1

Table of Contents
Concept of Operations
WHO Pandemic Periods Phases and Description
Residence Life (Housing)
Critical Tasks (Residence Life and Housing)
Dining Services
Department of Public Safety
TEMPLATES:
Essential Support Function Document
Presidents Advisory Group
Support Departments/Agencies
Introduction
Purpose
Pandemic Phases
Pandemic Task Force Tasking Assignments and Responsibilities
Phase I – Alert /Standby
Phase II/ Limited Effect
Phase III/ Preparation
Phase IV/ Full Response Preparations
Phase V/ Active Response
Phase VI/ Recovery
Communications
International Travel
Identify Essential Support Functions and Core Personnel Initiatives
Technology
Administrative/Business Functions
Human Resources
Health Services
Health Services training and supplies/equipment for core personnel
Auxiliary Services
Facilities
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4
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10
10
10
11
12
12
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13
13
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8
7
8
6
7
5
6
15
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15
15
13
14
14
15
16
16
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Scope
Policies
Stakeholders
Purpose of Planning
Goals
Definitions
References
Essential Support Functions (ESF) Planning Principles
Purpose
Scope
Critical Tasks Phase I-VI
Phase I
Phase II
Phase III
Phase IV
Policies
Continuity Planning
Core Personnel and Essential Support Functions (add / delete as necessary)
Core Personnel and ESF Form
Essential Support Functions Check List
University Closures
Closure and Cancellation Checklist
Internal and External Services
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19
19
20
21
22
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18
18
19
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25
25
26
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Concept of Operations
The level of response to an influenza outbreak will depend upon the potential for direct impact to Kennesaw State. Progression and acceleration of response activities will be in relation to the World Health Organization’s 6 Phases. Department Operating Centers
(DOCS) will continually monitor their plans and actions in support of the University’s baseline activities in order to maintain continuity of operations. If an emergency exists in response, the President, in consultation with the Crisis Manager and/or the President’s
Advisory Group (PAG), can activate an Emergency Operations Center (EOC) either virtually, using the Zimbra Incident Management System or physically, at the designated
KSU EOC location. In addition, the PAG may also be activated and convened at a designated location. Public Information Officers (PIO) from University Relations should staff these locations as needed to provide public affairs support. Consideration should also be given to either KSU or the Board of Regents providing a PIO to staff the State Joint Information Center (JIC), depending on the scope of the event and direct impact to KSU.
WHO Pandemic Periods Phases and Description
The following table provides a summary of the various pandemic phases outline by the World
Health Organization. Table 1 indicates various stages of pandemic phases before and during an outbreak. Each phase is subdivided according to national and international public health trends.
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Pandemic Phases
Period
Interpandemic Period
Pandemic Alert Period
Phase 1:
Phase2:
Phase
Phase 3
Phase 4:
Pandemic Period Phase 5:
P ost-peak Pandemic
Period
Phase 6.
Interpandemic
Description
No viruses circulating among animals have been reported to cause infections in humans.
An animal influenza virus circulating among domesticated or wild animals is known to have caused infection in humans, and is therefore considered a potential pandemic threat.
An animal or human-animal influenza reassortant virus has caused sporadic cases or small clusters of disease in people, but has not resulted in human-to-human transmission sufficient to sustain community-level outbreaks. Limited human-to-human transmission may occur under some circumstances, for example, when there is close contact between an infected person and an unprotected caregiver. However, limited transmission under such restricted circumstances does not indicate that the virus has gained the level of transmissibility among humans necessary to cause a pandemic .
Characterized by verified human-to-human transmission of an animal or human-animal influenza reassortant virus able to cause “community-level outbreaks.” The ability to cause sustained disease outbreaks in a community marks a significant upwards shift in the risk for a pandemic. Any country that suspects or has verified such an event should urgently consult with WHO so that the situation can be jointly assessed and a decision made by the affected country if implementation of a rapid pandemic containment operation is warranted. Phase 4 indicates a significant increase in risk of a pandemic but does not necessarily mean that a pandemic is a forgone conclusion. is characterized by human-to-human spread of the virus into at least two countries in one WHO region. While most countries will not be affected at this stage, the declaration of Phase 5 is a strong signal that a pandemic is imminent and that the time to finalize the organization, communication, and implementation of the planned mitigation measures is short.
The pandemic phase, is characterized by community level outbreaks in at least one other country in a different WHO region in addition to the criteria defined in Phase 5 .
Designation of this phase will indicate that a global pandemic is under way.
Influenza disease activity will have returned to levels normally seen for seasonal influenza. It is expected that the pandemic virus will behave as a seasonal influenza A virus. At this stage, it is important to maintain surveillance and update pandemic preparedness and response plans accordingly. An intensive phase of recovery and evaluation may be required.
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WHO Pandemic Phases and CDC Stages
The World Health Organization (WHO) developed a numbered system of progressive phases for influenza as a means to describe the progression of a pandemic. The CDC also have a numbered system of stages of pandemic progression. The WHO phases and CDC stages are compared in (Table 3) . Each phase or stage is defined by the efficiency with which a new influenza virus can be transmitted from an animal host to humans and human-to-human transfer. Since early in 2004, the global status has been Phase 3, Stage 0.
CDC also developed a numerical scale to define the severity of a pandemic. Reflecting the severity scale for hurricanes, the pandemic scale has a range from 1 (the least severe) to 5 (the most severe) (Table 3). This scale reflects the wide range of severity seen in previous pandemics. It is important to remember that an influenza pandemic is a global epidemic of a novel influenza strain and that there may be a significant impact on the economic and social fabric of Georgia, and even if the death rate is not high, many more people will be ill than in annual epidemics. It is anticipated that we may see as much as a three fold increase in the number of
Georgians who become ill during a pandemic compared to seasonal influenza. CDC uses the case fatality ratio the percent of those infected who dies, as a means of delineating the severity of pandemics. While a useful scale, it is vital to remember that this is a planning estimate and will likely not fully describe the impact of future pandemics. (Table 3)
Table 3: WHO Pandemic Phases and CDC Stages
Period
Interpandemic
Pandemic
Alert
WHO Phase CDC
1 Low risk of human cases 0 New domestic animal
2 Higher risk of human outbreak in an at risk cases country
3 No or very limited human cases
0 New domestic animal outbreak in an at risk country
1 Suspected human outbreak overseas
2 Confirmed human outbreak overseas
4 Evidence of increased human to human transmission
5 Evidence of significant human to human transmission
Pandemic 6 Efficient and sustained human to human transmission
3 Widespread human outbreaks in multiple overseas locations
4 First human case in North
America
5 Case at KSU
KSU
1 Pandemic Preparation
2 Stage
3
4 Pandemic Alert Stage
5
6 Pandemic Activate Stage
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Pandemic Task Force Tasking Assignments and Responsibilities
Phase I – Alert /Standby

Identify a pandemic coordinator and/or team with defined roles and responsibilities for preparedness and response planning. The planning process should include input from all areas of your department.

Identify essential employees and other critical inputs (e.g. raw materials, suppliers, sub-contractor services/products, and logistics) required to maintain business operations by location and function during a pandemic.

Train and prepare personnel.

Develop and plan for scenarios likely to result in an increase or decrease in demand for your services during a pandemic (e.g. effect of restriction on mass gatherings, need for hygiene supplies).

Determine potential impact of a pandemic on department business financials using multiple possible scenarios affecting one or all of your sites and locations.

Determine potential impact of a pandemic on business-related domestic and international travel (e.g. quarantines, border closures).

Find up-to-date, reliable pandemic information resource identification from community public health, emergency management, and other sources and make sustainable links.

Establish an emergency communications plan and revise periodically. This plan includes identification of key contacts (with back-ups), chain of communications
(including suppliers and customers), and processes for tracking and communicating business and employee status.

Implement an exercise/drill to test your plan, and revise periodically.

Forecast and allow for employee absences during a pandemic due to factors such as personal illness, family member illness, community containment measures and quarantines, school and/or business closures, and public transportation closures.

Implement guidelines to modify the frequency and type of face-to-face contact
(e.g. hand-shaking, seating in meetings, office layout, shared workstations) among students, faculty, staff and visitors and between students, faculty, staff and visitors
(refer to CDC recommendations).

Encourage and track annual influenza vaccination for employees.

Evaluate employee access to and availability of healthcare services during a pandemic, and improve services as needed.

Evaluate employee access to and availability of mental health and social services during a pandemic, including corporate, community, and faith-based resources, and improve services as needed.

Identify employees with special needs, and incorporate the requirements of such persons into your preparedness plan.
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Phase II/ Limited Effect

Establish policies, in compliance with Human Resource policies, for employee compensation and sick-leave absences unique to a pandemic (e.g. non-punitive, liberal leave), including policies on when a previously ill person is no longer infectious and can return to work after illness.

Establish policies for flexible worksite (e.g. telecommuting) and flexible work hours (e.g. staggered shifts).

Establish policies for preventing influenza spread at the worksite (e.g. promoting respiratory hygiene/cough etiquette, and prompt exclusion of people with influenza symptoms).

Establish policies for employees who have been exposed to pandemic influenza, are suspected to be ill, or become ill at the worksite (e.g. infection control response, immediate mandatory sick leave).

Establish policies for restricting travel to affected geographic areas (consider both domestic and international sites), evacuating employees working in or near an affected area when an outbreak begins, and guidance for employees returning from affected areas (refer to CDC travel recommendations).

Set up authorities, triggers, and procedures for activating and terminating the university emergency incident response plan, altering business operations (e.g. shutting down operations in affected areas), and transferring business knowledge to key employees.

Provide sufficient and accessible infection control supplies (e.g.hand-hygiene products, tissues and receptacles for their disposal) in all business locations.

Enhance communications and information technology infrastructures as needed to support employee telecommuting and remote customer access.

Ensure availability of medical consultation and advice for emergency response.
Phase III/ Preparation

Obtain assistance from the Strategic Security and Safety Department for developing and disseminating programs and materials covering pandemic fundamentals (e.g. signs and symptoms of influenza, modes of transmission), personal and family protection and response strategies (e.g. hand hygiene, coughing/sneezing etiquette, contingency plans).

Anticipate employee fear and anxiety, rumors and misinformation and plan communications accordingly.

Ensure that communications are culturally and linguistically appropriate.

Disseminate information to employees about your pandemic preparedness and response plan.

Provide information for the at-home care of ill employees and family members.

Develop platforms (e.g. hotlines, dedicated websites) for communicating pandemic status and actions to employees, vendors, suppliers, and customers inside and outside the worksite in a consistent and timely way, including redundancies in the emergency contact system.
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
Identify community sources for timely and accurate pandemic information
(domestic and international) and resources for obtaining counter-measures (e.g. vaccines and antivirals).

Collaborate with insurers, health plans, and major local healthcare facilities to share your pandemic plans and understand their capabilities and plans.

Collaborate with federal, state, and local public health agencies and/or emergency responders to participate in their planning processes, share your pandemic plans, and understand their capabilities and plans.

Communicate with local and/or state public health agencies and/or emergency responders about the assets and/or services your business could contribute to the community.

Share best practices with others to improve community response efforts.
Phase IV/ Full Response Preparations

Have personnel receive updated information on Avian Flu, Swine Flu or other Pandemic Flu Alerts.

Have essential personnel fit tested for N95, if CDC recommended.

Obtain and learn how to use appropriate Personal Protective Equipment

Prepare appropriate signage for isolation, quarantine.

Utilize transportation plan.
Phase V/ Active Response

Have personnel receive updated information on Avian Flu, Swine Flu or other Pandemic Flu Alerts.

Review use of PPE and respiratory protection.

Place signage for isolation, quarantine.
 Enforce isolation, quarantine.

Implement policy on transporting individuals to the hospital.
Phase VI/ Recovery

Have personnel receive updated information on Avian Flu, Swine Flu or other Pandemic Flu Alerts.
 Essential persons receive N95 respirators or equivalent .

Secure buildings and place signage for isolation, quarantine.

Enforce isolation, quarantine.

Implement policy on transporting individuals to the hospital.

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Communications
Assess readiness to meet communication needs in preparation for an influenza pandemic, including regular review, testing, and updating of communication plans that link with public health authorities and other key stakeholders (See www.hhs.gov/pandemicflu ).

Develop a dissemination plan for communication with employees, students, and families, including lead spokespersons and links to other communication networks.

Ensure language, culture and reading level appropriateness in communications.

Develop and test platforms (e.g., hotlines, telephone call-trees, dedicated websites, local radio or television) for communicating college/university response and actions to employees, students, and families.

Assure the provision of redundant communication systems/channels that allow for the expedited transmission and receipt of information

Advise employees and students where to find up-to-date and reliable pandemic information from federal, state and local public health sources.

Disseminate information about the university's pandemic preparedness and response plan.

Include the potential impact of a pandemic on student housing closure, and the contingency plans for students who depend on student housing and campus food service, including how student safety will be maintained for those who remain in student housing.
Disseminate information from public health sources covering routine infection control (e.g., hand hygiene, coughing /sneezing etiquette),

Pandemic influenza fundamentals (e.g., signs and symptoms of influenza).

Personal and family protection and response strategies (including the HHS Pandemic
Influenza Planning Guide for Individuals and Families at www.pandemicflu.gov/plan/tab3.html
), and the at-home care of ill students or employees and their family members.

Anticipate and plan communications to address the potential fear and anxiety of employees, students and families that may result from rumors or misinformation
Communication with Students:

Update email addresses and telephone numbers for all students enrolled in classes.
Develop and communicate procedure for implementation of communication call-trees as needed.

Develop and communicate procedure for home assignment of faculty and students.

Review ability to end home assignment based on recent medical reports.

Establish procedure for reporting of student attendance during pandemic period to provide data for administrative decision-making (e.g., canceling of class).
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
Establish guidelines related to timing of possible class cancellation (e.g., variables could include number of weeks remaining in the semester, number of students attending class).
International Travel

Maintain updated contact information for students studying abroad and international students studying at KSU

Communicate with students about need to maintain contact information and make pandemic preparations, implement repatriation and shelter abroad plans
Identify Essential Support Functions and Core Personnel Initiatives
Core personnel provide direct response to an emergency threat and provide direct emergency services. Core personnel may be distinguished from essential personnel and functions in that core personnel are directly associated with providing emergency response and essential personnel perform key University functions associated with maintaining mandatory operations.
Technology

Identify essential ITS units and establish a coordinator for each unit with defined roles and responsibilities for preparedness and response actions.

Identify essential employee back-ups and other critical inputs (supplies needed and method for approving acquisition) to maintain business operations by function during a pandemic.

Explore feasibility of obtaining ancillary workforce (e.g. contractors, temporary employees/retirees to report in event of emergency).

Develop and plan for scenarios likely to result in an increase in demand for on-line usage and IT services during a crisis and identify resources needed (added capacity, etc) for such increases.

Be prepared to provide multiple means for communications dissemination for up-todate, information for the campus community web, email, voice mail, and other means.

Work closely with all aspects of individuals involved with the communications plan to insure there are channels for identification of key contacts (with back-ups), chain of communications (including management and other key individuals), and explore
IT processes for tracking and communicating information about general campus status and specific employee status.
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
Develop plan for implementation of platforms (e.g. hotlines, dedicated websites) for communicating pandemic status and actions to faculty, staff and students including redundancies in the emergency contact system.

Implement an exercise/drill to test all plans, and revise when needed.

Review information technology infrastructures as needed to support above actions.

Assess alternatives for developing plans and appropriate policies and procedures in the event of a major crisis.

Implementing a telecommuting plan for faculty and staff including provision of appropriate means for system access, and other factors, for faculty and designated staff to conduct university activities including instruction and business central to the functioning of the university from their home location.

Forecast measures to be taken for employees to work via telecommuting, including identification of tasks, and network connectivity needed from home location and determine length of time for implementation.

Emergency Web Site activated during a pandemic emergency if necessary to be used as a communications tool in the event that other on-Campus communications methods are interrupted due catastrophes and network failures.
Administrative/Business Functions

Identify essential administrative/business processes and alternative methods of
Administrative Support.

Essential positions shall be identified in each department; protocol will be established for maintaining essential functions through telecommuting, rotating assignments, cross training, job sharing, etc

Map processes and identify opportunities for automation and use of technology

Develop written manuals and written procedures for essential business processes

Identify non-essential functions and protocol for eliminating or suspending nonessential functions and reassigning tasks.

Implement procedures to identify and maintain essential functions

Eliminate or postpone non-essential functions as necessary

Monitor the operational status of their departments and report status as required

Deans/Directors revise identified essential personnel and functions as pandemic continues

Assess feasibility of alternative i.e., online, methods of instruction for all eligible academic courses.

Determine technology alternatives.

Identify infrastructure and maintenance requirements for online courses.
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
Develop process for faculty to report research.

Develop process to prioritize research identify, procure and store resources necessary to sustain research.
Human Resources

Will review and revise employment options including job sharing, reassignment, partial or full leave of absence, modified job

Procedures will be communicated to administrators, faculty and staff on a regular basis during the emergency

Review ability to end special assignments and leaves based on medical reports, revisions to guidelines, and procedures as well as emerging issues related to the pandemic including collective bargaining issues and various possible pandemic planning responses such as telecommuting and home assignment, mandatory leaves of absence, pay status, job reassignment.

Review and revise employment practices including mandatory leaves of absence and return-to-work guidelines on a regular basis during the emergency

Relevant employment practices will be communicated with Deans/Directors regularly during the emergency

Benefits and Payroll

Human Resources web site will be updated with new links and information as needed.
Health Services

Reduce the opportunities for and contain the spread of infection.

Educate staff and residents regarding the influenza and appropriate hygiene

Isolate infected individuals.

Provide for the needs of infected residents and department personnel.

Have appropriate foods and care on hand for individuals in the isolation.

Allow flexibility for staff who are either ill or have ill family members.

Develop procedures to compile and maintain updated lists of residents and to monitor their health.

Communicate to residents’ requirements to report changes in housing arrangements and health status.
Health Services training and supplies/equipment for core personnel

Determine roles of core personnel; determine necessary training.

Provide prevention supplies (e.g., soap, alcohol-based/waterless hand hygiene products, tissues and receptacles) and equipment (communications technology).

Provide training.
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
Develop communications to core personnel about reporting requirements and communication methods.

Direct patient care.
Auxiliary Services

Review operational needs with staff; assign priorities to applications or facilities that need to be restored.

Determine which programs and data are required to meet operational needs.

Identify required involvement of subordinate personnel.

Assign tasks as necessary.

Determine auxiliary staffing requirements during recovery.

Coordinate auxiliary Distributed Systems.
Facilities

Maintaining communication via staffing of Nextel direct connects and phones.

Ensure payroll procedures in place.

Maintain backup personnel and cross train in support functions, ie elect., plumbing

Facilities: Cleaning/sanitizing restroom facilities, common areas and the isolation ward(s), including weekends.

Maintaining basic building operations and responding to maintenance emergencies.

Two full-time staff that are on-call after hours.

Collecting exterior garbage and recycling.
Residence Life (Housing)
Phases I – III
 Maintain Normal Housing Operations
Phases IV – V
 Maintain Normal Housing Operations
 Communicate plan to residents and parents.

Phase VI (Confirmed Infected Students)
All students who are able are expected to travel “home,” including International students.


Asymptomatic Students Who Cannot Go Home.
 Symptomatic or Exposed Students Who Cannot Go Home.
The plan is to cluster both types of students into housing and allow for traditional meal service in dining facilities.
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Critical Tasks (Residence Life and Housing)
This section outlines the Housing Isolation/Quarantine protocol and key tasks under the various pandemic influenza alerts, but, in particular, to a Phase V or VI advisory indicating a suspension of normal campus operations.



 Maintaining basic emergency response capabilities and building security.
 RAs for duty, rounds, perimeter checks.
 Collect contact information on where residents are planning to go so we can track them or provide information to the family members seeking information on their status.
 Develop quarantine measures.
 Determine effective staffing patterns and cross training of staff in case of a significant increase in staff absenteeism.
Recommend staff members who can perform each essential function.
Isolation and quarantine facilities needed.
Identify essential staff and positions that could work effectively from a remote location, provide a succession plan and determine responsibilities.
Dining Services


Center for providing meals for the residents and essential campus personnel.
 Determine location to provide meals to uninfected students and staff.
Determine location for quarantined students.
 Staff for meal planning and preparation.


Establish Food storage protocols and sanitary procedures for patrons.
Ensure outside contracts with vendors in place for continued support
 Determine outside contractors supply chain commitments.
Department of Public Safety
 Provide a safe and secure environment for the Kennesaw State University community.
 Enforcing laws and campus policy to serve the diverse public, prevent and detect criminal activity, and to reduce the fears of the public through community interaction.
 Promoting Interaction and cooperation with other DOCs and the Crisis Coordinators during actual emergencies through Strategic Security and Safety Dept.
 Develop and ensure Mutual Aid Agreements in place
 Establish Staffing plans to ensure coverage when personnel are unavailable, to include

 command staff utilization.
Identify “essential” coverage locations for campus support in lieu of off campus patrols.
15

.
TEMPLATES:
Office of the President
Person in Charge
PRESIDENT Dr. Daniel S. Papp 770-423- 6033 dpapp@kennesaw.edu
Introduction
Purpose
This Emergency Support Function (ESF) and Department Operations Center involves:

Providing a safe and secure environment for the KSU community.

Providing overall strategy and decisions to support other ESFs.

Ensuring Continuity of Operations through strategic oversight.
Scope
To manage and coordinate the implementation of the Institute Pandemic Response
Plan for all campus departments. This includes utilizing the National Incident
Management System (NIMS), the KSU Emergency Operations Center (when activated formally or virtually) and department personnel as needed.
Policies
Direction and Control

This ESF will be activated upon the direction of the President or the recommendations of the President’s Advisory Group, the AVP for Strategic
Security and Safety in conjunction with the Chief, Public Safety,
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Goals

To preserve and protect the health and safety of all its members.
 Ensure continuality of essential functions, and processes are maintained throughout should an outbreak occur.

Maintain image, reputation and academic integrity of the University

This plan is used to guide university efforts in preparing for infectious diseases and depends on the university departments/units aggressively coordinating efforts with other departments resulting in a multi-departmental effort in all phases of development and response to outbreaks otherwise known as pandemics.
 This plan supports the KSU Emergency Operations Plan, and the Business
Continuity Plan through integration of the National Incident Management System
(NIMS) and the National Response Framework (NRF) for establishing guidelines necessary for effective response, recovery and mitigation.
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Definitions
Swine Influenza (swine flu) is a respiratory disease of pigs caused by type A influenza viruses that causes regular outbreaks in pigs. People do not normally get swine flu, but human infections can and do happen.
Bird flu is commonly used to refer to Avian flu (see below). Bird flu viruses infect birds, including chickens, other poultry and wild birds such as ducks.
Avian flu (AI) is caused by influenza viruses that occur naturally among wild birds. Low pathogenic AI is common in birds and causes few problems. Highly pathogenic H5N1 is deadly to domestic fowl, can be transmitted from birds to humans, and is deadly to humans. There is virtually no human immunity and human vaccine availability is very limited.
Pandemic flu is virulent human flu that causes a global outbreak, or pandemic, of serious illness.
Because there is little natural immunity, the disease can spread easily from person to person.
Currently, there is no pandemic flu.
Seasonal (or common) flu is a respiratory illness that can be transmitted person to person. Most people have some immunity, and a vaccine is available.
Highly Pathogenic HPAI – is based upon the severity of the illness a classification of Avian flu virus that is extremely infectious among humans and, and
References:
1.
The Unite States Department of Health and Human Services (HHS) Pandemic Influenza
Plan, November 2005. See web page: Http://ww,pandemicflu.gov
2.
World Health Organization (WHO) Global Influenza Preparedness Plan, 2005. See webpage: http://www.who.int/csr/disease/influenza/pandemic/en/
3.
Centers for Disease Control and Prevention (CDC). See web page: http://www.cdc.gov/swineflu/
4.
Department of Homeland Security Strategic Plan Fiscal Years 2008-2013. See web page: http://www.dhs.gov/xlibrary/assets/DHS_StratPlan_FINAL_spread.pdf
5.
Georgia Department of Human Resources Division of Public Health. See web page : http://health.state.ga.us/pdfs/epi/vbd/swineflu.pdf
18

Essential Support Functions (ESF) and Department Operations Centers (DOC) Planning
Principles
Critical Tasks Phase I-VI
Phase I

Mandate each response department to identify essential employees and other critical inputs (e.g. raw materials, suppliers, sub-contractor services/products, and logistics) required to maintain business operations by location and function during a pandemic.

Mandate each response department to train and prepare personnel.

Mandate each response department to develop and plan for scenarios likely to result in an increase or decrease in demand for products and/or services during a pandemic (e.g. effect of restriction on mass gatherings, need for hygiene supplies).

Empower and Mandate the Business response units to determine potential impact of a pandemic on Institute business financials using multiple possible scenarios affecting one or all of the sites and locations.

Mandate the appropriate departments to determine the potential impact of a pandemic on business-related domestic and international travel (e.g. quarantines, border closures).

Empower and direct the pertinent department to create an up-to-date and reliable pandemic information resource response file from community public health, emergency management, and other sources and make sustainable links.

Mandate the establishment of an emergency communications plan and revise periodically. This plan includes identification of key contacts (with back-ups), chain of communications (including suppliers and customers), and processes for tracking and communicating business and employee status.
 Mandate the implementation of a periodic exercise/drill to test the Institute’s plan with the responsibility to revise periodically.

Mandate the creation of a strategy to forecast and allow for employee absences during a pandemic due to factors such as personal illness, family member illness, community containment measures and quarantines, school and/or business closures, and public transportation closures.

Mandate the appropriate department to determine and create the approved guidelines to modify the frequency and type of face-to-face contact (e.g. handshaking, seating in meetings, office layout, shared workstations) among students, faculty, staff and visitors and between students, faculty, staff and visitors (refer to
CDC recommendations).
19


Empower the appropriate department to encourage and track annual influenza vaccination for employees.

Empower the Student Health Services Department to evaluate employee access to and availability of healthcare services during a pandemic, and improve services as needed.

Mandate the Student Health Services Department to monitor employee access to and availability of mental health and social services during a pandemic, including corporate, community, and faith-based resources, and improve services as needed.

Mandate each Institute unit to Identify employees with special needs, and incorporate the requirements of such persons into each unit’s preparedness plan.
Phase II

Mandate the Human Resources Department to develop policies for employee compensation and sick-leave absences unique to a pandemic (e.g. non-punitive, liberal leave), including policies on when a previously ill person is no longer infectious and can return to work after illness.

Mandate HR to develop policies for flexible worksite (e.g. telecommuting) and flexible work hours (e.g. staggered shifts).

Mandate the Student Health Services Department to develop policies for preventing influenza spread at the worksite (e.g. promoting respiratory hygiene/cough etiquette, and prompt exclusion of people with influenza symptoms).

Mandate SHS to develop policies for employees who have been exposed to pandemic influenza, are suspected to be ill, or become ill at the worksite (e.g. infection control response, immediate mandatory sick leave).

Approve the policies for restricting travel to affected geographic areas (consider both domestic and international sites), evacuating employees working in or near an affected area when an outbreak begins and mandating the measures needed to protect the Institute for employees returning from affected areas (refer to CDC travel recommendations).

Approve the set up authorities, triggers, and procedures for activating and terminating the university emergency incident response plan, altering business operations (e.g. shutting down operations in affected areas), and transferring business knowledge to key employees.

Approve budgetary components to provide sufficient and accessible infection control supplies (i.e. hand-hygiene products, tissues and receptacles for their disposal) in all business locations.

Approve communications and information technology infrastructures as needed to support employee telecommuting and remote customer access.

Mandate the SHS department to determine the availability of medical consultation and advice for emergency response.
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Phase III

Mandate the SHS to develop and disseminate programs and materials covering pandemic fundamentals (e.g. signs and symptoms of influenza, modes of transmission), personal and family protection and response strategies (e.g. hand hygiene, coughing/sneezing etiquette, contingency plans).

Anticipate employee fear and anxiety, rumors and misinformation and mandate the creation of a plan to communicate accordingly.

Mandate that all communications are culturally and linguistically appropriate.
 Mandate the dissemination of information to employees about each unit’s pandemic preparedness and response plan.

Mandate the appropriate department to provide information for the at-home care of ill employees and family members.

Mandate the development of platforms (e.g. hotlines, dedicated websites) for communicating pandemic status and actions to employees, vendors, suppliers, and customers inside and outside the worksite in a consistent and timely way, including redundancies in the emergency contact system.

Mandate the appropriate department to identify community sources for timely and accurate pandemic information (domestic and international) and resources for obtaining counter-measures (e.g. vaccines and antivirals).

Mandate the appropriate departments to collaborate with insurers, health plans, and major local healthcare facilities in order to share the Institute’s pandemic plans and understand their capabilities and plans.

Mandate the collaboration with federal, state, and local public health agencies and/or emergency responders to participate in their planning processes, share the
Institute’s pandemic plans, and understand their capabilities and plans.

Communicate with local and/or state public health agencies and/or emergency responders about the assets and/or services your business could contribute to the community.
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Phases IV

Empower the appropriate department to be the POINT OF CONTACT for the
Institute and have personnel receive and disseminate updated information on
Avian Flu, Swine Flu or other Flu Pandemics.

Mandate that essential personnel be fit tested for N95

Mandate the appropriate departments to obtain and learn how to use appropriate
Personal Protective Equipment (PPE).

Mandate and approve the creation and preparation of appropriate signage for isolation, quarantine.
 Approve and utilize the Institute’s transportation plan.
Phase V/ Active Response

Encourage personnel to receive updated information on Avian Flu, Swine Flu or other Pandemic Flu Alerts.
 Review use of PPE and respiratory protection .

Mandate the placement of signage for isolation, quarantine.

Enforce isolation, quarantine.

Implement policy on transporting individuals to the hospital.
Phase VI/ Recovery
 Encourage personnel to receive updated information on Avian Flu, Swine Flu or other Pandemic Flu Alerts.
 Essential persons receive N95 respirators or equivalent .

Secure buildings and place signage for isolation, quarantine.

Enforce isolation, quarantine.
 Implement policy on transporting individuals to the hospital.

Continuity Planning

Decision making – the chain of command with designated backups for unit-level decisions to handle disruptions and to meet the wellness needs of employees and minimize their exposure associated with a pandemic. Establish systems to reduce transmission in the workplace and options for working offsite during while ill.

Communication – designate points of contact and create a delivery plan for information flowing out of and into the unit, including communicating with the University
Emergency Operations Center (EOC).
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
Essential Functions – to include who is responsible, establish partnerships, and guidelines for providing support and maintenance of essential services in the event the primary is unable to carry them out. Vital supplies and services along with production and delivery must be also designated during times of significant and sustained worker absenteeism.

Recovery – Decision-makers may face potential challenges depending on the impact of the pandemic, and the likelihood of future waves typically associated with a pandemic.
Pre-established processes and procedures and proper pandemic planning will be essential for mitigating loss and damages while returning back to full functionality.
Core Personnel and Essential Support Functions (add / delete as necessary)
President’s Advisory Group
Strategic Security and Safety
Facilities
Human Resources
Student Affairs
Health and Medical
University Relations
Residence Life
Public Safety
Environmental Health Services
Food Services
Office of International Education
Office of Information Technology Services
TBD
TBD
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Core Personnel and ESF Form
Essential Support Function Position/Persons who can perform this function
1._______________________ List Critical Functions
2._______________________
3._______________________
Core people needed to maintain critical functions.
4._______________________
5._______________________
1._______________________
2._______________________
3._______________________
4._______________________
5._______________________
List required skills necessary to maintain critical functions.
Do you have sufficient back-up if there is a high level of absence?
Are there other resources (e.g. Crisis
Coordinators, Student Assistants, etc.) that could be utilized?
1._______________________
2._______________________
3._______________________
4._______________________
5._______________________
1._______________________
2._______________________
3._______________________
4._______________________
5._______________________
1._______________________
2._______________________
3._______________________
4._______________________
5._______________________
Are there other critical inputs (e.g. materials, supplies, products, suppliers, contractors) that are required to maintain the critical functions
Do you have people required to manage the pandemic contingency plans
1._______________________
2._______________________
3._______________________
4._______________________
5._______________________
1._______________________
2._______________________
3._______________________
4._______________________
Position/Persons who can be crosstrained for this function
1._______________________
2._______________________
3._______________________
4._______________________
5._______________________
1._______________________
2._______________________
3._______________________
4._______________________
5._______________________
1._______________________
2._______________________
3._______________________
4._______________________
5._______________________
1._______________________
2._______________________
3._______________________
4._______________________
5._______________________
1._______________________
2._______________________
3._______________________
4._______________________
5._______________________
1._______________________
2._______________________
3._______________________
4._______________________
5._______________________
1._______________________
2._______________________
3._______________________
4._______________________
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Essential Support Functions Check List
________ Identify pre-designated volunteers and suppliers.
________ Identify alternates for core personnel and suppliers.
________ Develop guidelines for monitoring and reporting attendance.
________ Review and recommend revisions to identified core personnel, functions, personnel and suppliers based on pandemic experience.
________ Identify technology (phone, cell, Internet, laptops, including wireless cards for laptops) for core personnel, purchase, test, activate and review effectiveness.
________ Identify and communicate process for use of volunteers.
________ Communicate and test weekly attendance reporting system for faculty and staff.
________ Provide training and materials to Deans, Directors and Department Chairs.
University Closures
Recommend rescheduling public events as medical situation permits.
Cancellation of public events at the main campus.
Cancellation of all off-campus learning experiences and internships.
Voluntary evacuation of the residence halls.
Closure of non-core campus services and mandatory leave for non-core personnel.
Closure of the main campus and satellite sites if needed.
Determine when to reopen or reinstitute programs.
Reopen the main campus and satellite sites as applicable, to core personnel
Reinstitute non-core campus services and call back non-core personnel
Reinstitute courses at the main campus and satellite sites if applicable
Permit public events at the main campus and satellite sites as applicable
25

.
Closure and Cancellation Checklist
Location to Close Closure Priority (1 st , 2 nd , last)
Internal and External Services
Essential
Function
Vendor or
Alternate Vendor
Service
Provided
Contract
Manager
Section
Contingency
Options
26