Re*Visioning Crisis Management Presponse (CMP):

A Guide for NE-Kansas Schools
& Bioneering Eco-Communities

[Adapted from U.S. Department of Education August 2004 ]

Preparing Your School for a Crisis

Taking action now can save lives, prevent injury, and minimize property damage in the moments of a crisis. If you do not have a crisis plan in place, it is time to develop one. If you have one, review, practice, and update your plan. This brochure is designed to assist schools and communities in either situation. Although every school’s needs and circumstances are different, these checklists provide general guidance that can be adapted as appropriate to each district’s or school’s circumstances.

If you would like additional, more detailed information on how to prepare your school or district for a crisis, you can order a free copy of Practical Information on Crisis Planning: A Guide for Schools and Communities, from which these checklists have been taken, on the U.S. Department of Education Office of Safe and Drug-Free School’s emergency preparedness Web site: www.ed.gov/emergencyplan. This Web site contains many other crisis planning resources as well.

Additional Web Sites

Mitigation and Prevention

The goal of mitigation is to decrease the need for response as opposed to simply increasing response capability.

Connect with community emergency responders to identify local hazards.
Review the last safety audit to examine school buildings and grounds.
Determine who is responsible for overseeing violence prevention strategies in your school.
Encourage staff to provide input and feedback during the crisis planning process.
Review incident data.
Determine major problems in your school with regard to student crime and violence.
Assess how the school addresses these problems.
Conduct an assessment to determine how these problems—as well as others—may impact your vulnerability to certain crises.

Preparedness

Good planning will facilitate a rapid, coordinated, effective response when a crisis occurs.

· Determine what crisis plans exist in the district, school, and community.

· Identify all stakeholders involved in crisis planning.

· Develop procedures for communicating with staff, students, families, and the media.

· Establish procedures to account for students during a crisis.

· Gather information about the school facility, such as maps and the location of utility shutoffs.

· Identify the necessary equipment that needs to be assembled to assist staff in a crisis.

Response

A crisis is the time to follow the crisis plan and make use of your preparations.

· Determine if a crisis is occurring.

· Identify the type of crisis that is occurring and determine the appropriate response.

· Activate the incident management system.

· Ascertain whether an evacuation, reverse evacuation, lockdown, or shelter-in-place needs to be implemented.

· Maintain communication among all relevant staff at officially designated locations.

· Establish what information needs to be communicated to staff, students, families, and the community.

· Monitor how emergency first aid is being administered to the injured.

· Decide if more equipment and supplies are needed.

Recovery

During recovery, return to learning and restore the infrastructure as quickly as possible.

Strive to return to learning as quickly as possible.
Restore the physical plant, as well as the school community.
Monitor how staff are assessing students for the emotional impact of the crisis.
Identify what follow up interventions are available to students, staff, and first responders.
Conduct debriefings with staff and first responders.
Assess curricular activities that address the crisis.
Allocate appropriate time for recovery.
Plan how anniversaries of events will be commemorated.
Capture “lessons learned” and incorporate them into revisions and trainings

World Future Society "foundation" for innovative
Crisis Management Presponse (CMP) "CIM-ulator"

The Learning City - References Cited and End Notes
Paper presented at the World Future Society Meeting, Washington, DC.
... UNESCO has additionally designated the decade 2005-2015
the decade of education @ www.wd.gc.ca/ced/wuf/learning/6a_e.asp - Cached

LLCite: http://www.un.org/esa/sustdev/sdissues/education/edu.htm

>>> --------------------------------------------------------------------------------------->>>

A heart over the passing glacier

UN Conference on Small Islands Concludes in Mauritius:
Renewed Commitment on the Part of the International Community,
said Secretary General Kofi Annan (Metro-MN McAllister College)

JREGrassroots > Environmental news articles
David Orr of Oberlin College has made a name for himself in the environmental
community as ... climate experts and UN Secretary General Kofi Annan urged ...
@ www.jregrassroots.org/forums/ lofiversion/index.php/t2026-100.html - Cached - Similar pages

=============================================

NextStep: Adapting Port of Bloomington (CLOnet-LLC)
as prototype for a "Missouri River Recreation Area"
at Port of Leavenworth's 3-Mile Creek in NE-Kansas...

TOPO! GPS Data Format Deg NAD83 ElevFeet
THREEMILE ,39.31472,-94.90775,762,3-MILE CREEK KS-LVCO :: ELEV 762 FT

Recreation.Gov - Garrison Dam Lake Sakakawea, North Dakota
Explore historic sites of early Indian culture, trading, and US Army posts
at this upper Missouri River recreation area.

Where RO = River Orienteering & CS = Community Stewardship:
Celebrate-2008 "RO/CS" Institute for Future Thought Leadership (cc)
http://www.acctts.com/ao22cim/#Eco-Trek <- Circa 1939-68 ...

    How about our enabling a KAWS-KanGIS
    activity-based leadership learning collaboratory (LLC) ???

    A:: It must be integrated with the emerging Kan-ed Futures Network
           & with CTB Digital Jayhawker "Coaching, Mentoring & Tutoring" ...

    B:: It serves the Eco-Futures Forum as a "digital library venue" cultivating
            ongoing EcoTrekUSA-i4C "GeoVenturing-LNT" peopleware programs ...

----------
Focus:
Desired Outcomes as mutually-beneficial results (MBR) having
usable metrics to monitor Measurable Behavior Change (MBC) ...

NW Regional P2 Roundtable - 10/98 - Minutes
Awareness change metrics include number of companies seeking assistance, ...
effective voluntary programs that (HELP sustain) measurable behavior change. ...
@ www.pprc.org/networking/rrt/ oct98min.html - 104k - Cached - Similar pages

Goal:
Detect & divert adverse BioERROR impacts
on our local & regional watershed HABITATS ...

BACKGROUND:
Minnesota Valley Port of Bloomington (Mall of America TIF District)
( FutureThought Leadership :: Adult Lifelong Learning Collaboratory)

As designated MHTA-MnIPS-Minnesota InfraGard Liaison for our ongoing
FutureThought Leadership (Mentorship Vision 2005) strategic initiatives,

HORIZONS BEYOND:
Pass-Down-the-Line (PDL) ... "What-IF" Legacies ...

River Orienteering / Community Stewardship (RO/CS)
spawns Know Your Watershed Impact Zones (WIZ)
with "MentorshipART" story-telling & scenario-spinning ...

[PDF] Upper Midwest Freight Corridor Study Draft Report
File Format: PDF/Adobe Acrobat - View as HTML
July 2002 at the AASHTO Mississippi Valley meeting, the research team
(MRUTC, University of ... (BAH 2001a) The report outlined a comprehensive system ...
@ http://www.uppermidwestfreight.org/files/Report_v3.pdf

http://www.google.com/search?q=AASHTO+FHWA+ETO+ITS+IEEE+1512

Embrace http://EarthKeeping.futurethought.org aka "Bioneer adVenturing"(cc)
@ http://www.learnsd.org <- UNEP Earth Council "ALL-WinWin" Courseware!

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Be Aware or BEWARE! ... Prepared minds favor chance ...
Think Globally / Interact Regionally / Learn (LNT) Locally
Experience http://BioGeography.futurethought.org

===================================================
Bob-RJ Burkhart / 913-422-8370 <-- mapXchange "geoWIZard"
LCDR, USNR-Ret. (Operational Continuity Assurance - MCHE)

22810 W. 72nd St / Shawnee, KS / 66227-2640
bob@acctts.com <mailto:bob@acctts.com>

ALL-WinWin_ED-Gov_crisisplanning-5715MSW.doc