Special thanks must be given to the following stakeholders who assisted with the review of this document:

Transcription

1 November 2011

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3 The Office of Disaster Preparedness and Emergency Management (ODPEM) would like to extend gratitude to the United Nations Children s Fund (UNICEF) for its tremendous technical and funding support to the Disaster Risk Reduction activities geared towards the protection of children in Jamaica through the project Protecting Children in Emergencies by Strengthening the Capacity of Schools and their Surrounding Communities to Respond to Disasters. Special thanks must be given to the following stakeholders who assisted with the review of this document: The Child Development Agency The Jamaica Fire Brigade The Ministry of Education The Jamaica Association for the Deaf The Jamaica Constabulary Force The University of the West Indies Institute for Sustainable Development and The United States Agency for International Development/ Office of Foreign Disaster Assistance In addition, this document would not have been completed without the full support of ODPEM staff members, especially Ms. Camille Beckford, Project Coordinator.

4 In any society, the safety and well-being of children should be paramount. In emergency situations, children are more vulnerable than adults and need to be protected. They also need to be informed, so that they can help to protect themselves and others. Emergency Preparedness and Response Plans (EPRPs) provide the guidance which children and adults need to ensure that timely and appropriate action is taken before, during and after emergencies. Jamaica is vulnerable to natural and man-made hazards which include hurricanes, earthquakes, floods and, increasingly, major incidents of violence. All schools and institutions have characteristics that make them vulnerable to hazards. Some of these characteristics are specific geographic and/or social vulnerabilities. It is therefore important that EPRPs reflect the unique characteristics of the schools/institutions for which they are developed. Planning is critical if we are to act in the best interest of our children during emergencies. In any emergency situation, emergency responders may not reach a facility immediately. It is therefore imperative that schools and institutions have EPRPs and teams in place. The purpose of this booklet is to guide schools and institutions to develop Emergency Preparedness and Response Plans that will ensure the safety and security of their children, staff and volunteers.

5 TABLE OF CONTENTS 01 General Information Purpose of the Emergency Preparedness and Response Plan 02 a. Scope of the Emergency Preparedness and Response Plan 02 b. Objectives of the Emergency Preparedness and Response Plan School/Institution Demographics Emergency Preparedness and Response Teams 04-5 a. Child Participation 04 b. Emergency Preparedness and Response Team 05 c. Safety Wardens 05 d. Community Resource Persons 06 e. Emergency Contact List School/Institution Environmental Assessment a. Description of Location 07 b. Vulnerability to Natural and Man-Made Hazards 07 c. Hazard History 08 d. Infrastructure 08 e. Special Considerations Resource Assumptions Emergency Management Procedures Hazard # 1 - Earthquake 11 2 Hazard # 2 - Hurricane 13 3 Hazard # 3 - Civil Unrest/Major Incidents of Violence Communication Procedures Incident Command System Evacuation Emergency Management Calendar of Events Emergency Supply List 20 APPENDICES 01 Definition of Terms Standard Operating Procedures Damage Assessment Procedures for Schools/Institutions Checklist for Child Care Institutions Child Participation Checklist Earthquake Drill Form Emergency Drill Record Steps in Planning an Earthquake Drill Abbreviations 38

6 GENERAL INFORMATION 1 Name of School/Institution... Address Parish..... Telephone No.... Fax No Hours of Operation.. Name of Principal/Manager... Emergency Coordinator/ School Safety Officer... Date EPRP completed Last Revised by (Plans should be reviewed by an Education Officer or the Parish Disaster Coordinator. A copy of the Plan should be sent to the Ministry of Education (MOE) or the Child Development Agency (CDA).) Date of Revision Next Revision Date (Plans should be reviewed at least once every two years and within two months following recovery from a major event or if any structural or major changes occur in the school/institution. The Fire Safety component should be reviewed once every year.)

7 2. Purpose of the Emergency Preparedness and Response Plan (EPRP) (e.g., To minimize the loss of life and injury to all members of the school/institution s community.) a. Scope of the Emergency Preparedness and Response Plan (EPRP) (e.g., This EPRP will have tasks to be undertaken before, during, and after all emergencies that may affect the school/institution and immediate community.) b. Objectives of the Emergency Preparedness and Response Plan (EPRP) (Objectives should cover safety and security of students, staff, school property, community etc.)

8 3. School/Institution Demographics 3 (This information is required to determine the level and type of resources required for the school/institution for e.g. the capacity of the assembly area and the number of safety wardens required for the school/institution as well as evacuation procedures.) a. Staff Information Day Night Total Academic/ Caregivers Administrative Ancillary Total b. Children Statistics Age Range Boys Girls Total Total c.(i) Number of children with disabilities. Boys Girls c.(ii) Indicate the type of disabilities Hearing Visually Physcial Mental Other Total Impaired Impaired Challenges Challenges... Boys Girls

9 4. Emergency Preparedness and Response Teams (EPRT) During emergency situations or during crises, mechanisms must be in place to ensure that the school/institution can manage unforeseen events on the property. An Emergency Preparedness and Response Team (EPRT) at the school/institution is necessary to provide ready response in times of crisis. The overall purpose of the EPRT is to promote and monitor the safety and security of staff, students or wards and to give adequate direction in times of emergencies. 4 The key responsibilities of the Emergency Preparedness and Response Team are to: 01. Develop an Emergency Preparedness and Response Plan (EPRP) for the school/institution. 02. Activate and execute EPRP when the need arises. 03. Ensure that all students, children and members of staff are notified of the school/institution s Emergency Management Procedures. 04. Coordinate emergency response on property in the absence of local emergency responders. 05. Establish and maintain communication with relevant emergency responders. 06. During an event ensure that all procedures and relevant actions are taken to ensure the safety and security of staff and children. 07. Identify, initiate and participate in Disaster Risk Reduction, Preparedness and Mitigation Projects for the school/institution. 08. Give basic care to injured persons. 09. Revise plan every two years. In order for the EPRT to work effectively, all team members must know their individual roles and responsibilities; and they should be aware of all policies and procedures. Team members are expected to engage other members of the school/institution s community in executing of the activities. The size of the school/institution s EPRT is dependent on the size of the school/institution and its various activities. The members of the team should commit to the following: 01. Attend regular meetings. 02. Operate using the Standard Operating Procedures (SOPs) outlined for each hazard. 03. Ongoing training, updating and refreshing of skills in various areas of Emergency Risk Management. a. Child Participation Child Participation is critical in the Disaster Risk Reduction Programme. As children become more involved in age and gender appropriate activities it will help them to understand the importance of disaster risk reduction thus promoting a culture change in society. The age of the child will determine the complexity of the tasks to be undertaken. Children should not be burdened with activities that they do not have the capacity to deal with. See appendices for list of activities that children can engage in. See page 40 for ideas about how to involve children in disaster preparedness and response.

10 b. Emergency Preparedness and Response Team 5 Head of Team (Please indicate community representatives on the committee. All positions must have a deputy.) Name Position Contact Major Responsibilty Guidance Counselor Caregivers School Nurse Security Guard/Watch Man Grounds/Maintenance Manager Social Workers c. Safety Wardens (Schools/Institutions that houses older children may use them as safety wardens. Safety Wardens should be strategically placed across the school/institution. The number of wardens per grade or dorm should be a ratio of 1:15. Where possible, there can be at least one safety warden per class or dorm. Please note that staff members who are not on the EPRT can be used as safety wardens.) Names of Safety Wardens Grade/ Dormitory Location Contact* (*Optional depending on the characteristics of the school/institution.)

11 d. Community Resource Persons (List the persons in the community with special skill set that can assist the school/ institution in emergency situations.) 6 Name of Individual Special Skills/Resource Available Contact Information e. Emergency Contact List (Record the names of all first responders and other emergency personnel. Ensure that the numbers for the responders closest to the school/institution is recorded.) A copy of the emergency contact list should be visibly displayed at strategic areas on the compound. Name/ Agency Contact Person* Contact Number Address Fire Police Parish Disaster Coordinator Ambulance Hospital/Health Centre ODPEM Child Development Agency NWC JPS Other (*where applicable)

12 5. School/Institution Environmental Assessment 7 a. Description of Location (Outline general information about the school/institution including a description of the location in the community and parish, e.g. is the school/institution close to a river? Is it located on hilly terrain? Is the community located in a rural or urban area?) b. Vulnerability to Natural and Man-Made Hazards (List the man-made and natural hazards which the school/institution is vulnerable to.)

13 c. Hazard History (Outline the various hazards and past disasters that have affected the community and their specific effects on the school/institution and community -* see highlighted example in the table below.) 8 Hazard Year of Impact Location of Impact 1. Flooding* 2008 Playfield 2.Health Emergencies 3. Impact Damage and Loss Field water logged for 3 days Mitigation Activity Conducted Drainage culvert constructed d. Infrastructure (Give a detailed description of the buildings and other infrastructure of concern on the school/institution s premises. This should be linked to the layout of the school/ institution in the appendices, e.g. How many blocks are present? What kind of material is the building made of? What is the age of the building?) Building Age Roof Covering Type of Structure Building 1 10 years Slab Concrete Building 2 e. Special Considerations (Outline any matter that may put your school/institution in a unique position. These must be taken into consideration when planning, e.g. children with disabilities or surrounding facilities of interest such as a gas station.)

14 6. Resource Assumptions 9 (a) (b) Outline factors that can be used as a baseline for the Emergency Management Procedures e.g. 90% of all staff members are present at the school/institution on any given day. Your assumptions will assist you to think about your alternate plans. Include assumptions of all major resources needed when planning and responding to disasters. I. Human Resource/ Staff II. III. IV. Communication (e.g. all communication equipment will be in working order) Emergency Equipment Medical Resources V. Transportation VI. VII. VIII. Building Relocation Site Other (based on the specific nature of your school/institution)

15 7. Emergency Management Procedures An integrated three phase approach must be adopted when looking at Disaster Risk Management and the schools/institutions should plan accordingly. The three phase approach is as follows: 01. Pre-Disaster Phase (Before) 02. Response Phase ( During and immediately after) 03. Response and Rehabilitation ( After) 10 Plan for each hazard separately and include both natural and man-made hazards. Hazards that must be included in the plan are hurricanes, earthquakes and fire. Your plan must address all other hazards to which the school/institution is vulnerable. The Ministry of Education (MOE) Guidelines for the Development of Critical Incident Management Plan or the Child Development Agency (CDA) Disaster Management and Contingency Planning Policy should be used to assist in the development of the Emergency Management Procedures. Please ensure that parents are involved and notified of the Emergency Management Procedures, especially procedures involving release of children after an event. The time of evacuation may differ for each hazard; ensure that you include in your plans special arrangements for disabled and young children e.g. toddlers. Where applicable under evacuation, transportation procedures should also be included. Please ensure that assembly areas, evacuation routes and exits are properly marked. Your plan should also include procedures for dealing with injured children. After you have outlined in detail, the procedures for the hazards by which you are most affected; you must also include standard operating procedures for other occurrences such as epidemics and security. Please note that if your facility is used as a public shelter you must include the following activities in your plans: Handover to Shelter Manager Appointment of Staff Liaison Post Assessment of Facilities a. Activation of the Emergency Preparedness and Response Plan (EPRP) The Principal or his designate has the overall responsibility for the activation of the Emergency Preparedness and Response Plan (EPRP). The EPRP for the school/ institution will be activated under the following conditions: Hurricane: The Office of Disaster Preparedness and Emergency Management (ODPEM) under the guidance of the National Meteorological Service will place the country under a Hurricane Alert. The school/ institution will activate the plan in consultation with the Ministry of Education or the Child Development Agency. Earthquake: Once an earthquake is felt. Flood: Once a flash flood watch or warning has been issued, the threat of a tropical system and or the surrounding environmental conditions indicates that flooding will take place the plan should then be activated. Fire: Once there is a fire on property or within close proximity. Please include activation procedures for all other hazards that are covered in the Emergency Preparedness and Response Plan for the school/institution.

16 1. Name of Hazard: EARTHQUAKE 11 a. Hazard Description (Give a brief description of the hazard characteristics: formation, season, if applicable, effects and define terms associated with the hazard. This will ensure that all readers of the plan understand.) An earthquake is the sudden movement of the earth s crust. The secondary hazards associated with earthquakes include fires, landslides, destruction to buildings and tsunamis b. Possible Impact of Hazard on the School/Institution (This is important as it will assist in identifying the eventualities for which to plan.) 01. Children (e.g. Children may panic and want to run out of the classrooms or dormitory.) Staff Infrastructure Other... c. Emergency Management Procedures (Use the Standard Operating Procedures (SOPs) for Earthquakes in the Appendices section to assist. Outline prevention, mitigation, preparedness and risk transfer (e.g. insurance) mechanisms to ensure school/institutional safety against the hazard listed above. Use tips in the Appendices section to assist.)

17 BEFORE DURING AFTER Class Teacher/Caregiver Sensitization on Earthquake Safety January & September yearly Tell children to take safety positions take cover Guide children in evacuation 12 EPRT Member 1/Care- Check restrooms while giver evacuating EPRT Member 2/ Guidance Counselor Put earthquake safety information on the notice board in January Provide psychosocial support to students after an earthquake EPRT Member 3 Plan 2 earthquake drills yearly Conduct damage assessment Security Guard/ Watchman Manager/ Principal Ensure that emergency items are in stock Students take cover Children - drop, cover, hold, students outside should crouch (*N.B. Ensure that there is someone responsible for each activity. The responsible individual does not necessarily have to be a member of the EPRT, they can be any member of staff.)

18 2. Name of Hazard: HURRICANE 13 a. Hazard Description (Give a brief description of the hazard characteristics: formation, season, if applicable, effects and define terms associated with the hazard. This will ensure that all readers of the plan understand.) A hurricane is a huge storm that can extend up to 600 miles across and have strong winds spiraling inward and upward at speeds of 75 to 200 mph b. Possible Impact of Hazard on the School/Institution (This is important as it will assist in identifying the eventualities for which to plan.) 01. Children Staff Infrastructure Other...

19 c. Emergency Management Procedures (Use the Standard Operating Procedures (SOPs) for Hurricanes in the Appendices section to assist. Outline prevention, mitigation, preparedness and risk transfer (e.g. insurance) mechanisms to ensure school/institutional safety against the hazard listed above. There is a set season for hurricanes and they can occur at the beginning of the season, therefore it is very important that pre-season activities are carried out. Use tips in the Appendices section to assist.) 14 PRE SEASON HURRICANE HURRICANE HURRICANE DURING THE AFTER THE ACTIVITIES ALERT WATCH WARNING HURRICANE HURRICANE Secure classroom resources Call meeting with EPRT Secure classroom resources/ dormitory EPRT Member 2/ Caregiver/ Social Worker Emergency Member 3 Sensitize children on Hurricane Preparedness & update notice board Find safe area on property Class Teacher/Caregiver EPRT Member 1 / Caregiver Provide psychosocial support to staff and students Security Guard/ Watchman Assist with securing facility Assist with securing facility Maintain contact with Principal or Head of EPRT Manager/ Principal Ensure that emergency supplies are in stock Maintain contact with MOE Inform MOE/CDA on status of School/ Institution Children Secure resources Please note that residential schools/institutions are expected to have detailed procedures for a hurricane watch, warning and during a hurricane. Ensure that there is someone responsible for each activity. The responsible individual does not necessarily have to be a member of the EPRT, they can be any member of staff.

20 3. Name of Hazard (e.g. CIVIL UNREST/MAJOR INCIDENTS OF VIOLENCE) 15 a. Hazard Description (Give a brief description of the hazard characteristics: formation, season, if applicable, effects and define terms associated with the hazard. This will ensure that all readers of the plan understand.) b. Possible Impact of Hazard on the Institution (This is important as it will assist in identifying the eventualities for which to plan.) 01. Children Staff Infrastructure Other...

21 c. Emergency Management Procedures Pre-Disaster Phase (Use the Standard Operating Procedures (SOPs) in the Appendices section to assist.) 16 BEFORE DURING AFTER Class Teacher/ Care-giver EPRT Member 1/ Marcia Jones EPRT Member 2/ Social Worker Security Guard/ Watchman Manager/ Principal Children (N.B., Ensure that there is some one responsible for each activity. The responsible individual does not necessarily have to be a member of the EPRT they can be any member of staff.)

22 8. Communication Procedures 17 Internal Communication - (Determine the information and channels through which communication is disseminated to staff and children before, during and after an event. Please remember that depending on the nature of the hazard, normal means of communication may not be available.) External Communication (Outline procedures for contacting parents and guardians and for contacting all emergency and first responders.clearly state which individuals are responsible for contacting these agencies. Outline procedures for speaking to the media and for informing the Ministry of Education, Child Development Agency etc.) Communication Flow Chart

23 9. Incident Command System (ICS) (Incident Command System (ICS) is a standardized all hazard incident management approach. You must include who is in command and how information will flow, where you will operate from and the transfer of command. Your school/institution s ICS should have 5 functional areas: Command, Operations, Planning, Logistics and Finance and Administration. See diagram below with example of ICS flow chart. Broken arrows indicate positions that may be necessary depending on the magnitude of the emergency.) (Use the main responsibilities of each individual to assign the roles and responsibilities in the diagram below.) Incident Commander (Principal, Senior Teacher, School Emergency Coordinator) Public Safety Officer Operations Planning Logistics Finance/ Initial Search and Rescue First Aid Evacuation Record Keeping Writing Reports Possess relevant documents Supply Resources Transportation Communication Administration Purchasing (Please note that the school/institution is expected to carry out operation activities for minor incidents. Major incidents will have to be managed by the school/institution until the arrival of the external agencies such as Jamaica Fire Brigade etc. In such instances, your plan must include handover procedures for the first agency on the scene.)

24 10. Evacuation 19 a. Evacuation Procedures (Evacuation may be necessary at various times depending on the magnitude of the emergency and other factors specific to the school/institution. Outline in detail, for the various hazards, at what point evacuation from the property or to another section of the premises will be necessary. State where you will evacuate to e.g. shelter or alternative site, routes to the new area as well. You may need to include transportation details.) Kensington Primary School b. Layout of School/Institution (This layout should look like an aerial view of the school/institution. Please indicate evacuation routes, exits and assembly areas. This layout map must be placed at strategic points on the property.)

25 c. Community Hazard Map (Draw a map of your school/institution and its surrounding community. Indicate using suitable symbol areas within the community which are either vulnerable or have been impacted by hazards in the past. Indicate evacuation route and nearest shelter.) 20

26 11. Emergency Management Calendar of Events 21 (This calendar should be included in the general calendar for the year.) Month Activity Responsible Individual Earthquake Awareness Week January Earthquake Drill Invite Resource Person February May Hurricane Preparedness Tips on Notice Board Discuss activities in Form Time June Disaster Preparedness Month October Fire Safety Week 12. Emergency Supply List Item Quantity Location 1. Radio 2 Main Dormitory & Block B 2. Garbage Bags 24 Canteen Store Room 3. 23

27 22 DEFINITION OF TERMS 01. Disaster - Natural or man-made caused event which causes intense, negative impact on people, goods and services and or the environment exceeding the affected community internal capability to respond. 02. Hazard - Natural or man-made caused event which has the potential to bring about negative consequences. 03. Risk - The probability of being affected by undesirable consequences of a hazard. 04. Vulnerability - The extent to which an individual, a community s structure, services or the environment is likely to be damaged or disrupted by the impact of a hazard. 05. Mitigation - Activities that will eliminate or reduce the probability of occurrence of the emergency or disaster. 06. Preparedness - Measures taken to reduce to the minimum level possible, the loss of human life and damage to property, through the organizing of effective measures which will ensure timely and appropriate responses to given hazard. 07. Response - Actions carried out immediately before, during and immediately after a hazard impact which are aimed at saving lives, reducing economic losses and alleviating suffering e.g. evacuation. 08. Evacuation - The orderly removal of endangered persons away from a threatened area. 09. Rehabilitation - The process of restoration of services to meet basic needs of a community e.g. telephone, electricity. 10. Preparedness - Measures taken to reduce to the minimum level possible, the loss of human life and damage to property, through the organizing of effective measures which will ensure timely and appropriate responses to given hazard. 11. Reconstruction - Medium and long term repair of physical, social and economic damage and the return of affected structures to a condition equal or better than before the disaster.

28 STANDARD OPERATING PROCEDURES (SOPs) FOR HURRICANES 23 Phase 1: Prevention, Mitigation and Preparedness (January through to 5 days before impact) Prevention, Mitigation and Preparedness activities as mentioned in these SOPs are specific actions to be taken by respective members of the EPRT and other staff members to ensure proper planning and coordination for hurricane emergency. Team members should utilize other information and measures highlighted in the EPRP to act as a guide for other actions. Activities (Assign responsible persons for these particular tasks based on the staff compliment of the school/ institution.) 01. Disseminate public education information on hurricane preparedness to staff, students and residents. 02. Check property continuously and resolve maintenance issues. 03. Ensure that emergency supplies are in stock. 04. Ensure that safe areas on the school/institution s property are identified. 05. Equipment and other resources should be properly stored in safe areas during the holiday or when alerted of an impending hurricane. 06. If the school/institution is a shelter ensure that classrooms are cleared and items are stored in a safe area before dismissal for summer holidays. 07. Principal or Managers should meet with shelter managers before the beginning of the hurricane season. 08. For residential schools/institutions identify common areas on property where residents will stay during the storm. 09. Residential schools/institutions should identify evacuation routes and relocation sites before the season begins. 10. Ensure that relevant authorities are aware of the Emergency Preparedness and Response Plan of the school/institution. 11. Make provisions for keeping records safe. 12. Ensure that facilities are regularly checked and prevention and mitigation activities are carried out. Phase 2: Alert (5 days up to 72 hours before impact) Activities (Assign responsible persons for these particular tasks based on the staff compliment of the school/ institution.) 01. Meet with the EPRT to assess the school/institution s state of preparedness. 02. Advise staff members, students, and residents to listen to weather updates. 03. Residential schools/institutions should ensure that items such as first aid kits, batteries, radios, lighting and other emergency items are in stock. 04. Residential schools/institutions should ensure that provisions are in place for emergency food and water. 05. Check on facilities and carry out mitigation and prevention activities: a. Cracks and weaknesses. b. Clear the yard of loose objects. c. Trim trees that touch utility lines.

29 d. Have material and equipment in place to secure property. Phase 3: Event and Event Response (72 hours before impact through to 5 days after landfall/ All Clear) 24 A. HURRICANE WATCH (48 hours before impact) Schools/Institutions 01. EPRT ensure that facility and schools/institution s resources are secured. 02. Ensure provisions are in place for watchman. 03. Start securing property. 04. Secure records. Residential Facilities 01. EPRT ensures that facility and school/institution s resources are secure. 02. Maintain contact with CDA, Emergency Responders and the Community Emergency Team. 03. Brief EPRT and residents. 04. Ensure property is secured. 05. Secure records. 06. Finalize staffing arrangements. 07. Ensure arrangements are in place if an evacuation should take place. 08. Ensure that medication and health equipment for residents are available. 09. Ensure that special arrangements are made for vulnerable groups that require evacuation. B. HURRICANE WARNING (36 hours before impact) Schools/Institutions 01. All schools/institutions should be closed the relevant authorities will notify of closure times. 02. Property should be secured. 03. Maintain contact with watchman and shelter manager. Residential Facilities 01. Monitor radio 02. Maintain contact with Local Emergency Response Personnel and CDA. 03. Revisit SOPs to ensure that everything is in place. 04. Move residents to common areas or evacuate premises if necessary. 05. At this time property should be secured. C. DURING THE HURRICANE Residential School/Institutions 01. Monitor radio. 02. Maintain contact with Local Emergency Personnel and CDA. 03. Keep residents calm and occupied. 04. Be on the alert for flooding or damage to property.

30 25 D. AFTERMATH (IMMEDIATELY following the event to 5 days after All Clear) Residential 01. Monitor radio for updated information. 02. Ensure that residents are in good physical health. 03. Inform relevant authorities of specific welfare needs. All schools/institutions should: 04. Conduct initial damage assessment and report to the relevant authorities. 05. Carefully check electrical wires and systems. 06. Check for gas leaks, sewage and water line damage. 07. Ensure that psychosocial support is given to both staff and students after an event. If assistance is needed, contact the Office of Disaster Preparedness and Emergency Management. 08. Conduct an evaluation of procedures and action taken. FLOODING If your school/institution is located in an area frequently affected by flooding ensure that communication is maintained with key community members. If flooding is taking place in the community which may affect the movement of students, the school/institution should be notified so that decisions can be made if necessary when students will be allowed to leave. STANDARD OPERATING PROCEDURES (SOPs) FOR EARTHQUAKES (Assign responsible persons for these particular tasks based on the staff compliment of your school/ institution.) The following activities should be conducted throughout the year, remember there is no season for earthquakes. 01. Conduct sensitization sessions on earthquake safety measures with staff, students and residents. 02. Conduct earthquake drills and simulation exercises at least once per year (use guide to Earthquake Drill in Appendices to assist). 03. Practice earthquake safety positions - drop, cover and hold, standing under the door jamb, if outdoors find a clear open area and crouch. 04. Ensure that all exit evacuation routes and assembly areas are identified and labelled. 05. Ensure that exit evacuation routes are kept clear and free from obstruction. 06. Anchor bookcases, cabinets and water tanks to the wall or floor. 07. Ensure areas underneath desks and tables are clear. 08. Make special arrangements for evacuation for vulnerable groups, e.g. the physically and mentally challenged and young children. 09. Inspect buildings yearly for cracks and weaknesses, defective electrical wiring and defective gas connections. DURING AN EARTHQUAKE 01. Advise persons to remain calm. 02. Take cover and take relevant safety positions. 03. If outside, crouch in a clear open area. 04. Stay away from windows or large cabinets that could fall.

31 AFTER AN EARTHQUAKE 01. Evacuate immediately. 02. EPRT should evacuate with first aid kits and fire extinguishers. 03. Ensure that persons who need assistance while evacuating are assisted. 04. If aftershocks occur while evacuating take cover. 05. Check and attend to injured persons. Seek assistance for those who require serious medical intervention. 06. While evacuating, open doors carefully and watch out for falling objects or exposed electrical lines. 07. While evacuating, ensure that lunch areas and bathrooms are checked while evacuation is in process. 08. Assemble in safe area and conduct roll call. 09. Given the all clear, when possible EPRT should conduct a search of the building for anyone who is trapped until emergency responders arrive. 10. Remain in assembly area until building is declared safe. 11. Contact local emergency management personnel and CDA. 12. Submit reports to relevant authorities. 13. Ensure that psychosocial support is given to both staff and students after an event. If assistance is needed contact the Office of Disaster Preparedness and Emergency Management. 14. Conduct evaluation of procedures and action taken. 26 STANDARD OPERATING PROCEDURES (SOPs) FOR FIRES 01. The following equipment are needed within all schools and childcare institutions. Fire Alarm Exit signs, marked evacuation routes and marked assembly area Fire extinguishers Smoke detectors 02. Alarm systems should be audible throughout the entire premises of the school/institution. 03. All schools/institutions must have proper exits, evacuation routes and emergency assembly areas marked. 04. Exit signs must be fitted to all exits and doors, these signs must be written in bold red on a white background. 05. Sensitization on fire safety must be conducted with staff, students and residents on a yearly basis. 06. Fire drills must be conducted at least once yearly. 07. Make special arrangements for evacuation of vulnerable groups, e.g. the physically and mentally challenged and young children. DURING A FIRE 01. Once an alarm is activated the building must be immediately evacuated - total fire evacuation should take no longer than three minutes. 02. Once a fire is detected call the local fire department or Ensure that persons who need assistance while evacuating are assisted. 04. If a fire is small and it is safe - attempt to extinguish with a fire extinguisher. 05. Never allow a fire to come between you and the exit path. 06. While evacuating touch closed doors with the back of hand before opening. If the door is hot or smoke is visible DO NOT attempt to open. 07. When persons are assembled conduct a roll call.

32 Ensure that information about missing persons is available for the Fire Department as soon as they arrive. 09. Check and attend to injured persons. Seek assistance for those who require serious medical intervention. 10. Establish contact with members of the EPRT. AFTER A FIRE 01. Do not re-enter the building until authorized by the Jamaica Fire Brigade. 02. Submit reports to relevant authorities. 03. Ensure that psychosocial support is given to both staff and students after the event. If assistance is needed contact the Office of Disaster Preparedness and Emergency Management. 04. Conduct Evaluation of procedures and action taken.

33 DAMAGE ASSESSMENT PROCEDURES FOR SCHOOLS/INSTITUTIONS Damage Assessment Procedures BEFORE 01. Designate a Damage Assessment Coordinator (DAC) as a member of the school s EPRT and identify one or two persons to work on the Damage Assessment Team (DAT) (if necessary). This should be done during the planning phase. This person should be knowledgeable about the school property and should conduct regular and random inspections of the school before an emergency situation. This will allow the coordinator to clearly distinguish between damage caused by the hazard and damage that may have existed before. 02. The Damage Assessment Team (DAT) should ensure that pre-impact information on the school is readily available to facilitate analysis of the damage. This information will include: 28 Pre-impact Data Total population Average number of children per class or dormitory Hazard prone areas or hazard map of the school /institution and community Value of equipment and machinery located or stored in each room Purpose in Analysis Percentage of school/institution s population affected by the damage Identify the number of children affected by the damage and identify alternative space with sufficient capacity to house the affected population Identify areas that need to be prioritized for assessment Value of loss and replacement cost 03. Maintain a damage assessment kit which should include forms, a clipboard, pens/ pencils, a camera (if available) and a floor plan or map of the school/institution. DURING 04. Remain calm, stay alert and maintain contact with the Parish Disaster Coordinator and the leader of the school/institution s EPRT. Be on stand-by to conduct the assessment as soon as the All Clear is given. AFTER 05. As soon as the All Clear is given and it is safe, the DAT leader should brief the team and conduct an assessment. The assessment should be done according to the process and procedures outlined in the forms given. 06. The DAC should submit the forms to the Chairman of the school s Disaster committee. 07. At each stage of the assessment process, the EPRT should undertake a preliminary analysis of the damage and submit a report to the MOE s Regional Office/ Education Officer or the CDA s Officer. In addition to damage and needs, the report

34 29 should include an analysis of medium to long term impact of damage sustained to buildings or other infrastructure. The pre-impact data will help to inform this analysis. The DAC should submit the forms to the chairman of the school/institution s EPRT. Damage Assessment Procedures Stage 1 Stage Time Frame Purpose in Assessment Provides a general overview of information on the extent of damage to the school/institution. To determine whether the school/institution is being used as a Initial Situation Overview* (ISO) Conducted up to 8 shelter or not and to determine the need hours after the all clear for and extent of further assessments. For rapid on-set events the Initial Situation Overview (ISO) will help to determine the need for search and rescue operations Stage 2 Initial Damage Assessment* (IDA) Stage 3 Detailed Assessment Conducted up to 48 hours after the all clear 2-6 weeks after the event IDA information is used to determine priority needs, assistance required and a preliminary estimate of the cost of damage to the school/institution Follow-up assessments by technical experts that provide detailed sector-specific information for purposes of planning and funding of rehabilitation and reconstruction (*The size of the school/institution and magnitude of the event will determine if the ISO and IDA can be integrated and done simultaneously. The key is to communicate information early.)

35 FORM 1 Name of School/ Institution Address of School/ Institution Name of Assessor ISO/IDA FORM FOR SCHOOLS Date of Assessment Region Event, Name & Date 30 GENERAL OBSERVATIONS Name/ Agency Y N Comments School/Institution accessible (roadway) Water available Electricity available Available Down Power Lines/Utility Poles Debris (fallen trees, etc.) Damage to recreational area Damage to drains and other infrastructure Damage to Equipment* Classroom/Dormitory Canteen/Kitchen Laboratories Other (*Equipment includes any computer equipment, laboratory equipment, maintenance equipment etc.) Indicate section(s) of building(s) damaged: Roof Walls Windows Foundatoin

36 LEVEL OF DAMAGE TO BUILDINGS 31 BUILDINGS No damage LEVELS OF DAMAGE No significant Minor Major damage damage damage Destroyed Classrooms/ Dormitory Kitchen/Canteen Bathroom Store Room KEY Destroyed Major Damage Minor Damage No Significant Damage Structure is not usable and cannot be repaired. Must be re-built. Structure is not usable and cannot be occupied until repairs are made. Structure is usable and can be occupied after urgent temporary measures are taken. Structure is usable and can be occupied. Repairs required are minimal. FINDINGS School/Institution Safety Y N Comments The school/institution is safe for occupancy Buildings/Rooms recommended to be closed due to hazardous conditions

37 FORM 2 DETAILED ASSESSSMENT FORM FOR SCHOOLS Name of School/ Date of Assessment Institution Address of School/ Region Institution Name of Assessor Event, Name & Date 32 DESCRIPTION OF DAMAGED BUILDINGS Type of Construction: Steel frame Wood frame Brick masonry Number of Storeys... Damaged Floor Area... Total Building Area... A. CONSTRUCTION 01. Exterior Wall Wooden Block & steel masonry 02. Roofing Reinforced concrete slab Timber framing & sheeting Reinforced concrete Brick masonry Steel framing & sheeting Other (state)... Pre-cast concrete Other (state)... Pre-cast concrete 03. Floors Pre-cast concrete Other (state) Partitions Glass Gypsum Panel Other (state) Stairs Steel Other (state)... Reinforced concrete slab Pre-cast concrete Wooden Wooden Wooden Bagasse Dry wall Concrete

38 B. DAMAGE NOTED 33 ELEMENT No significant damage Minor damage Major damage Destroyed Comments Exterior walls Frame general Frame members Frame connections Roof Floors Interior walls Partitions Stairs Foundations Falling hazards Mechanical equipment Plumbing Electrical Recreational area C. ESTIMATED COST OF DAMAGE Building area... Estimated building valuation... Estimated percent damage... Estimated valuation of damage... D. RECOMMENDATIONS Total Demolition of building... Shoring or bracing of building... Minor repairs... Major repairs... Replacement of machinery and Equipment... Assessors Signature:... Date:...

39 CHECKLIST FOR CHILD CARE INSTITUTIONS Child Care Institutions are residential entities thus it is imperative that the necessary resources and arrangements are made for children before an emergency situation. The following checklist outlines some of the basic requirements for child care institutions. It is recommended that each institution add to the list based on specific needs. 34 Activities Checked At least 2 weeks supply of food & water An emergency pack for each child containing change of clothes, blanket, soap, rag and a toy A First Aid Kit Medication for children List of designated shelters closest to the institution Arrangements in place for transportation of children to shelter(s) via bus or taxi Arrangements in place for adequate sleeping and meal preparation for children and staff, whether at the institution or at a shelter Emergency contact numbers for the Child Development Agency Emergency Response Team and the Regional Emergency Response Team Contact numbers for local emergency responders Adequate staffing arrangements for day and night shifts Ongoing Emergency Preparedness and Response Training for staff members

40 CHILD PARTICIPATION CHECKLIST 35 Remember to consider the age of the child when assigning tasks. Here are some possible tasks: 01. Assist with drawing hazard maps for the school or institution. 02. Assist with conducting hazard hunts. 03. Disseminate information to peers, adults and family members. 04. Administer Basic First Aid under supervision. 05. Assist with the evacuation of infants, young children, the elderly and individuals with disabilities. 06. Assist with water and food distribution. 07. Assist with Initial Damage Assessment. 08. Assist with the labeling of exits, evacuation routes and assembly areas. 09. Assist with the management of shelters during an emergency. 10. Serve as Safety Wardens within their schools/institutions and communities.

41 EARTHQUAKE DRILL FORM 01. Did you hear the alarm from where you were?... Yes... No Did all able-bodied persons take cover during the alarm? Did everyone evacuate the building after the alarm? Did staff members walk briskly away from buildings and other hazards? Was the chosen assembly point adequate or appropriate? Did evacuees walk in an orderly manner?... a. Was the roll call done?... b. Was staff adequately accounted for? Did anyone return to the building without authorization? Was there a rescue team? Was anyone injured? How many? 10. How long did it take for everyone to evacuate the building?... Any other additional comments or observations state below

42 EMERGENCY DRILL RECORD 37 Type of Drill Date Comments Logged by

43 STEPS IN PLANNING AN EARTHQUAKE DRILL THERE ARE SIX COMPONENTS OF AN EARTHQUAKE DRILL 01. ALARM During the alarm stage - individuals involved in the drill are alerted by a loud warning device, such as a bell or buzzer. The signal must be a pre-arranged known by everyone, so that all will respond appropriately, (should last approximately 30 seconds, persons should be familiar with the sound) RESPONSE During the response phase, everyone should head for cover. Persons get under a heavy desk, table, chair, bed or under a door jamb. Stay away from windows, glass or light fixtures. If there is no cover available, crouch and try to protect your head. 03. EVACUATION After remaining in a respective safe-place wait until the shaking has stopped, persons must evacuate the building (this should be done during the second alarm ringing which signifies the quake has stopped). Evacuation should proceed through pre-determined safe routes and evacuees should gather outside in a pre-determined safe area/assembly point away from buildings, fences, walls, electricity poles, bridges and trees. 04. ASSEMBLY At the assembly point, evacuees are grouped in order of classrooms, departments or floors determined by convenience to facilitate the next step, the roll call. (Persons are encouraged to assemble in their pre-determined safe areas.) 05. ROLL CALL During the roll call, teachers, floor wardens or others designated before-hand will determine if everyone is accounted for. In the event of a real earthquake, a search and rescue team will be dispatched to look for those missing. 06. EVALUATION After the roll call, there should be an evaluation as the school/institution identifies gaps during the drill, i.e. problem areas or potential problem areas in procedure.

44 39 CDA DAC DAT EPRP EPRT ICS IDA ISO JAD JCF JFB MOE NEOC ODPEM OFDA UNICEF USAID ABBREVIATIONS - Child Development Agency - Damage Assessment Coordinator - Damage Assessment Team - Emergency Preparedness and Response Plan - Emergency Preparedness and Response Team - Incident Command System - Initial Damage Assessment - Initial Situation Overview - Jamaica Association for the Deaf - Jamaica Constabulary Force - Jamaica Fire Brigade - Ministry of Education - National Emergency Operations Centres - Office of Disaster Preparedness and Emergency Management - Office of U.S. Foreign Disaster Assistance - United Nations Children s Fund - United States Agency for International Development

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