stay.
ergencies
like
floods
and
blizzards,
students
need
mats
and
blankets
and
a
safe
place
to
after
the
emergency,
which
could
last
for
72
hours
or
longer.
*
Make
amap
of
the
location
and
a
list
of
available
first
aid
and
other
emer-
gency
supplies
(Appendix
A).
Include
25
gallons
of
water
for
each
100
persons.
In
larger
schools,
such
supplies
should
be
stored
in
three
or
four
places
throughout
the
school.
*
Getto
knowstaftf
skills,
and
make
assignments
accordingly.
Someone
should
be
trained
in
first
aid,
fire
suppression,
and
damage
assessment.
*
Knowhowto
turnoff
gas,
electric-
ity,
and
water,
and
how
to
check
the
shut-
off
valves
for
damage.
*
Besureto
take
proper
precautions
to
minimize
hazards,
such
as
the
follow-
ing:
bolt
alt
bookshelves,
file
cabinets,
and
free-standing
cupboards
to
the
wall
or
arrange
them
to
support
one
another;
re-
move
heavy
items
from
the
top
of
book-
shelves
and
cupboards;
equip
windows
with
safety
glass
or
cover
them
with
protective
film;
make
sure
partitions,
ceilings,
over-
head
lights,
and
air
ducts
are
secured
to
the
building
structure;
and
keep
an
in-
ventory
of
hazardous
chemicals
in
science
or
industrial
technology
areas.
*
Develop
a
back-up
communica-
tions
system,
such
as
a
two-way
CB
(citi-
zenshand)
or
ham
radio,
to
communicate
Administrators
or
bead
teachers
are
the
single
most
important
factor
in
an
emer-
gency
preparedness
plan.
I
with
local
emergency
centers
if
telephone
lines
are
inoperable.
Large
schools
should
have
an
internal
communication
system,
such
as
walkie-talkies
or
megaphones
(Ap-
pendix
B).
*
Schedule
an
emergency
training
preparedness
program
each
year
so
that
teachers
and
students
know
how
to
react
in
case
of
disaster.
Each
teacher
should
know
how
to
implement
the
basic
emergency
drills.
This
includes
teaching
students
to
turn
away
from
windows
or
other
potential
hazards;
drop
to
their
knees
with
their
backs
to
win-
dows,
if
possible
hiding
under
a
table
or
chair;
positioning
the
head
down,
eyes
closed,
grasping
desk
or
table
legs
and
holding
on
tight;
keeping
the
body
under
or
away
from
equipment;
and
remainingsilent
so
they
can
follow
directions.
Students
must
learn
to
apply
this
behavior
outside
the
classroom.
Then,
if
a
disaster
happens
when
no
adult
is
presentor
while
thestudent
is
at
lunch,
in
the
corridor,
or
on
the
playground,
he
orshestill
will
be
protected.
+
Establish
a
release
policy
and
a
way
to
communicate
it
to
parents
(Appen-
dix
D).
Some
schools
have
up
to
eight
permission
slips
indicating
who
can
pick
up
a
student
in
an
emergency.
Others
re-
quire
anyone
other
than
a
parent
or
guardian
to
sign
a
release
and
provide
a
picture
identification.
(The
latter
method
is
morecommon.)
A
serious
problem
can
occur
when
one
parent
has
custody
of
the
child,
but
the
other
parent
wants
to
take
the
child
home.
Be
sureto
also
have
a
staff
release
plan
that
takes
into
consideration
any
responsibilities
that
employees
may
have
outside
the
school.
*
Develop
a
data
storage
system
in
the
central
office
that
can
be
transported
when
the
administrator
or
secretary
leaves
the
building.
Store
duplicate
copies
of
important
data
in
an
off-campus
loca-
tion.
Planning
Your
Response
Disasters
are
not
orderly
and
neat.
They
arechaotic
and
unpredictable.
Therefore,
one
has
to
know
in
advance
howto
respond
intelligently,
because
there
isn’t
time
to
read
the
manual
when
the
disaster
is
oc-
curring.
Here
are
the
basic
components
of
an
emergency
response
system
during
a
disaster:
*
Develop
central
command
posts
or
planning
areas
inside
and
outside
the
building.
Besurethatthe
command
posts
have
maps
of
the
campus
and
buildings,
a
list
of
facilities
and
hazards
in
the
area,
an
up-to-date
enrollment
sheet,
first-aid
sup-
plies,
and
other
tools
necessary
to
manage
the
disaster
response.
+
Develop
a
central
decision-mak-
ing
body
to
assess
damage
procedures.
include
the
administrator,
office
employ-
ees,
and
custodians
or
maintenance
per-
sonnel.’
Design
a
response
system
that
gives
each
teacher
the
basic
operating
proce-
dures
to
follow:
*
Implement
basicsafety
procedures
such
as
“duck
and
cover”
and
fire
evacu-
ation
procedures.
»
Store
an
emergency
kit
near
the
desk.
The
kit
should
contain
an
atten-
dance
sheet,
special
medical
information,
and
student
release
information.
*
Determine
who
is
most
seriously
:
28
APRIL/MAY
1992