Emergency Plan for San Diego State University Evaluation of Emergency Plan of San Diego University

San Diego State University has set out "emergency preparedness, response, and recovery guidelines for students, faculty, staff and campus auxiliary organizations so that the effects of campus emergency situations can be minimized." (San Diego State University, Division of Business and Financial Affairs, 2014, p. 1) San Diego State University has placed emergency numbers across the campus and on its webpage and includes the following:

(1) SDSU Policy (police/medical/fire) 9-1-1

(2) Environmental Health and Safety (chemical spills/toxic fumes) 46778 or [HIDDEN]

Also placed for information is the Emergency Operations Information Line 1- [HIDDEN] .

San Diego State University's Home Page is located at www.sdsu.edu and it is reported that in the event of an emergency on the campus that this webpage is updated. San Diego State University has developed a check list for what should be done before, during and following an emergency. The checklist includes the following items:

(1) BEFORE AN EMERGENCY

Become familiar with campus Emergency Preparedness information and resources at www.sdsu.edu/prepare, including:

Emergency Phone Numbers

Emergency Procedures (printable)

Evacuation Assembly Points (printable)

Emergency Communications

Signup to receive emergency notification via text message at www.sdsu.edu/ealert.

Emergency Notification

Outdoor loud speakers may not be audible indoors; refer to the SDSU Home page at www.sdsu.edu for information and updates.

Emergency Operations Plan

Become familiar with your building floor plans, building exits, and doors.

Become familiar with your department safety coordinators.

Maintain department phone trees.

Maintain individual preparedness supplies (additional information is available at www.readysandiego.org).

Complete a Department Emergency Plan (template available under Resources at www.sdsu.edu/prepare).

Complete a Business Continuity Plan (template available under Resources at www.sdsu.edu/prepare).

Cooperate during campus emergency drills.

Share this information with students, faculty, and staff at the beginning of each semester.

(2) DURING AN EMERGENCY

Remain calm.

Dial 9-1-1 for emergencies.

Alert emergency responders (police, fire, medical) to situations requiring their attention.

If you are EVACUATING* a building, move to the designated evacuation assembly point by the safest route available.

Take personal belongings.

Walk; do not run. Do not use elevators.

Assist individuals with disabilities.

Provide emergency personnel with relevant information.

Remain at the evacuation assembly point and do not re-enter building until authorized by emergency personnel.

If you are SHELTERING IN PLACE,

* stay inside the building or proceed to a safe place.

If you are in a room with a door, make sure the door is closed. Due to the varying age of campus buildings, doors may lock manually, remotely, or not at all.

If applicable and time permits, lock doors and silence cell phones.

If you are in a room with a window, make sure the window is closed.

Remain where you are until further direction from emergency personnel or department safety coordinators. (San Diego State University, 2014, p. 1)

San Diego State University has published an evacuation plan as shown in the following illustration labeled Figure 1.

Figure 1

Source: San Diego State University

Each department at San Diego State University is required to complete a department essential functions worksheet. Included in the worksheets is the estimated time taken for the function, the key personnel and attributes and other departments and vendors critical to the function. Additionally included are the vital systems and programs, the network requirements, and the facilities and equipment. Finally the vital records and information must be listed. (San Diego State University, Business Continuity Plan, 2014, p. 1-3)

Included in San Diego State University's emergency plans are the emergency plans in the event of an earthquake, The University has drills for various events that might occur including earthquake drills, fire drills, and additionally has evacuation drills. There is a great deal of training for safety officers and safety coordinators as well. Included in previous drills and training are the following listed events:

University Police / Law Enforcement Exercise (Love Library / Campanile Walkway) (July 16, 2014)

Safety Coordinator / ALICE Training [PDF] (July 2014)

Evacuation Drill (April 8, 2014)

Safety Coordinator Training (Spring 2014) [PPT]

Overnight MTS/SDFD Disaster Drill (Nov. 6-7, 2013)

Evacuation Drill (July 2013)

Safety Coordinator Training (July 2013) [PPT]

Confined Space Entry Rescue (April 2013)

Earthquake Preparedness (October 2012) [PDF]

Evacuation Drill (August 2012)

Evacuation Drill (April 2012)

Safety Coordinator Training (Spring 2012) [PPT]

Drop, Cover, and Hold Earthquake Exercise (October 2011)

Part B

Introduction

According to FEMA in its publications entitled "Understanding Incident Management" it is important to have a "comprehensive emergency operations Plan (EOP)" and the school must give consideration to the following key areas:

(1) Providing a description...

For the purposes of the prevention framework called for in PPD-8, the term "prevention" refers to preventing imminent threats.
(2) Protection The capabilities necessary to secure the homeland against acts of terrorism and manmade or natural disasters.

(3) Mitigation The capabilities necessary to reduce loss of life and property by lessening the impact of disasters.

(4) Response The capabilities necessary to save lives, protect property and the environment, and meet basic human needs after an incident has occurred.

(5) Recovery The capabilities necessary to assist communities affected by an incident to recover effectively. (FEMA, 2013, p. 1)

I. Incident Management Continuum

The Incident Management Continuum is reported to include the following components:

(1) Prior to the incident -- it is reported that actions should be taken in the form of "prevention, protection and mitigation" in order to prevent an incident or in order to reduce the impact of the accident.

(2) During the incident -- it is reported that response activities should have a focus on safety of life followed by the process of recovery;

(3) Following the incident it is reported that "Response and recovery activities include how best to incorporate prevention, protection, and mitigation measures to be better prepared for the next incident. (FEMA, 2013, p. 1)

II. Integration of Key Areas

It is stated to be critical to "understand the need to integrate the key areas" in school preparedness planning efforts. Examples of measures for prevention and protection are as follows:

(1) Cybersecurity,

(2) Pandemic influenza sanitation,

(3) Building access control procedures such as requiring photo IDs, lockdown policies, security systems, and cameras, and (4) Site access control. (FEMA, 2013, p. 1)

In regards to mitigation it is reported that every hazard cannot prevented such as tornadoes and that the following steps should be taken by the school EOP:

(1) Securing heavy items to walls;

(2) Building berms and flood walls to minimize water damage;

(3) Implementing structural improvements to "harden" school buildings against high winds;

(4) Installing snow fencing or retrofitting flat roofs with additional support to handle snow load to help save lives and reduce property damage during a winter storm; and (5) Cutting vegetation to reduce wild fires and eliminate possible hiding places for threatening persons. (FEMA, 2013, p. 1)

III. Emergency Response Requirements

Emergency response is reported by FEMA to require:

(1) getting emergency equipment into place

(2) removing people from danger;

(3) making provision of such as food, water, shelter and medical services; and (4) restoring damaged systems and services. (2014, p.1 )

Specifically stated is "During response protecting the health and safety of everyone in the school is the first priority, and the protection of property is a second priority." (FEMA, 2013, p. 1)Stated as response procedures characteristics are the following:

(1) Encouragement of communication among personnel that is clear

(2) response procedures are to be based on Incident Management System (NIMS) and Incident Command System (ICS) best practices;

(3) Staff responsibilities and duties are to be identified;

(4) Coordination with local law enforcement, fire and emergency management;

(5) periodic exercise and training; and (6) updates to be provided based on information learning in training, incidents and exercises. (FEMA, 2013, paraphrased)

IV. Emergency Plans Integration

Integration of Emergency plans is cited and the following stated:

(1) Community preparedness: The school plan must be integrated with the community plan through planning and exercising in collaboration with local emergency management representatives and first responders. This coordination will enable the school to know when and how they will receive assistance from first responders and the school's role in the event of an incident (e.g., a shelter facility for affected residents, a staging area, a point of distribution for emergency supplies and food, etc.). (FEMA, 2013, p.1)

(2) Personal and family preparedness: School staff members must take steps in advance to ensure the safety of their families, so they can focus on the needs of the school population when an incident occurs. In fact, some States have laws or mandates requiring personnel to remain at their school assignments during an emergency. (FEMA, 2013, p. 1)

Emergency Operations Plans include the following stated steps:

Step 1: Form a collaborative planning team. In this step your school identifies team members to participate in the planning process. (FEMA, 2013, p. 1)

Step 2: Understand the situation. In this step the planning team identifies possible hazards and threats and determines which ones merit special attention. (FEMA, 2013, p. 1)

Step 3: Determine goals and objectives. In this step the planning team identifies the goals and objectives for school EOP. (FEMA, 2013, p. 1)

Step 4: Plan development. This step is a process of generating, comparing, and selecting possible…