1	Emergency Responders, School Based ICS and YOU! Mike Coleman – QDS Communications Captain Tim Moore – Douglas County SO
2	Discussion Leaders and Participant Introductions
3	What We Will Cover.. Recent events and some impacts Defining what ICS means to your schools Frame of Reference What is a “Comm Plan?” Defining how you interact Building partnerships Partnership study review
4	Recent Events
5	Impacts to School Safety Efforts Traditional sources for grant dollars are shrinking Budget dollars are shrinking School district staff and programs being cut Contributions to Public Safety SRO programs Public Safety budgets shrinking Sensitivity to the needs are less or are being competitive with academic performance dollars Lack of “buy-in” – “can’t happen here..” School based incidents occurring
6	Defining What ICS Means to Your Schools SB 08-181 points Signed into law May 14, 2008
7	Basic Definitions NRF: Builds on the National Incident Management System (NIMS) with its flexible, scalable, and adaptable coordinating structures Aligns key roles and responsibilities across jurisdictions Links all levels of government, private sector, and nongovernmental organizations in a unified approach to emergency management Always in effect: can be partially or fully implemented Coordinates Federal assistance without need for formal trigger NIMS : Provides a set of standardized organizational structures: such as the Incident Command System (ICS) multiagency coordination systems public information systems Requirements for processes, procedures, and systems designed to improve interoperability among jurisdictions and disciplines in various areas, including: training; resource management; personnel qualification and certification; equipment certification; communications and information management; technology support; and continuous system improvement. ICS: The Incident Command System (ICS) is the combination of facilities, equipment, personnel, procedures, and communications operating within a common organizational structure, designed to aid in all-hazards incident management activities. ICS is used by all levels of government—Federal, State, local, and tribal, as well as by many private-sector and nongovernmental organizations.
8	What Does ICS Mean to Your Schools SB 08-181 requires: School board is to establish a school response framework consisting of policies consistent with NIMS By July 1, 2009 a date is established indicating when each school of the district will be in compliance and the information will be publicly available Formal adoption of the NRF and NIMS Institutionalization of ICS
9	What Does ICS Mean to Your Schools SB 08-181 requires continued: In conjunction with local community partners develop a coordinated school safety, readiness and incident management plan: Identified safety teams and backups for interacting with community partners and assuming ICS roles Identify potential locations for operational and support functions Develop a memoranda of understanding with the community partners specifying responsibilities
10	What Does ICS Mean to Your Schools SB 08-181 requires continued: Create an All-Hazards exercise program based on NIMS: Conduct tabletop exercises Conduct other exercises Exercises done with community partners from various disciplines Designed to practice and assess preparedness Many provisions are “to the extent possible”
11	What Does ICS Mean to Your Schools SB 08-181 requires continued: Exercises to include district employees and community partners: Orientation meetings around EOPs Drills in addition to fire drills Tabletops to discuss and identify roles and responsibilities Point to consider is testing the EOPs internally and then test with external partners After action review in writing describing lessons learned to include corrective actions to plans
12	What Does ICS Mean to Your Schools SB 08-181 requires continued: Once per academic term - inventory emergency equipment and review communications equipment which includes the ability to interoperate with state and local agencies Written procedures on taking action and communicating with responders, parents, students and the media during certain incidents
13	What Does ICS Mean to Your Schools SB 08-181 requires continued: Key personnel to include safety teams and others will complete FEMA EMI courses (counts towards continuing ED req’s) Review procedures to ensure NIMS compliance Establish a baseline for NIMS compliance and an action plan to achieve it (new employees will need to meet that baseline at some point)
14	What Does ICS Mean to Your Schools Federal Grants relating to homeland security dollars require ICS training / MOUs Smoother management transition for events occurring at a school to first responders Smoother time for school liaisons and others assigned within the ICS structure
15	Which ICS Training? Colorado Dept of Public Safety reference http://cdpsweb.state.co.us/nims.html Minimum Training ICS100.SC Introduction to ICS for Schools IS362 Multi Hazard Planning for Schools Optional Courses IS700 Introduction to NIMS IS800 Introduction to National Response Framework ICS200 - ICS for Single Resources / Initial Actions ICS300 - Intermediate ICS What is your school district supporting?
16	Let’s Talk About YOU for a Moment
17	Quick Biology Lesson The sympathetic nervous system Sympathetic (fight or flight) and Parasympathetic (rest and repose) divisions typically function in opposition to each other. For an analogy, one may think of the sympathetic division as the accelerator and the parasympathetic division as the brake. The sympathetic division typically functions in actions requiring quick responses. The parasympathetic division functions with actions that do not require immediate reaction. Causes the release of chemicals in the body to react: Epinephrine (Adrenalin) Norepinephrine
18	Quick Biology Lesson Your body reacts to stress: psychologically and physically The sympathetic nervous system physiological response: Acceleration of heart and lung action Constriction of blood vessels in many parts of the body Liberation of nutrients for muscular action Dilation of blood vessels for muscles Inhibition of Lacrimal gland (responsible for tear production) and salivation (dry mouth) Dilation of pupils Auditory Exclusion (reduction of hearing) Tunnel Vision (loss of peripheral vision) Acceleration of instantaneous reflexes Why is this important?
19	Sympathetic Response and You 70 – 75 BPM Normal Heart Rate: Life is Good 115 BPM: Lose fine complex motor skills such as finger dexterity, eye hand co-ordination, multi tasking becomes difficult 145-150 BPM: Lose complex (gross) motor skills ( 3 or more motor skills designed to work in unison) 175 BPM: Pupil dilation and tunnel vision Visual tracking becomes difficult “light house effect” on average about a 70% decrease in their visual field Difficultly to focus on close objects and impact depth perception Difficulty remembering what took place or what they did known as “Incident Amnesia” or “Critical Stress Amnesia.” After a critical incident, it is not uncommon for a person to only recall approx 30% of what happened in the first 24hrs, 50% in 48 hrs, and 75-95 % in 72-100hrs
20	Heart Rate Impacts
21	How can you lesson the impact of stress during an incident? PLANNING & TRAINING!
22	What is a “Comm Plan”? Not the typical incident based communications plan
23	How Do You Communicate Today? In Person By ‘Hollering’ By Intercom By Phone By Cell Phone By Radio By Email By TV By Portals By ______ ???
24	Interoperability National Buzz Word Public Safety based is voice radio-based communications Pre-agreed upon ability to communicate The right information, to the right people, in the right amount, at the right time Has a national example called the Interoperability Continuum
25	Defining a Communications Plan A basic plan for schools has two conditions on when you need to talk with other organizations: School Business Emergency Situation Keep in mind that the emergency condition throws in stressors that typically are not present everyday Stressors impact accurate functioning
26	Who to Talk to When and How
27	Interacting With Public Safety and Building Those Partnerships
28	Let’s Compare Typically organized in government supported by tax dollars Principal Assistant Principals and Subject / Team Leads Teachers Administrative Staff Teaching Organization Typically organized in government supported by tax dollars Chief of Police / Sheriff Captains / Lieutenants / Sergeants Officers / Deputies Administrative Staff / Dispatchers Police Organization
29	How Does Your School or District Interact with Public Safety Today? School used as a shelter School students receive instruction: On DARE On GREAT By SRO’s 9-1-1 Programs Career Day Participation Internships Major Events What Else?
30	“Partnership” “A relationship between individuals or groups that is characterized by mutual cooperation and responsibility, as for the achievement of a specified goal: Neighborhood groups formed a partnership to fight crime.” (dictionary.com) My easy definition is a “mutually benefiting relationship” Example: Owner and Dog: Owner receives companionship, dog receives food and shelter.
31	What Kind of Partnership Does Your School or School District Have With Your Local Public Safety Organizations?
32	“Partnership” List some partnerships that exist within your school, agency, or community:
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42	Available Resources from Our Session Session PowerPoint and related documents available at: http://schoolsafetypartners.org/jw Email me your request and I can email it to you: MikeC@QDSCorp.com
43	Closing Statements Importance of: Planning Training Communicating Partnering Now is the time to start Use a building block approach: planned incremental development