises. owning or controlling real estate or other premises who voluntarily and without_ compensation grants a license or PEMA Headquarters privilege or otherwise makes such premises available for Cbunty Civil Defense purposes. Local 7. Thereisno stand-by legislationto provide for reimbursement of out-of-pocket expenses during an Township Supervisors emergency. However, experience in past disasters has shown that special appropriations have been made at various levels Police of government to satisfy such claims. Many items for use in Township disasters are stored locally or can be readily obtained, and State Police-Barracks many items are-donated by individuals and organizations. 8. Your help and cooperation in this phase of PEMA resources Rescue Squads inventory will be greatly appreciated.

Fire Companies - - =- SURVEY AND AGREEMENT FORM FOR POTENTIAL Additional Considerations: _ MASS CARE CENTERS Doctors, Radio Stations Hospitals, Newspaper I.Name of facility Red Cross Electric,, Salvation Airny Telephone Company Weather Bull Dozers and Equipment Type of structure (school, church, etc ) These suggestions in no way exhaust the resources available during emergencies. You can :get' detailed information on Location resources, help and planning from your local PEMA unit. Also see Resources in this guide. Capacity of building for normal use

5. Are there cooking and feeding facilities? Centers for Mass-Care Yes No I. Over the years;CivilDefense has enjoyed complete If yes, how many can be fed at one sitting? cooperation from the various school districts in making their facilities available for emergencies. This was very evident Toilet facilities? Male Female' during the Agnes flood when school properites were Used las mass care centers. the Pennsyvlania Emergency 7. Sewage system: Septic System Privatereatment Management Agency anticipates the saine kind of I cooperation if the need arises. plant or Municipal pima 2. Although there are some written agreements with school authorities, many of the agrelments must be updated and Water supply: Well Municipal reestablished. 3. One of the recommendations resulting from a recent survey Does the facility have an emergency generator? of PEMA suggested that. PEMA reappraise the County to Yes No identify potential mass care- centers in case of large scale If yes, is generator for emergency lighting only" disaster and to establish a more formal system of or lighting and power to operate equipment" prearrangements with owners. Also seen as needed was a What fuel does the generator use" facility listing that would show such things as location, Fuel storage capacity (hrs. of operation) person to be contacted, capacity, cooking and food service capabilities, sanitary facilities and other safety features.

15 10 Does the facility have sufficient exits to accommodate emergency evacuation of building?

. What fuel is used for cooking?

What facilities are available for bathing? We the undersigned owners/officers/administrators, 12. having authority to enter such agreements, do agree to Showers ____ Lavatp! _ make=the-aboveAescribed-building -a Otter - care center during any declared or extreme emergency and under the conditions described by us in Itern-21. 13. Is the building mechanically ventilated? Name Title Yes No

14. How is the building-heated? Coal Oil Gas or Electric

15. What refrigeration is available?

16. Is there a large room or area (such as a gym or multi- purpose room) which could be used as asleeping EMERGENCY ADMINISTRATION dormitory if cots were provided? If so, describe the room ORGANIZATION CHART (size, type of floor, windows, ventilation, etc ) This survey identifies emergency experience and training' among school, district personnel and other citizens ofthe 17. Are telephone(s) available? Yes community. Telephone No. Any person with any of the training or experience necessary to help in a disaster is requested to complete this survey. Would any of your regular staff serve on a voluntary basis 18. TELEPHONE' to help staff the facility if it were used as a mass care center during an emergency? Administrative NAME: Health Maintenance Custodial Other ADDRESS:

'19. Names and telephone numbers in order of priority of OCCUPATION: persons to contact in an emergency. Check where applicable or identify other:

Year

2 _ _ _ Fmergency Medical Technician-Ambulance -Course 3.

Nis this building subjecttoflooding? Advanced American Red Cross First Aid

21. List any conditions of use imposed by owner: Standard American Red Cross First Aid

Medical Self-help

MilitaryMedical mos.

Cardiopulmonary Resuscitation

Fire Fighting Training

Other (specify)

REMARKS: If you could receive emergency training, would you be interested in being part of an emergency -care team in your area? Yes__ No Additional training, Yes No

16 SUGGESTED AGREEMENT EMERGENCY MANAGEMENT AREA ASSIGNMENTS MASS CARE CENTER-FORMAT MAY BE THAT OF A LETTER OR THAT OF A MEMORANDUM OF AGREEMENT Eastern Emergency Management Area (The following agreement should be prefaced with a Board Headquarters: Eastern Area Director /Coordinator Resolution' and authority/ Pennsylvania Emergency Management Agency Lt_isagreedbyalparliesconceravAl_ a Hamburg Ceiter Hamburg, Pennsylvania 19526 Telephone; (215) 562-3003 Title) The Eastern Area encompasses the following twenty (20) counties: located a' (Address) Berks Delaware Montgomery Sullivan Bradford Lackawanna Northampton Susquehanna Bucks Lehigh Philadelphia Tioga and owned by (Name ny) Carbon Luzerne Pike Wayne Chester Monroe Schuylkill ,.Wyoming will be available to the (County or Local PEMA tlrganieationi Central Emergency ManagementArea Headquarters: Central Area Director/Coordinator for use as a Mass Care Center when needed in time of Pennsylvania Emergency Management Agency emergency. Seliffsgrove Center Box 88 Further, it is understood that upon activation the Head of Selinsgrove, Pennsylvania 17870 Telephone: (717) 374-2055 the County (9r Local) PEMA Mass Care Group The Central Area encompasses the following twenty-four (24) counties: Adams Columbia Juniata Northumberland None Bedford CumberlandLancaster Perry Blair, Dauphin Lebanon Snyder shall notify (Name and Address) Cambria. Franklin Lycoming Somerset Centre " Fulton Mifflin Uriion responsible for said building and ariSnge for its immediate Clinton HuntingdonMontour York

release to the Mass Care Center Manager and/or his/her Western Emergency Management Area Headquarters: Western Area Director /Coordinator representative Pennsylvinia Emergency (Narneh and Addte%stn) Management Agency Indiana University of PennsylVinia (Names arid Addre%,/n%) Indiana, Pennsylvania 15701 Telephone: (412) 357-2990 who together with the staff shallready the building for The Western Area encompasses thefollowing,twenty-three (23) counties: occupancy. Allegheny Clearfield Greene Potter Armstrong Crawford Indiana Venango

Upon closure, the appropriate individual will be notified, Beaver - Elk 'Jefferson Warren Butler Erie Lawrence Washington and the Mass Care Center manager shall make sure the building Cameron Fayette McKean Westritoreland

Clarion ' Forest Mercer is clean and ready to be used forits normal day-to-day operation. EMERGENCY ALTERNATIVE (Signature and Tine) EDUCATION

I.Introduction INIgnaturc and Title) A. Ethergency Alternative,Education

(Signature andTi((,( Because crisis situations will periodically occur, we should have alternatives to traditional educational programs to avoid extreme-disruptiqn cirtne educational (Signature and rule), process.

17 B.-Objectives in their personal cars., Drivers will deliver the completed Develop an alternative education program within the assignments to the place of origin in the school district. existing oystem using the available means at our disposal Teachers will work in teams to correct the previous to assure continuance of academic, cultural, physiological day's completed Ifssignments and develop the next day's and psychological growth and achievement. assignment in time to meet newspaper deadlines. During the process of developing lesson plans the ibility --id themes should be noted. This can Request flexibility from proper agency for: help in the research of existing related film and videotapes. Change of attendance requirements. programs thatcan beeffectivelyincorporatedinto New connotation for 180-day school year. program design. lwervice of the entire community, identification of Assurance of no loss insubsidy_. Experirdintal,status. roles and responsibilities and _total cooperation of all Honor contractual agreements. concerned are required for effective implementation and Flexibility of certification. achievement of "Emergency Alternative Education." Others. Emergency: 1. Implement approved contingency plan. D. Suggestions 2. Close all buildings except one, according to the school The following ideas are suggestions that may be district's established energy conservation plan. accepted in part, in their entirety, expounded upon or not 3. House allstaff in a centrally located building at all. appropriate for operating an alternative education program during emergency situations (contingency E Situation plan). 4. Notify all agencies involved that the contingency plan Overview: is in motion. When an emergency situation is imminent, assume, 5. Begin coordination of components as described in the by virtue of preplanning, that the entire community is plan. prepared in advance of any emergency and made aware of procedures that will begin immediately after the II. Job Descriptions, Rcle and Procedure community istold that the "Emergency Alternative A. Local Board of School Directors Education Program" is activated. Also assume that as a Develop a resolution based on the reConimendations result of in-service and orientation organizations and of the superintendent to approve and proceed with individuals clearly understand their responsibilities. necessary to implement the approved program development. When it's B. Superintendent emergency alternative prograrn, the school ,district will 1. Appoint an Emergency Alternative Education clpse its facilities; but education.continues, complete with Planning Committee to coordinate the necessary staff planned programs, remote attendance and no and activities required for a program that will provide withholding of the basic instructional subsidy. education to thg students of the school district during Students receive their instruction via television, radio times of emergency and school building closure. and newspaper_ and communicate directly with teachers 2. Submit program along' with the local board resolution. by means of CB, radio and telephone. to the Department of Education for approval._ 'All tiachers in the district report for work. They are 3. Appoint' and assign positions and responsibilities housed in one gymnasium with banks of telephones and consistent with the written alternative program. CB receiver stations so that they can develop worksheets C. Assignments and Responsibilities,- in their respective disciplines. The worksheets will be 1. Liaison Officer to State Agencies and Professional published in the education section of the local newspaper. Organizations section of the newspaper willbe Includedinfhis Intermediary between and among the Department broadcast schedules for TV and radio, indicating time, ,channel, frequency, subject area and grade, level of of Education, PEMA, Governor's Energy Council, Department of Community Affairs- and professional programs. Families that do not receive the newspaper will tell, conerned organizations of have worksheets delivered to ,their homes by students organizations tb (paid or volunteered). These worksheets will be pending problems and seek immediate solutions tobe developed and printed at the school and delivered to relayed back Ili; the school district for prompt action and/or correction. central locations in each neighborhood by bus drivers in At these central locations 2. Liaison Officer to Media and Communication their. own personal cars. Organizations students will pick up-and deliver the worksheets. Intermediary. between media and communication Families that do not have TV or radio can arrange organizations and the'school district to assure the during preplanning sessions to either borroW equipment smooth flow of material and programs to public TV, or meet in groups in neighborhood family rooms. The cable TV, radio, newspapers and telephone family room concept could be expanded to include c6mpaniek. rotating meeting places and brown-bagging if necessary. 3. Liaison to Community Neighborhood leaders are identified so that completed Intermediary between municipal authorities, assignments can be delivered at the central location in parents.and the school district to assure uninterrupted order to achieve timely and orderly pickups by bus drivers communication.

18 conservation team frpm a large school district might involve the Preparing energy management checklists for district and following persons: school building use. The superintendent or his/her representative. Consulting outside expertsirt energy -*Food service personnel. man_agementii-possibICtke section on "Resources), Building principals or their assistants. J_he_distr=iet--Iausirtess-Trra-rta-ge r. A district energy manager (a person assigned the specific An Energy Audit System task of administering the energy conservation program), The energy audit system involves developing a record of A representative from the Parent Teachers Association, energy use patterns -in each huilding in the district, snot just A representait%%e from the board of education. schools but garages, storage areasand administrative buildings A representative from the utilities company serving the as well. The energy audit is an indispensable tool in any district. conservation program It serves the following_purposes: Teachers. Students. I. Shows where energy money is going and therefore Outside professionals, such as architects and architectural pinpoints areas where energy savings are possible by engineers, prOviding monthly energy cost comparisons. Maintenance and custodial staff. 2. Makes possible the preparation of an "energy budget" so Tr nsportation staff. that administrators can -begin to think of dollars, and We uggest that the selection process for this committee be BTUs in the same terms. conducted thoroughly and carefully. Persons selected should be 3. Shown graphically where energy costs are concentrated, sincerely interested in the project and there should be a and this encourages students, .teachers and reasonable expectation that they will actively participate. administrators totry horde,- to cut energy waste. Some observations on the categoric 2 of personnel involved A school district should attempt to collect a base amount of Itis inthe team: highly important that the district information on each of its plants. At the very least this should superintendent be "visible" in all phases of the program either through his/her representative or, preferably, in peroson. The include: presence of the superintendent lends the sense of direction and I. Type and amount of each fuel used. purpose to the conservation effort. It is also important that one 2. Amount of electricity used. person be selected as team leader. 3. Peak demand level for this electricity. District personnel may. meet with some jnitial difficulty in It is suggested that wherever possible,,conservation teams be establishing the history of a plant's energy usage. Records may organized at the school building level as well. not have been properly kept or they may be difficult to locate.

Specific Duties for Specific People _ But as information-gathering techniques become more The implementation of the guildelines drawn up by the advanced, audit procedures will be made to yield more useful district management team must neither be left to chance nor information such as energy dollar cost per student, per plant, the good intentions of the program participants.Energy per square foot, etc. management progiams are effective only when specific tasks With the developing energy' crisis,record keeping has are made the responsibility of specific individuals. Moreover, it is.important- that each member of the district team be aware of become mandatory to receive financial backing for retrofits and the person responsible for specific duties. Wherever possible energy management associated projects from federal or local there should: be some system that insures that persons signify in . sources. , writing that their task has been completed (see section on The utility companies serving the school district offer their checklists). . helpand,cooperation in conducting energy audits and usage______- measurements. In some regions this -Service is provided free of Planning for -the Development of Guidelines cost to the district. There should be ample time set aside for the planning phase of any energy management program. Participants should be Follow-up and Evaluation Procedures notified well in advance of- the time place and purpose of the Even the best of programs tend to lose momentum with planning meeting.- An agenda should be prepared well ahead of time. Follow-up efforts should be planned in order to overcome time. if the scope and intent of the program warrants, more any inertia that may set in. This can be managed in a number of than one meeting may be necessary. Organizers should not be discouraged if this planning phase seems to be eating up time: A ways, but it is essential that people, not just paper, be involved successful conservation program is founded on earful planning in this process. For example, a letter from the superintendent and well-thought-out procedures. urging principals to step up their conservation efforts is not half Following are-some suggested agenda items that might be as effective as a construive visit from a district maintenance explored during the planning and organization meal* of the team to identify ener consurription problems and correct conservation team: them. These visits,byhe way, should be done in the spirit of Assigning responsibilities and tasks to specific groups and rendering help and should not be undertaken so as to pose a 'individuals, threat to,the school's principal or its maintenance and custodial, Reviewing thoroughly the district's energy situation during staff. It is important that all district personnel involved in the shortages. project feel as though they are working together for a common Planning strategies for involving the entire educational goal. , community. Planning an energy audit for the school district. The materials accumulated as a result of the enrgy audit will, *Formulating evaluative and follow-up procedures. of course, provide an excellent data base for the purpose of Setting gOals and establishing time-frames for achieving comparison and evaluation. It" should be mentioned in this these goals. regard, however, that some disagreement exists as to whether Planning a . public information program to .telldistrict the results of the monthly energy 'audits for district plants personnel and the community about the existence of the 'should be published. Those who argue negatively say, that this project and its goals. procedure promotes hard feelings on . the part of those

19 4. Teachers C. Newspapers The prbfe§sional responsibilities of teachers will' 1. Expand education section anti include:' continue with immediate and remote communication a. Progro -schedule (radio, TV, special with students via TV,radio_ and newspaper. instrucn). 5.Bus Drivers- b. Lesson plans. a. Pick up and deliver using their own cars, pickup c. Worksheets. trucks or vans to deliver lesson plans and d. Btilletin board. worksheets to local newspaper for printing. b. Supplemental deliveries made to central locations VI. Teacher-Pupil Dialogue in community for families that do not receive Method of learning reinforcement incorporated into newspapers. the program that will provide immediate response to c. Pick, up completed work at central locations in requests for help and clarification. neighborhoods. A. Telephone 1. Install banks of telephones' in central location III. Neighborhood Lead Parent (where teachers are working). Teachers can A' lead parent has accepted the responsibility of acting respond to direct calls. is a central figure for distribtiting prepared lesson plans 2. Overload can be handled by magnetic tape and worksheets, collecting worksheets and monitoring answering device. small groups of children at predetermined locations. B.CB Children receive instruction through different forms of Depending on legality, 23-channel and 40-channel media. CBs can be used for two-way communication. C. Completed Worksheets Variations I. Worksheet should have section reserved for 1. Can be one lead parent. questions on subject matter not understood. 2. Can be a group of lead parents working together. 2. Questions that occur most often can be discussed 3. Can meet in family' rooms, local churches, club on the following day's broadcast.. houses, local library_ , etc. D.Station Generalists at TV Radio Stations and 4. Cohsideration may be given to working parents. Newspaper 5. Can allowIchildren to brown-bag or go home. I.Investigate the possibility of placing generalists at 6. Take attendance. TV and radio stationsto accept and answer 7. ,Preestablish facility accommodations and conditions in questions or refer them to subject specialists.: terms of toiletfacilities, safety, lunch, scheduling 2. Have- lead parents collect questions and give. (lunch, recess, etc.) whatever help they can, decide on group questions and relay by phone or CB requestS for help from teacher station. V. Program Components 3. Set up and 'coordinate the communication network-----: to anticipate _ problems and insure efficient two-wayo kiCurriculum Development and-Diffusion communication.: I.Develop curriculum by, grade level and'in specific disciplines so that all students are prepared to begin ENERGY MANAGEMENT at the same starting point. 2. Establish specific objectives and accomplishment The increase in energy prices on all fronts and its inflationary standards. effects have created a true emergency for school districts. 3. Consider appropriate medium as vehicle of Budgets have to be reshuffled and the results are increased- instruction. taxes to keep the education process at acceptable standards. -4. Identify segments of instruction best suited for Thereis,of course, no single format for an energy particUlar communication methods, management program which adequately fills the .needs of all Example Biological illustration TV '. school districts. There are too many variables involved from Nutrition radio one region of the country to the next. Severalfeatures are Literature radio shared by all successful conservation efforts. These include: History radio, TV I. Forming a district energy management committee or team which involves as many segments- of the educational 5. Research and discover developed programs that community as practical. canbe effectively incorporated into curriculum. 2. Assigning specifie responsibilities to specific individuals. 3. Developing guidelines carefully. . Communication 4. Recording energy use patterns an "energy audit" --for A. Television each building in the district. 5. Following-up and evaluating efforts persistently to see that Public, commercial, cable we are intensely aware , established guideliws are followed, of the impact of television on children. Structured properly, television can be an immense asset rather The District Energy Conservation Team than the detrIment it is perceived to be. The word -team- is important here. Any conservation B,Radio effort, if it is to be successful, must have cooperation from all

The audio limitations of radio are more than. elements of the educational community. The size and compensated for by the existence of multiple composition of the team will vary according to the needs and frequencies, aims of the school district involved. A typical

20, _ si administrators whose schools have not done well in energy 4. Prepare building and stati6nary equipment profile conservation efforts. The argument in favor of making th8e monthly audits public say that this stimulates t,,he deSire to 5. Identify equipment energy` consumption conserve energy and encourages a spirit of competition.

Checklisti .Suggestions In cOnsu ting this section the reader should bear in mind-the Heating distinction between a "checklist" on the `one hand and a "list of ideas" on the other. Improve thermal quality of building In terms of art.-energy conservator program,, a "checklist" sets out list of duties for which some person is Specifically P 2. Reduce infiltration responsible. In other words., a checklist is infant to be -checked off by someone whose job it is to take care of the items in 3. Set back temperatur(occupied, unoccupied) question. The listof ideas included_here.maybe, altered and restructured so as to produce a checklist. If this is the intent of 4. Reduce ventilation the organizers of a' conservation program, they should remember that in order to be effective a checklist should have 5. Improve seasonal efficiency at leaSt some of the following characteristics: 1. The checklist, wherever possible, should bear the names 6. Reduce winter humidification or tines of those responsible for.performing the duties On the list. 7Increase beneficial solar gain 2, The list should inchide a space for a signature (note: a signature, not just a check mark) and, where applicable, a 8. Employ heat recovery methodology place to indicate the time and date, when the item was taken care of. 3, Checklists, wherever possible, should be kept in a convenient and permanent location(i.e.for a Cgplhig transportation checklist,. the bus garage;fo-r- a maintenance list, a place where the appropriate people are Improve thermal quality regularly located). 4. Checklists should be collected and reviewed on a regular 2. Reduce infiltration basis by supervisors. A word of caution: The literature of energy conservation in 3. Reset temperatures (occupied, unoccupied) school facilities is glutted with so-called checklists. One gets the distinct impression that too often- school administralers fool 4. Reduce ventilation themselves intothinking/ that simply by handing down checklists energy consumption will magically drop. 'Nothing 5: Improve seasonal efficidncy could be further from the truth. Checklists are merely One means to an end, and in order to be'successful, programs are 6. Improve operation pradtices carried out by people andnot, paper. Responsibility for the handling of the checklist must be delegated, and there must be 7. Reduce building cooling load some administrative mechanism to insure that this responsibility is carried out. Lighting Some consideration may be givento a syStem of "incentives" to increase a competitive.spirit between buildingS 1. Good operation managem n and generate a spirit of coOperativeness and common purpose. For example, a percentage of the money each building saves 2. Remove nonessential lanips and fixtures established -by energy 'audit consumption figures. could be returned to the building for equipment and supplies. 3. Convert to More efficient, light source Refer to the Pennsylvania Energy Management Manual and Supplement in the "Resources" section of this guide. 4. Apply nenuniforni task lightinstandards

Summary Check List Domestic Hot Water,

Energy Conservation 1. Reduce water use and water heating load

2. Reduce system losses Implementation Procedures 3. Increase efficiency of fiot water generators 1. Establish an energy management task force 4. Use heat recovery methods 2. Initiate an awareness training program

3.Initiate an energy consumption audit Power d. Do not run'eldiaust fans. e. CICise all windows. I. Reduce peak loads f.Attempt to get estimate of power outage duration. g. Schedule to insure personnel availability for plant 2. Reduce energy consumption for electrical' restart at point of power restoration. equipment 2. Mild Weather Outages a. Attempt to determine duration of outage. 3. Reduce transformer losses b. Make determination to dismiss school. c. Turn off all switches. 4. Improve efficiency of motors d. Insure personnel availability at point of power restoration to restart plant. For detailed information refer to: B_ Gas Line Breaks Top Priority I. Clear immediate area (evacuate building if necessary). 1. School Building Maintenance Manual, General Services 2. Call emergency number for Gas Company. Telephone number' 2, Building Equipment and Maintenance Record, 3. Call fire department. Telephone number Pennsylvania Department of Education , 4. Call the police department. Telephone number 5. Inform superintendent of schools. UTILITY EMERGENCIES Telephone number 6. Call custodial staff or principal via school office intercom As a modern society becomes increasingly more complex, system. the possible consequences of 'the loss of utilities become a 7. Leave all switches and other electrical apparatus as is. Do matter of 'concern to all safety personnel. Whether or not .a not create sparks. particular school can continue to operate when faced, with a sudden and prolonged loss of one or more utilities depends on C. Water Main Break the degree of inconvenience to the, school and community 1. Call water company.. caused by the'utility failure, the availability of alternate sources Telephone number (emergency) of sun ly, the availability of alternate school locations, the 2. Call custodian on school intercom system. degree a community involvement and the resourcefulness of 3. Notify superintendent. both community and school officials. Loss of utilities may be 4. If flooding,occurs and pump is needed, call caused by any number of natural or man-made disasters. To engineering department. Telephone number minimize the effects of a utility failure, take the following or preventive measures: 5. Emergency services coordinator. Telephone number I. List the possible effects of the loss of each utility within or 'your school.- (Loss of electricity might affect the pumping D. General Telephone Outage coupled .with- power outage. of heating oil, as well as light, heat and ventilation.) Alternative procedures for dispatching buses 2. List the.alternatiVe sources of power supply available in a. School district emergency radio. the community. b. Localradio,television and cable companies for 3. Cons1der the possibility and advisability of purchasing an emergency announcement. emergency' generator to supply essential needs. (This c. Carried messages-by vehicle or on hot. kind of.equipment may be available via state or federal d. Local police radio. su ?us property programs.) 4: Attempt to anticipate shortages caused by such things as Summary Check List coal strikes and stockpile when possible. Inventory the community resources to locate alternate General Power Outage sources of necessary supplies. 1. Freezing weather 6. Install fuel storage tanks of sufficient size to Dismiss school accommodate bulk shipments (tank trtrekloasls). Conserve building heat 7. Lhcate buildings or parks suitable and availablafocuse Switah to standby generator if possible in good or bad weather in which to condieeschool Close all dampers temporarily. If none are available, the school must' he Turn off exhaust 'fans closed until repairs can be made. Determine sxtent and duration of utage

'8. 'Consider emergency alternative education plan , Alert personnel for restart (-contingency plan). 2. Mild weather ' UtilityEmergency Communications Proceduresinthe a Determine extent and duration of outage following situations:. Make decision for dismissal A. General Power Outage Turn off all switches 1. FreezingWeather Insure personnel standby for start -up a. Dismiss school -as soon as possible. Conserve Gereerel Telephone Outage building heat. Alternative procedures for bus dispatch. b. If possible switch to standby generator to maintain Use radio, television and cable companies. building circulation systems and boiler functions. Alternative means of communication c. Close all dampers either by AV night setback or (foot, car, snowmobile. CB, etc.). manually, BOMB THREATS 5. Background noises 6. Name of person receiving the call A. A bomb threat call checklist should include: G. Upon receiving a bomb threat; dial the following number 1. Exact location of the bomb. immediately and report the call: 2. set for detonation. 3. What it looks like. 4. What the explosive is. (Number of Police Dept.) (Supervisor in Charge) 5. Why it was placed. Get as much detail as possible about the bomb and its Do not discuss the call with other personnel. focation. Legitimate callers usually want to avoid injury or Report the tall,notify your supervisor and follow detection - request more data by expressing a desire to instructions save lives. H. The following is a sample of possible bomb locations and B. In case of bomb threat warnings, immediately call: staff assignrnents: I. Superintendent. Telephone number Have superintendent or his authorized agent call the Name of Staff or police and fire departments. Possible Bomb Locations Teacher Assigned 2. Police department.-Telephone number 3. Fire department. Telephone number Corridors and entries 4: Principal. Telephone number 2. Cafeteria,dishwashing C. In case of actual bomb discovery in the building or grounds, room, kitchen and do the following: teachers' lunchroom 1. Evacuate the building immediately to at least,500 feet. 2. Do not handle or move the bomb. Boys' lavatory 3. Tell the principal/police where the bomb is. 4. Have custodial staff and the school nurse available for 4. Girls' lavatory, advisory dutyltand first aid. 5. Empty shops and shop D. If evacuation is made, the following should be considered: office 1. Experience has shown that bombs are often placed near exits or in rooms or closets near exits. therefore inspect Men's lavator y exits' first and identify alternative evacuation routes, such (teachers) as classroom entrance ways, delivery entrances, loading docks, etc. Women's lavatory 2. Evacuate to a minimum of 500 feet from the building. (teachers) 3. Instructors will make visual checks of their classrooms reporting anything unusual 'topolice. Do not 'touch 8. Outside perimeter of anything suspicious. building 4. InstrUctors will be responsible for students in their rooms at the time of evacuation. 9. Janitor closets, fire hose 5. Instructors will take roll call at the evacuation holding cabinets, disposal room, area. elevator rooms, boiler room, tunnel and E. A decision by-the administration must be made whether or student store not to' evacuate the building. (We recommend that evacuation be-made in all cases;_however, circumstances will 10. Waste containers in vary.) corridors and lavatories

F. The following report should be filled out or purposes of 11 Empty classrbo investigation: 12. Gym and pool area 1. Date and time of call. 2. Exact language used 13. Other

- Adult . Male Female FIRE Childm Estimated Age 4. Speech (check applicable) Slow -Rapid Normal If there is a fire within a school building, do the following: Excited-Loud Disguised 1. Sound the fire alarm by pulling the alarm system located in the halls or in specific rooms. Broken Sincere _Accent 2. Be sure the building is evacuated according to the

23 established plan, with occupants at least 500 feetfrom I.Plan alternate escape routes. the structure and out of the fire department's way. 2. Nearest exit and alternate exit should be posted. 3. Render first aid as necessary. 3. Ad 'corridors shall be kept .clear, accessible and 4. Notify Principal. Telephone unobstructed. number 4. Stairs and stair towers shall be clear and accessible. Principal or his authorized agent will notify departments 5. Emergency lighting shall be updated and in operating r involved. condition. 5. Confine the fire by closing the door to the area involved. 6. Updating should include smoke detectors. 6. Custodial staff and teachers trained in the useof fire a. Do not install ceiling- mounted smoke detectors too extinguishers may fight small fires. Do not endanger close to a wall or corner. life. Do not neglect to sound the alarm. b. Don't install smoke detectors in front of air registers, 7. Notify utility cornpanies of a break or suspected break in near windows or doors, where air movement may lines which might present an additional hazard. affect the detectors' proper operation. 8. Keep access roads open for emergency vehicles. c. Smoke detectors in unheated areas may notfunction 9. Account for students if building is evacuated. properly. 10. 'Students and staff should not return to the school until d. Follow installation instruction. Some smoke fire department officials declare. the area safe. detectors may be affected by temperature, humidity In the event of a fire near the school, the principal shall and temperature extremes. s determine which of the foregoing instructions are e. The smoke detector does notnecessarily have to be required. connected to the master alarm system, but if funds Fire drills should be conducted in accordance with sections are available an integrated system is mostefficient. 1517 and 1518 of the School Code. 7. Exercise total alarm system on a regular basis. a. Periodic live drills. `PROCEDURE: b. Periodic testing after school hours. Fire drills are held periodically, in compliance withlocal or 8. Everyone should know the total fire drill plan and their state procedures, without prior, notice tofaculty, staff, and roles. students. Fire -drills should be conducted at varied times so a. Evacuation routes. . alternate routes will be learned from all areas includingthe b. Alternate evacuation routes. library, cafeteria,gym and auditorium. c. Assignments 9.All substitute teachers should know the plan. SIGNAL: 10. ProvisiOn for the handicipped shall be a part of the Students should recognize the difference betweenthe fire evacuation plan. alarm signal and the other signals used in the school.Students must leave quickly, orderly and quietly to preventinjury and to Good Housekeeping assure the evacuation of everyone whenemergencies occur. A smoke drill may be conducted by placing asign reading An ounce of prevention etc. "SMOKE" in the center of a corridor. When studentsreach'the Fire prevention requires the following action (and more}. sign, they should turn around and use an alternateexit. If no I.Periodic inspection of storage areas. alternate exit is availableo they should stoop or crawl pastthe 2.All paint products except water-based paint, mustbe sign, beneath an imagined layer ofsmoke. The students should stored in a metal locker. understand that this procedure should be followed whensmoke 3.All volatile material must be stored securely and never is encountered during any tire drill. In most casesthe smoke left unattended. volatile layer is quite apparent. Students should beinstructed to stay 4. Gasoline,kerosene,oiland other similar below it. materials shall be stored outside the main building occupied by students and staff. 5. Gas operated machinery such as mowers and snow PROCEDURE: In addition, student fire marshals should beselected to blowers shall not be stored in main building housing check specific locations such as bathrooms andlibraries, and to students and staff. hold doors, maintain order or disciplineand assist other 6. Do not use gasoline-or petroleum-based liquids indoors Replace or properly repair frayed wires and loose students as needed. 7. connections immediately. Fire Safety 8. Do not overload wall plugs. In any emergency situation time is of the essence. This is, 9.Fluids for duplicating machines are highly flammable muse especially true during a fire emergency. A well designed plan and require extra precautionary measures. They from open will minimize confusion and panic. Fire gafety is preparationfor be kept in metal containers and kept away flames. Insure proper ventilation in duplicating areas. an event that we all hOPe will not occurand the bestl,vay to fight 10. Cleaning agents such as mixtures of bromides and lye= a fire is to take all necessaryprecautions to prevent it. are subject to spontaneous combusion. I I. Trash accumulation is a potential lire hazard. Fire Emergency Program Periodic update of fire emergency procedures based..onthe 12. Do not block spray areas of sprirekler system. latest findings, techniquis and evaluations of previous exercisesare paramount to an effectivefireemergency prograrri. 'Reference: "Learn Not to Burn" 24 (1) Responsibility .for physical plant, i.e., DISTURBANCES OR utilities, fire alarm system, etc. DEMONSTRATIONS (2) Security of all entrances. g. The clerical staff should be responsible for the Prevention of,Npossible disturbances, through, sound and following: relevant educational programs, and openlinesof (1) Keeping essential records safe without communication with students, staff, parents and community, putting themselves in danger. are essential and should be a prime concern of the entire (2) Keeping the switchboard clear For emergency community. calls. The following procedures should be considered only in case h. Auxiliary staff, such as teachers, nurses,etc.. of full-blown emergencies. The administrative staff should remain at their assigned duties unless specifically assess the situation 'to determine its seriousness and its effect assigned other duties by the administrative staff. on the safety of-students and staff before taking any action. In the area of police relations, consider the following: After determining that a situation is threatening to the safety a. The, superintendent should alert the police for of students and matt do -the following: possible action. (Predisturbance alerting will greatly 1. Establish a chain of command to use in case the hasten police response if they are later needed. A principal is not in the building. When present, the plainclothespoliceofficer ., can be assigned 'to principal is in complete charge of his/her building and observe and help.) facility. h. The use of uniformed police in any crisis situation 2. Put into effect the prearranged individual building must be handled with extreme care.Principal emergency plan. should designate an entrance and room Where 3. Notify superintendent of schools,. Uniformed police may enter and remain until called

Telephone no ' for duty. a. Superintendent should alert police department if he In the area of community relations, consider the or she deems, it necessary. following: 4. Establish that superintendent's office will notify all a. Inform parents fully of situation in s...laools by all schools in ,area of possible disturbance. possible means of communication. 5, Do the following in the area of student relations: b. Organize a parental group that would voluntarily a. Inform students of situation through normal participate in attempts to calm disturbances in channels of communication. - schools. b. Confer with student representatives of all groups c.Establish a telephone chain for speedy use of holding all points of view in order to dispel rumors, parents. calm fears and pr'ovide as near normal operation as d. Establish relations with organizations in the possible. community and recognized community leaders so c. Maintain normal classroom operation as much as that they might help calm potentially dangerous possible and encourage all students to stay in class. situations. (1) Keep st dents away from windowsif In the area of news media relations, consider the disturban e is\outside of building. following: (2) Tell stud nts of any threat to their welfare a. Assign a staff person the specific responsibility for that mighoccur if they leave building. dealing with all -news media. This should be a d. No student or stdent\group should be used to calm school official familiar with the news media. All any disturbancehat might place them in a situation news inquiries should be directed to him/her. where physicalfarm might occur, or that would b. Provide a room for press conferences. jeopardize noralrelationships withfellow c.Tell news media of all decisions. students. d. Insist that news media keep cameras out of the 'In the area of staff felatorls, the following should be building or that they be brought to the press room. considered: e. Urge news media to present a complete and a. The faculty should be kept fully informed of the accurate picture of the disturbance rathet than situation, -us available -means of isolated inflammatory incidents. communication. f.Make every effort to dispel rumors by using news b. Prearranged duties and responsibilities should be media. Furnish reporters with all available facts: assigned. 10. If the decision to close schoolsis made by the c.All faculty should record events that take place in administration, do the following: their vicinity with names, time and place of events a. Inform all neighboring schools. and action taken. b. Inform parents as quicky as possible through radio d. All faculty can hay a calmieig effect by their actions and television. and reactions to the situation. Good judgment and c. Inform all students and staff. reasoned action illminiize the disturbance. d. Have staff supervise dismissal. Individual fear or motion ust be controlled and e. Arrange bus transportation. not communicated to students. f.Inform the local police before closing to prepare

. Administrative staare respdnsible to the building them for. possible disturbance in the city when principal for perfor assig ed duties. students are released. f.The custodial_ staff is respon ible to the building g. Release students in groups whenever possible principal for assign duties.hesc may include: rather than all at once. HAZARDOUS MATERIALS INCIDENT highly inflammable substances tank fa other storage facilities. Railroads hazardous materials in transit such as Warning of a hazardous materials incident is usually received chlorine nuclear products acetone acids from the fire or police department or from emergency services compressed -gases petroleum products railroad officials when such incidents occur sufficiently near the' school either a crossings- 'to be hazardous to the school. An overturned tanker low flying aircraft flight path noise. a broken fuel line or an incident in a 0 Airports truck or a train Mining cavein' blasting-t.dust heavy commercial establishment that uses chemicals are all potential equipment. hazards if such incidents occur war the school or if the wind is Refer to section on -Hazard Analysis Questionnaire," pages carrying fumes from such incidents to the school. 5,6. Whether the incident occurs at the school or off school grounds, do the following: I. Notify school superintendent. . 2. Determine the need to leave the building. a. Identify at least two plans of evacuation. NUCLEAR EMERGENCY 3. Determine whether the students and staff should leave the school grounds. During both war and peace, people are frequently a. Identify alternate bus loading area. responsible for disaster through negligence' or willful acts. if necessary to evacuate the area Pupils in schools are subject to hazards from outside the school, .4. Move crosswind such as falling aircraft, an overturned truck or derailed train, never directly with or against the wind, which maybe radiological accident or radioactive fallout. carrying fumes. You can give students a much better chance of surviving 5., Give first aid as necessary. such an occurrence if you take the time to: 6. Notify' Fire Department. 1. 'Understand the dangers. Telephone number_ 2. Plan actions to take at the time of such an occurrence (a Police Department/Sherift plan after the event is too late). 7. Notify 3, 'Coordinate nuclear emergency plans for warning, shelter Telephone number and evacuation with the local and county Emergency 8. Take roll. Preparedness Coordinators. 9. Allow the principal to direct further action as required. 4. Set up an advisory committee to help develop and notify Students and staff must not return to the school, until parents of plans. officials have declared the area safe. A. Nuclear Emergency Plan Other Considerations I. For guidance, follow procedures set forth by the local and Too often we are conditioned to think of hazards as existing county Emergency Preparedness Coordinators. of Comprehensive plans are available through them. only outside of the home or school building. The illusion 2. DecisiOns will have to be made concerning the following: safety in the home, and it schools may cause a sense offalse a. To sendstudents home when official emergency security in, the handling of potentially hazardous materials.. communications indicate there is enough time for The attitude of "we have been doing it that way foryears" is students to arrive home before dangerous conditions poor justification for not identifying potentialdangers and develop. Notify parents where students will be held if taking the necessary precautionary measures to minimize or conditions do not permit time for their safe return to eliminate the possibility of a hazardous,material incident. homes. The department strongly recommends that in addition to the b. Shelter area(s) in this building is approved fore the persons, and located steps taken to safeguard students against outside mishaps, B. Planning Considerations , identification of potentially dangerous practices in the use of 1. Contact the local emefgency services coordinator to have equipment and materials should alSo be an important your buildings surveyed for shelter areas. consideration in the planning of an emergency preparedness a. See that shelters are marked. program. b. _Assign shelter responsibilities: The publication -Guidelines for Science Facilities- listed in (1) Shelter manager. (2) Radiological monitor. the "Resources" sectionwillprovide you with detailed (3) Medical personnel. information that may be helpful to you in planning curricula, c. Assign shelter spaces. policy and guidelines as well as an emergency preparedness d. Hold drills. program. The publication addresses such areas ascarcinogens, e. Consider supplies,i.e.,existing food, water and corrosive acids, radioisotopes, ionizing radiations, laser, model medical supplies. f.Consider emergency power. rockets and other potentially dangerous devices andmaterials. g. Post proper warning signals and shelter movement routes. Identification of Possible Hazards 2. If your buildings do not meet government shelter 1. Nuclear (refer to section on nuclear emergency) specifications, the school administrator should: a. Consider renovations orshelter in new construction. 2. Industrial b. Develop bus transportation plans which should Steel plantS noxious fumes explosive slag. include alternative drivers, routes and stops. Instruct Molten steel --ingots other transported materials, parents that their safety, as well as their children's Coke plants noxious fumes explosive gases fly safety, is at stake if they insist on picking up children at ash transporting hot coal noise. school. Manufacturing plants any of the above process c.Develop communication systems so you can contact chemicals heavy industrial traffic noise. your local. Emergency Preparedness Coordinator Refineries oil chemicals noxious fumes during emergencies. 26 What is a Nuclear Power Plant Incident? by them and upon hoW' much radioactive material you breath or A nuclear power plant incident is the abnormal release by a ingest into your body. The same dose received over a short nuclear power plant of radioactive material to the surrounding period of time is more damaging than if it is received over a countryside. longer period. Unborn add very young children are more sensitive to radiation than are older children and adults. How Likely is an Incident? Animals, including farm animals, can also be affected by Thechances of a serious nuclear power plant incident occurring are remote compared to the threat of natural and radiation. Farm crops, garden vegetables and other living plants other accidental disasters such asfloods,tornadoes and are more resistant to radiation. Plants are only affected by very hazardous chemical spills. Nevertheless, the Commonwealth high doses. believes chat citizens should know what to do if a serious nuclear pour plant incident occurs. How is Radiation Detected? Radiation cannot be detected through any of the senses,' but What are the Hazards? it can be detected with the aid of instruments designed for that A variety of industrial plants pose some hazard to the public. purpose. Experts using these instruments are continually Usually these hazards affect only the people who work in the monitoring radiation levels around nuclear power plants. If a plants, but sometimes the general public living near industrial nuclear power plant incident occurs, this monitoring will be plants are threatened by fires, explosions and the escape of increased to obtain accurate information for all areas that might harmful liquids or gases. People living near nuclear power plants face a similar risk. be affected. Official information on radiation levels in your area A nuclear power plant, like many industrial plants, releases and what actions you should take will ,be provided to you. water vapors from its cooling towers everyday. This water vapor How can You Protect Yourself from Radiation? is not radioactive and should cause no concern. Nuclear power plants also release small quantities of radioactive materials into There are two sound, simple and effective steps you can take the air and water under controlled conditions. These planned to protect yourself if a nuclear power plant incident occurs. releases are normal and in harmless amounts. They are These steps will help reduce potential radiation exposure. monitored on acontinuingbasisbytheplant and by One stepis taking cover or going to shelter (which means Commonwealth agencies. going indoors). Should a small puff of radioactive material rise If a nuclear power plant accident occurs, there could be a from the plant and move quicky away, people withina release of a large quantity of radioactive material into the.water predictable area downwind from the plant may have to go or into the air. If there is an abnormal release of radioactive indoors and remain there until the cloud passes and the hazard material into the water, those communities downstream of the no longer exists. Emergency TV and radio broadcast messages plant will be notified to stop pumping water until the radioactive relating to the need for people to go to shelter, or "take over," material has passed by. If there is an abnormal release of ,radioactive material into the air, protective action you should will be announced to individuJI, in the area concerned. They Jake will depend upon the size of the release and prevailing will also contain specific ins tril,-? as to what you should do weather conditions. for your own self-protection. The duration of the hazard from a nuclear power plant Should you be directed to go to shelter, there will be several incident could be several hours or several days depending upon things you 'need to do when you get there. the seriousness of the incident. The area affected could also I. Close all outside doors and windows and leave them that vary from a few feet from the plant to a several square mile area way. This will help to keep out any radioactive materials surrounding or downwind from the plant. The hazard posed which may be outdoors. Also, turn off air intakes. would be in the form of radiation given off by radioactive 2, Efforts 'should be made to keep radioactive materials materials that could be emitted in abnormally large quantities in from getting inside your body. If you have just come in a nuclear power plant incident. from 'outside, wash your face and hands, particularly before you handle or eat any food. Preferably, take a What is Radiation? shower and wash any clothes you were wearing while in Thereis nothing new or mysterioui about radiation. All of the zone exposed to radiation.If small amounts of us are exposed to radiation every hour of every day of our lives. radioactive materials happen to have gotten on your face Radiation from the sky in the form of cosmic rays and from and hands, washing will rid you of them and will help to natural radiation in rocks and minerals. We breath and eat very keep you from breathing in or swallowing any of the small amounts of radioactive materials without even knowing materials. Every effort should be made to keep it. For more than half a century, doctors 'and scientists have radioactive materials from getting inside your body where worked with X-rays and 'other forms of penetrating radiation they sometimes can do most harm. with much medical and scientific benefit. 3. Take precautions with food. Immediately cover or put in How does radiation affect us? Think how sunlight behaves. your refrigerator any "open" foods not in covered In the northern part of the world, the winter's slanting sun rays containers. This will keep any radioactive materials which seldom cause sunburn, but the hotter rays of the summer sun might seep into the house from contaminating foodstuffs. often do cause sunburn. Still just a few moments in midsummer It will be safe to eat or drink anything in cans, bottles or sun will not give you a tan or cause burning. You have to stay in other sealed containers. the sun's direct rays for some time to get burned. A sunburn on 4. Keep your radio or TV turned on and listen .for further the face and hands may hurt, but it won't seriously harm you. emergency instructions. Don't use the telephone leave On the other hand, a sunburn of the whole body can make you all lines open for emergency communications. very sick. 5. Stay in your place of shelter until you receive official\ Similarly in this way, the harm that can come to you from notice that it is safe to. go out. Special arrangements will radiation will depend upon the nature and power of the rays and be made by local officials to take care, of school children particles that strike you, upon the length of time you are and hospital patients. Others not at home should take the exposed to them, upon how much of your body surface is struck best available shelter.

27 The second step you may be advised to take is evacuation. I. Remain close all windows and doors, turn oil' In the event that larger amounts of radioactive materials escape fans and air conditioning. over a prolonged period, it may be necessary for people to move 2. Tune to your local radio or television station toawait out of the area and stay.t until advised to return. further instructions. If itis necessary to evacuate an area, notice of need for 3. Do not attempt to call your friends and neighbors; this action will come to you primarily by radio or television. The might tie up telephone lines which should be kept open. message will be announced to those people in the areaand will In case of an "evacuation alert," do the following: include any special instructions which Might be called for by the 1. Close all doors and windows; turn off stoves, heaters, particular situation. fans and air conditioning. Again, special arrangements will be madto take care -of 2. Tune to your local radio or television station to await school children, the sick and the disabled. further instructions. The procedures here will not be very different from those 3. Do not attempt to call your friends and neighbors; this followed during a flood'alert when people may be advised to might tie_ up telephone lines which should be kept open. evacuate their homes for a period of time until the danger from 4. When instructed to dO so, leave the area calmly in your or flood waters passes. your neighbor's private vehicle on the routes designated. 5. If you do not have transportation, call your local PEMA How 'Will You Learn of a Nuclear Incident? director or police department and transportation will be How will you find out about an incident and what will you be provided. asked to do? ShoUld there be need for you co go to shelter or 6. If you do not have a place to go outside the area, a place evacuate, you will be notified of the fact by radio and television will be provided for you in an evacuation center. broadcasts and by other means. The message repeated as often as necessary will be broadcasted by local stations, Important Telephone Numbers operating on their regular frequencies. The incident could occur at night or other times when- many Local PEMA Director: are not regularly listening. To get the attention of thosewho do not have their sets turned on, the first emergencybroadcast Local Police Department: message "will be preceded, or shortly followedby a public sounding of an "Attention Signal" on local sirens, horns or Local Fire Department' whistles. That long steady blast not a wailing or warbling signal will last for three to five minutes. It will mean, "Reproduced from "What You Should Know About Nuclear "Turn on your radio or teleVision set and listen carefully!" Radiation Incidents." PEMA resources. To. make sure that everyone concerned "gets the word," emergency broadcast messages relating to shelter or evacuation will be repeated at frequent intervals. In addition, state and/or Summary of Procedures local police and fire departments and other agencies will act to help -spread the word." This may be accomplished by the use What to do If you are not near a shelter of sound truck bullhorns or even a knock on your door. When you receive alert information, a knock on yourneighbors' doors I. Take cover, go in doors. will.help to assure that everyone "gets the word." 2. Close all windows and doors. Don't use the telephone totryto. get emergency 3. Turn off all fans, ventilators, air intake or any appliance information. That seldom wil! bring results and it could tie up that brings in outside air. lines urgently needed for emergency operations aimed at your Wash all clothing that was exposed to the atmosphere protection. during incident. Do not run dryer. Always remember these key facts; Take a shower. If you hear the "Attention Signal,' turn on your radio Cover all food products that are exposed. Place in or TV set. refrigerator if possible:Anything canned or bottled is safe Don't use the elephone. to eat if container surface is washed first. 7. Keep your radio or television tuned in on an information How Would Response to a Nuclear Incident be Managed? station. Each nuclear power plant licensee is required to develop an 8. Do not use the telephone except in case of severe illness. emergency plan to cope with any incident, however remote. 9. Stayput. Do not leave your shelteruntilofficial Detailed plans have also been developed by state, county and notification 'of safe conditions. local government to protect people living within the vicinityof 10. Do not evacuate area unless officially told to do so. the plant. If a nuclear power plant incident does occur, your government officials will act to minimize the consequences to you and your family. However remote the possibility of an incident, the SERIOUS INJURY OR ILLNESS Commonwealth believes it has a responsibility to publish the basic facts and to inform people of the measures they; could be In case of serious injury or illness, the immediate concern is( advised to take. to help injured' or sick students. After identification of injury or illness; the following procedures are to be used as general What to do in a Nuclear Power Plant InCident guidelines only: in case of a "take cover" alert, do the following: 1. Immediately contact building principal. 2. If available, get the help of the qualified first-aid person in

28 the building. The qualified first-aid person(s) in this building are: SUGGESTIONS FOR DESIGNING A SCHOOL EMERGENCY PLAN Name Location (Summary Checklist)

It is clear that comprehensive planning is necessary in order to avoid or lessen the impact of crisis situation:. It is also evident that some pre-planning is better than none at all. In any event, no matter how detailed a plan may be, it is almost impossible to anticipate every contingency or variable that may occur during hazardous times. There are some 3. Upon advice of first -aid person contact aqualified constants, however,that should be addressedinall physicianfor immediate advice, preferably givern on emergencies. location and not by phone. What follows surety does not exhaust themany 4. The building principalwill immediately attempt to considerations and resources necessary to those intent on contact the parent or legal guardian. devising a viable plan designed to effectively cope with school 5. The first-aid person and building principal shall emergencies. A usable plan needs to identify potential dangers, action- determine the seriousness of , t. injury. Care and giving authority, where to find assistance and resources, what consideration must be taken in helping the injured. to do during a particular emergency and what not to do. 6. Based on the determination of the building principal, The following is a checklist of basic components that every firstlaid person and parent, the injured may be taken to plan of action should contain, the hospital. Depending on the seriousness of the injury, the injured may be taken to the hospital in one of the SCHOOL EMERGENCY PLAN three following ways: a. Parents the parent comes to school and transports 1. Authority to create a plan the injured in his/her personal car_ a. Local board resolution b. Teactier/administrator/health. aide after b. Superintendent's charge confirming with parents; teacher/administrator,health 2. Procedure Emergency Planning Committee organized aide transports the injured to hospital. Tell parents the a. Chairperson nature of injury and ask them to which hospital they b. Assistant, alternate, co-chairperson or vice-chairperson would like their child taken. c.' Secretary c.,Arribulance service building principalgets 3. Identify resources and coordinate design of plan with other ambulance by calling community disaster plans. The.plan should include: 7. In cases of seriousinjuiy,.. calftheofficeof the a. Local andtounty Emergency Preparedness Coordinator, superintendent and notify the office of the type of injury, Police Department, Fire .Department, Health seriousness and status of situation. Department and Environmental Resources Agency, 8. An accident repoet form shall be completed for all injuries media, others. and forwarded to theofficeor the b. Department of Education, Pennsylvania Emergency within three days of Management Administration. the injury, c. Clearance from PDE and PEMA as to whether facilities Epidemics are qualified for mass care. The usage of the word epidemic has accustomed many to d. Warning systems associate the term with diseases that have possible fatal results. (1) Provide for recognizable alertand warning signals for The word aLi used herein is all inclusive in identifying those tornado, severe weather, nuclear emergency and occurrences that effect many people at once or being Other hazardous events excessively prevalent, (a)- Coordinate simultaneous alertsignalsto Some can be serious in terms of discomfort and time lost as superintendent's office and each building may be the case in a flu or pediculosis epidemic. The less principal's office serious epidemics will usually subside with time and proper (2) Warnings and alerts are planned in cooperation with care. Other epidemics can indeed have dire consequences as Local PEMA agencies, police and fire departments may be the case with polio or- German Measles. (others) If such illnesses are real or even sftspected, attempt to get (a) Tone activated receiver as described in the conlirmaticil of the disease, but do not hesitate in calling the "Hazardous Weather Conditions- section of Department of Health and the Department of Education. Any this planning guide (page 8). Radio should be delay may be crucial. DC or AC/DC for continuous operation in the Often staff members will overreact whether the epidemic is event of power failure. only disconcerting or represents a real and present danger, 4. Evacuation routes and shelter areas indicating that they are confronted with the unknown or are a. Fire misinformed. b. Tornado, hurricane OrientatiOn and instruction may be required to condition c. Flood teachers and students to better cope with infestations. d.- Hazardous material incident Refer to:Title 28 Pa. Code 23.83, 27.43, Vol. 15 e. Bomb threat Pennsylvania Basic Education Laws,. Regulations, Standards I'.Nuclear, incident and Circulars. _ g. Other

29 h. Diagram of each building by floors, showing routes, exits, (1) Panic bars on exits, daily check for operation assembly areas and shelter areas (2) Fire extinguisher i.Assignments of duties and responsibilitesfor (a)Positioned by responsible authority administrators and others. (b) Instruction on proper use 5. Education, training and instruction (c)Inspection a. Administrators, faculty, other employes and students b. Sprinkler system, smoke alarms need (1) Regular inspection (I) Education in personal and family survival c. Back-up power system in case of power failure (2) Training in first aid (I) In gymnasiums, shelter areas, auditoriums and halls (3) Instruction concerning proper behavior and used at night procedures during emergencies d. Alarms or,,signal devices b. Custodians should have training and instruction in: Evacuation (alert, warning, etc.) (1) Maintenance of fire lighting equipment (2) Drills (2) Where' to shut off dangerous utilities during Back-up emergencies e. Special emergency equipment on bus (3) How to reduce steam pressure quickly and safely F. First-aid (4) Proper storage of flammable materials (I) Kits (5) Good housekeeping in attics, basements and storage (2) Instruction rooms (3) Qualified per ;onnel (6) Other g. Building inspeNions c. Parents should have: (1) Fire (I) Information concerning emergency plan (2) Shelter site (2) Information on their roles during specific emergency (3) Preventive situations (4) Other 6. Drills 8. Provisions for change in plan a. Fire, tornado, nuclearincidents, c. a. Result of evaluation from practice ort actual experience b. Regulations b. Recommendation of responsible agencies c. Behavior during drills 9. Resource for:// 7. Facilities a. Planning,' a. Regulations" b. Assistance in actual emergency situations

RESOURCES

Chaiken, Jan M. et al. A Training Course in Deployment of Emergency National Fire Protection Association. Learn Not to Burn. 470 Atlantic Services: Instructors and Student's Manuals. New York, NY; Avenue, Boston, MA 02210. 1979. New York City Rand Institute, p. 353. 1975. (ED 126 338). (RISE). Office of Energy Programs. Energy Conservation Handbook for Light Colavita, Leon et al_ School Emergency Planning Guide. Trenton, NJ; Industries and Commercial. Buildings-.U.S. Department of New Jersey State Department of Education. p. 39. 1973. (ED 113 Commerce. Washington, D.C. 20230. 791). (RISE). Office of Energy Programs. How to Start an Energy Management Department of General Services. Pennsylvania Energy Management Program. U.S. Department of Commerce. Washington, D.C. 20230. Manual and Supplement Flarrisburg, PA 17125. Pennsylvania Department or Transportation. School Bus Drivers' Department of Health, Education and Welfare. A Selected Guide to Manual. Penn Public No. 117, Bureau of Traffic Safety_ , Division of Federal Energy and Education Assistance.U,S. Office\ of Public Transportation. Harrisburg, PA 17120. Education, Energy & Education Action Center. Washington. D.C. Sowash, Fred W.Guidelines for Bus Evacuation and Classroom 20202. Instruction in Safe Riding Practices. Sacramento, CA: California Department of the Treasury. Bomb Threats and Bomb Search State Department of Education. p. 18. 1975. (ED 114 939). (RISE). Techniques. Washingtor; D.C.; the Department of the Treasury. e Council of Civil Defense. County Disaster Operations Plan p. 13. 1972. (ED 065 927). (RISE). Guide. Transportation and Safety Building, Harrisburg. PA 17120.- DeSpain, B, C. Living with Disaster. American School and University, to Council of Civil Defense- Disaster Preparedness Handbook. 48:-.3. pp. 28-29, 31. November, 1975. (EJ 127 625) (RISE). Transportation and Safety Building. Harrisburg, PA 17120. Gatch, Jean. Fire Drills - Sooner or Later...One Will Be for Real. Pennsylvania Emergency Management Agency. Vulnerability Learning, 14, pp. 89-91. December. 1974. (E.! 106 682). (RISE). Analysis of Hazards Transportation and SafetyBuilding, Governor's Commission on Fire Prevention and Control. Harrisburg, PA 17120. Pennsylvania Burning. Department of Labor and Industry. 71h and Pennsylvania Emergency Management Agency. Disaster Preparedness Forster Streets, Harrisburg, PA 17120. Handbook. Transportation and Satiety Building; Harrisburg. PA liardyston Township Public Schools. Emergency Plans. Educational 17120.

polices reference manual, volume 1 (EBC). Washington, D.C.; Pennsylvania Emergency Management Agency. Disaster Operations Educational Policies Service of National School Boards Association. Plan. Transportation andSafety Building. Harrisburg, PA 17120. p. 2. 1974. (RISE). Pennsylvania Emergency Management Agency. Emergency Massachusetts State Department of Education. Bomb Threats. Management Coordinators Handbook. Transportation and Safety

Educationalpoliciesreference manual, volume 1 (EBCC-E). Building, Harrisburg, PA 17120. Washington, D.C.; Educational Policies Service of the National University of Pittsburgh. Emergency Response Procedures. University School Boards Association.p. 1. (RISE). News and Publications, 617 Cathedral of Learning, Pittsburgh, PA Miller, Dean F and Susan Shunk. A Survey of Elementary School 15260. Health Services with Emphasis on Preparation for Emergency Winston, Sheldon. Expect the Worst: A Primer on Disaster Planning. Care Procedures of Sick and Injured Students, Journal of School School Management. 16 :8, pp. 30, 33. August, 1972 (E.! 061 349). Health, 42:2. pp. 114117. February; 1972. (E.! 053 152). (RISE). (RISE).

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