YOUTH & SCHOOLS
EMERGENCY PREPAREDNESS RESOURCE GUIDE
Prepared By:
Ventures Unlimited Inc.
Nusura, Inc.
Illinois-Indiana-Wisconsin CSA
TABLE OF CONTENTS
About the Regional Catastrophic Preparedness Planning Grant Program……….…………………….
About the Gear Up. Get Ready! Campaign………………………………….………………………………………….
Executive Summary……………………………………………………………….……………………………………………….
Challenges of Youth & Schools Planning……….………………..……..…………………………………..
Effective Ways to Engage Youth & Schools………………………………………………………………….
Who Should Use this Guide and How?............................................................................
Identifying Youth Trends & Nuances………………………….………………………………….……………………….
Overview…………………………………………………………………………………………………………………….
Example of Age Segment Marketing Insights……………………………………………………………….
How to Use Secondary Demographic Research …………………………………………………………..
Best Practices for Engaging Youth & Schools ………….………………………………………………………………
Incorporate Emergency Preparedness Messages into Existing
Curriculum………………………………….……………………………………………………………………………….
Use Appropriate Language When Engaging Youth……………………………………………………….
Engage Students and Their Families Through Interactive Activities……….…………………….
Provide Youth with a Voice and Volunteer Opportunities……………………………………………
Recommendations for Utilization of Community Groups and Other Stakeholders as
Facilitators/Marketers of Messages…………………………………………………………………………..
Innovative Techniques for Utilizing Social Media and Technology to Engage Youth and
Schools………………………………………………………………………………………………………….…………….
Promote a System for Students, Staff and Parents to Report Dangerous Situations……
Communicate Regularly with Parents Using Multiple Strategies and Mediums……………
Implement and Widely Promote a Parent/Student Notification System………………………
Educate and Engage School Principals from the Onset of Emergency Preparedness
Campaigns………………………………………………………………………..………………………………………….
Scenarios that Should be Highlighted in Formulating Preparedness Campaigns and
Emergency Plans for Youth & Schools…………………………………………………………………………………….
Overview…………………………………………………………………………………………………………………….
Researched Initiatives & Scenarios……………………………………………………………………………..
Local Perspective…………………………………………………………………………………………………………
Additional Information and Resources……………………………………………………………………………………
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About the Regional Catastrophic Preparedness Grant Program
The Regional Catastrophic Preparedness Grant Program (RCPGP) was initiated in 2008 and focused on
increasing catastrophic preparedness planning in high risk, high consequence areas. The central
objectives of the grant program are to build regional planning processes within emergency management
communities, fix shortcomings in existing plans and link operational needs to resource allocations. The
latter enables the grant to promote citizen preparedness through messaging, community engagement,
education and outreach. The RCPGP conducts outreach to citizens in the Illinois-Indiana-Wisconsin
Combined Statistical Area (CSA) with the goal of driving action toward emergency preparedness.
About the Gear Up. Get Ready. It can happen! Campaign
Gear up. Get Ready. It can happen! (GUGR) is a community preparedness campaign established to
increase awareness and drive action by preparing community members for all-hazard emergencies and
catastrophic events. Additionally, it reinforces and supports the existing preparedness outreach efforts
of regional Emergency Managers, government agencies, private sector, non-profit and community/faithbased organizations. The campaign is a product of the RCPT Citizens Preparedness Subcommittee and
covers 16 counties across IL-IN-WI. GUGR began December 2011 with research and planning and
concluded with the launch of its community outreach engagements in June 2012.
Based upon best practices research, the campaign engaged communities to assess levels of preparedness,
interject new preparedness scenarios and strengthen, as well as build, partner relationships. Through use
of a 16’GUGR vehicle loaded with preparedness activities, the campaign brought an exciting and
educational emergency preparedness experience to communities, where citizens – work, live, play and
worship.
The campaign toured six counties: Will (IL), Cook (IL), Lake (IL), DuPage (IL), Porter (IN), and Lake (IN).
Other county partners include DeKalb (IL), Grundy (IL), Kane (IL), Kankakee (IL), Kendall (IL), McHenry (IL),
Jasper (IN), Newton (IN), Porter (IN), and Kenosha (WI).
To learn more about the campaign, go to www.gearupgetready.com
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EXECUTIVE SUMMARY
Youth can play an important role in disaster preparedness and each has the unique ability to help their
communities be safer, stronger and more resilient – before, during and after an emergency. According
to the Federal Emergency Management Agency’s (FEMA) Ready.gov experts, studies have shown that
involving youth and schools in emergency preparedness efforts is an effective way to reach not only
children, but also entire families.
In fact, Citizen Corps further states the researched benefits of youth
preparedness:
“Young people are truly
amazing influencers in society.
They influence their families
and friends and it changes us
all for the better.”
“Findings show that households with schoolchildren who brought
home preparedness materials are significantly more likely to be
prepared on a range of preparedness measures than households
with schoolchildren who did not bring home preparedness materials
-- Beth Freeman, FEMA
or households without schoolchildren. Of particular note, seven in
Region VII Administrator
10 (70 percent) of these households receiving preparedness
information from their children’s schools indicated they have a
household plan they have discussed with family members compared to only four in 10 (40 percent)
amongst other households. Similarly, more than twice as many of these households reported having
participated in a home evacuation or shelter-in-place drill.”
Additional advantages of youth involvement include:
• Youth who are trained in preparedness are more resilient in actual disasters.
•
Youth are highly effective messengers for reaching and influencing parents and other adults.
•
Youth who are engaged today will ensure a future generation of prepared adults.
•
Additionally, youth have proven to be positive influencers, leaders, and first responders to
their families, peers, and neighbors when they take the preparedness message home.
Clearly, engaging youth and schools are a vital component to help ensure “whole communities” are
successfully prepared.
For more information:
http://www.citizencorps.gov/getstarted/youth/youthindex.shtm
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Challenges of Engaging Youth & Schools in Planning
The importance of involving youth and schools in emergency preparedness planning may be clear,
however there are some challenges. Federal Emergency Management Agency (FEMA) and the
Department of Education (ED) collaborated with the American Red Cross to convene the 2010 National
Summit of Youth Preparedness and gathered input from stakeholders from across the Nation and
internationally to focus on youth preparedness education. Participants identified some of the most
challenging barriers in executing youth preparedness in schools.
Below outlines some of these noted challenges:
•
While a lot of information and programs focused on youth preparedness already exist, they
are often available in too many places for those who are interested. Additionally there is a lack
of understanding around what it takes for an organization implement youth preparedness
programs.
•
Current information and messages are too complex. There needs to be a consistent, simplified
way of communicating the information that is readily available.
•
There are competing priorities and activities for children, parents, and organizations in the
community. Understanding the importance of youth emergency preparedness education in
the context of all other priorities is important.
•
Messages are often created to resonate across the community and thus do not reach more
targeted youth and their families within the community (e.g., different cultures, languages,
people with access and functional needs -AFN).
•
Need to increase and maintain parental involvement.
The summit also provided dialogue around topics such as available resources to support local program
development, research for effective best practices, core program elements needed for effective delivery
and roles and responsibilities for stakeholder.
For more information refer to the following link:
(http://www.citizencorps.gov/downloads/pdf/ready/212_Youth_Summit_Report_508.pdf)
This guide provides information that address these challenges in order to assist communities in taking
viable steps towards implementing youth emergency preparedness programs locally.
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Who Should Use This Guide and How?
Everyone needs a plan. The purpose of this resource guide is to equip educators, community members,
youth groups as well as officials responsible for responding to emergencies; with the information they
need to foster emergency preparedness efforts for youth and schools in their community.
The Illinois-Indiana-Wisconsin Combined Statistical Area (CSA) Community Preparedness Campaign
conducted in 2012 included extensive best practices research on developing effective emergency
preparedness campaigns. This guide is based on that research and is intended to highlight the most
promising strategies and approaches in engaging schools and youth. It also includes links to related
school curricula, campaign templates, videos, multimedia elements, games and other resources.
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Identifying Youth Trends & Nuances
Overview
Identifying and understanding the various segmented audiences within your community is fundamental
to building successful emergency preparedness campaigns, operations or communications plans.
Targeted youth insights, habits and influencers are key in assessing the most effective way to
communicate and engage. Understanding their desires, needs, and motivations increases the likelihood
of producing collective, actionable change that fits within their environment
How to Use Secondary Demographic Research to Identify Youth Trends & Nuances
“Youth” are represented by a broad age range, but the census defines youth as individuals from ages 324. The following market trend information , focuses on school age individuals from ages 10-24 (grades
4th- college). Individuals within this age range have been recognized as our society’s greatest motivators
(http://projects.tigweb.org/ygl_youth/).
Below provides a snapshot of a few trends for tweens and teens (10-18 years old), which are further
detailed in the research report. Please note while the following trend information targets youth
beginning at 4th grade (10 years old), the guide includes best practices applicable for younger age groups.

Youth move seamlessly in media and technology— from the TV, to cell phones, to their PCs.

Youth shift effortlessly from traditional play in the “real world” to creating avatars they can use
to live and play in virtual worlds.

Television still maintains its hold on kids and tweens, however it is losing ground. Multi-platform
media strategies are most effective, while TV as a stand-alone medium is dissipating.

Over the past five years, there has been a huge increase in mobile media ownership among 8 to
18-year-olds: from 39% to 66% for cell phones and from 18% to 76% for iPods and other MP3
players.

Young people now spend more time listening to music, playing games, and watching TV on their
cell phones.

Top online activities used by youth include: social networking , video games and visiting video
sites such as YouTube.
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CSA Youth Population Snapshot
(Note: Age breakout based on U.S. Census and are not exact match to generational labels)
TEEN & TWEENS MILLENNIALS
Population
10 - 14 15-19
Yrs.
Yrs.
20-24 Yrs.
Chicago, IL
2,695,598
6.1%
6.8%
8.3%
Cook County, IL
5,194,675
6.5%
6.9%
7.2%
DeKalb County, IL
105,160
6.0%
9.3%
15.1%
DuPage County, IL
916,924
7.2%
7.1%
5.9%
Grundy County, IL
50,063
7.7%
7.1%
5.1%
Kane County, IL
515,261
8.1%
7.4%
5.8%
Kankakee County, IL
113,449
7.1%
7.8%
6.9%
Kendall County, IL
114,736
8.6%
6.9%
4.6%
Lake County, IL
703,462
8.1%
8.0%
6.0%
McHenry County, IL
308,760
8.2%
7.6%
5.0%
Will County, IL
677,560
8.5%
7.8%
5.4%
Lake County, IN
496,005
7.3%
7.3%
5.9%
Jasper County, IN
33,478
7.5%
7.9%
6.1%
LaPorte County, IN
111,467
6.5%
6.6%
5.9%
Newton County, IN
14,244
7.0%
6.9%
4.7%
Porter County, IN
164,343
7.1%
7.2%
6.4%
Kenosha County, WI
166,426
7.4%
7.8%
6.8%
The following provide additional background on this topic as well as free templates and resources:
The U.S. Census counts every resident in the United States and the information is accessible to
the public: http://2010.census.gov/2010census/
For more detailed information on the demographic research gathered, as well as insight on how
to gather additional research of your community on your own, download the Illinois-IndianaWisconsin Combined Statistical Area Community Preparedness Project Research Report and refer
to the “Reaching/Engaging Youth and Schools” sections nationally (p. 55) and locally (p.85).
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BEST PRACTICES FOR ENGAGING YOUTH AND SCHOOLS
The following are strategies, approaches and best practices for engaging youth and schools drawn from
national and local research conducted as part of the Illinois-Indiana-Wisconsin Combined Statistical Area
Community Preparedness Campaign.
1) Incorporate emergency preparedness messages into existing curriculum.
According to the findings of the 2010 FEMA Youth Summit, youth in schools present a captive audience,
providing an unparalleled opportunity to communicate the preparedness message in large numbers.
Attendees at the summit ranked youth preparedness education curricula as the most important way to
engage youth in emergency preparedness initiatives. Busy schedules, limited time, heavy workload and
competing priorities presents a perceived barrier for schools and families and schools to add emergency
preparedness activities. According to Marilyn Saltzman, a leading school communications policy expert
and former manager of communications services for Jefferson County Public Schools for 20 years, to
help combat this challenge teachers need emergency preparedness materials that are designed to fit in
seamlessly with existing curriculum.
Ideally, materials should be age appropriate, compelling, as well as engaging and require little or no
modification. A great example is the Student Tools for Emergency Planning (STEP) program. FEMA and
local State Emergency Management Agencies worked together to offer a program at no cost to schools.
Launched during the 2010-2011 school year, and pioneered by the state of Wisconsin, STEP was an
overwhelming success and over 5,500 students in 100 schools around the state took part
(www.readywisconsin.wi.gov). Developed by teachers, this program has two sets of instructional
materials that are age-appropriate for 4th and 5th graders. It provides students, and their families,
concrete strategies on how to prepare for and respond to a variety of emergencies.
There are several sources for emergency preparedness school curricula available including:
The American Red Cross Masters of Disaster® is a curriculum that includes almost 200 lesson
plans. The American Red Cross Masters of Disaster® Educator’s Kit contains lessons, activities,
and demonstrations on disaster-related topics that meet national educational standards and are
specifically tailored for lower elementary (K–2), upper elementary (3–5) and middle school (6–8)
classes.
To learn more go to http://www.redcross.org/take-a-class/program-highlights/preparednessprograms#masters-of-disaster.
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Operation Safeguard is a 5 day immersive learning summer leadership academy for central
Indiana high school youth. The training and exercises aim to equip teens to be active and
productive participants in disaster preparedness and response, with a special focus on helping
to protect children impacted by disasters. Classes are held in Central Indiana.
For more information visit http://www.operationsafeguard.net/about
FEMA urges all Americans to: build a kit of emergency supplies; make a plan for what you will do
in an emergency; and be informed about what might happen. Often, children are the ones who
tell their parents about the importance of being prepared, and Ready Kids, an extension of the
Ready Campaign, teaches children how they can help their families be better prepared. The
Ready Kids website, www.ready.gov/parents-teachers, includes online teaching materials,
games and activities for kids, teachers and parents.
To learn more about how STEP is being implemented in Wisconsin go to
http://readywisconsin.wi.gov/step/default.asp The STEP Instructor’s Guide includes a wide
variety of activities, games, role-playing scenarios and other materials. It can be downloaded by
going to www.fema.gov/pdf/about/regions/regionii/step_guide.pdf
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2) Use appropriate language when engaging youth
Feedback from interviews with youth organizations throughout the Community Preparedness Campaign
Research Report concluded that when targeting youth in emergency preparedness, language that is age
and audience appropriate must be used. Youth at different stages of development respond to different
messages, approaches and delivery mediums. Youth of all ages respond best to clear, direct, concise
messages about how to be prepared for and respond to emergencies.
FEMA and The American Red Cross
worked together to develop
‘Disaster Dudes’, a 14-minute live
action video starring three 4th grade
students that outline disaster
preparedness strategies. The video
is audience appropriate, direct, clear
and concise. The Adventures of the
Disaster uses simple questions and
messaging to show how kids can
prepare for a disaster by being aware of dangers in their area, building an emergency supply kit, and
talking with their families to plan for different scenarios.
http://www.riema.ri.gov/step/disaster_dudes.html
Special consideration must also be given to non-English speaking
youth in various programs, schools and/or other facilities.
Superintendent of Dolton, IL School District 149, Shelly Davis,
addresses the need to be conscious of various language barriers
and development stages. She states, “While most of our Spanish
speaking students speak English as well, “most” does not mean
“all”. We have emergency preparedness posters around the
building with pictures as well that helps.”
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Additional attention should be paid to use language that is
“non-threatening” when developing messaging. Research
indicates that scare tactics are ineffective with youth, and
Citizen Corps supports this theory. As stated in “Youth
Preparedness: Implementing a Community Based
Program”, exaggerating messages can backfire and make
youth question the credibility of both the message and the
messenger. It’s more effective to provide realistic
information about risks and hazards.
John McDonald, the Director of
Safety, Security and Emergency
Planning in Jefferson County,
Colorado, says, “Our goal is to help
students be emergency prepared and
not emergency scared.” He notes that
by regularly practicing evacuations
with students who have access and
functional needs, fear appeared to be
reduced and they were able to cut
down evacuation time by 19 minutes
at the district’s school for severely
disabled students.
An example of using non-threatening messaging was used
for the GUGR campaign (http://gearupgetready.com/).
Developed to target whole communities, which include
youth, schools and their families, the campaign message
not only promoted preparedness awareness, it also
demonstrated how preparing takes pressure and worry off
the individual and their family. The messaging was crafted to be simple, reassuring, and conversational
and informative.
As language is developed to attract youth, look to use trusted messengers to deliver messages.
Research has shown that engaging youth to communicate to other youth is an effective tactic. Other
trusted agents for youth include first responders for younger ages and community youth organizations
such as the 4H, Boys and Girls Clubs, Boys and Girls Scouts, Rotary Clubs, etc. for older children. For
more information refer to best practices 4 –“Provide youth with a voice and volunteer opportunities”
and 5 - “Recommendations for utilization of community groups and other stakeholders as
facilitators/marketers of messages.”
July 2012, FEMA announced of its first Youth Preparedness Council. The Council supports FEMA’s
emphasis on and dedication to involving the whole community in preparedness related
activities. “Engaging youth is an integral step in preparing the nation for all hazards,” said FEMA
Administrator Craig Fugate. “Youth have a unique ability to influence their peers and families to be more
resilient, and children play an important role in disaster preparedness, during and after a crisis.”
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Resource materials below outlines additional appropriate language examples for youth messaging and
teaching technique recommendations which provides :
The FEMA youth preparedness report, published in summer 2010, recommends that schools use
a graduated sequence of learning across school years by starting with basic messages and
incorporating all phases of emergency management: preparedness, mitigation, response, and
recovery. http://www.citizencorps.gov/downloads/pdf/ready/citizen_prep_review_issue_6.pdf
One example of age-appropriate language is what Sesame Street has developed for young
children in its “Let’s Get Ready Guide,” which is narrated by popular children’s characters Elmo
and Grover using kid-friendly language like “mommy and daddy.”
http://www.sesamestreet.org/parents/topicsandactivities/toolkits/ready
Campaign messages should reinforce a uniform classroom response to incidents at the school
based on the school’s emergency response plan. The Standard Response Protocol, developed by
the I Love U Guys Foundation has been adopted by New York City Public Schools and other
districts across the nation. It is based on four simple protocols accompanied by clean, clear
graphics and age-appropriate language. To learn more go to http://iluvuguys.org/srp.html
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3) Engage students and their families through interactive activities
In “Keepin’ It Real: Talking with Kids about Emergency Preparedness”, by John Cavanagh and Anne Malia,
emergency preparedness details how initiatives must be engaging and fun to capture the attention and
imagination of children. But how do you accomplish that? It may be easier than you think. There are
many ready-to-use resources available such as online video games, activity books, videos, storybooks
and puzzles. Many of these materials are free, downloadable on the internet and are designed to be
used as classroom activities and brought home for the entire family to participate.
The Wisconsin STEP program was designed to teach youth how to
prepare for various emergencies including tornadoes, flooding and
storms. In doing so, the program encourages them to share the
information with their families and to develop their own family
emergency plan. (http://readywisconsin.wi.gov/step/default.asp)
“[The] Red Cross and others have built tremendous tool kits for
children in the public schools and private school systems to begin
that process early. But it’s not very consistent across this country,”
said Craig Fugate, FEMA Administrator, at the 2010 Red Cross
Emergency Social Data Summit.
“Youth do not have to be
passive victims; they can be
engaged and they can be
empowered.”
--Gail McGovern, President
and CEO
American Red Cross
The following are examples of interactive preparedness activities that can be enjoyed by youth and the
entire family:
The Illinois Emergency Management Agency (IEMA) developed an interactive earthquake video
game called The Day the Earth Shook. It focuses on preparing for an earthquake, such as one that
could occur along the New Madrid or Wabash Valley Seismic Zones in southern Illinois.
To see the game go to www.iema.illinois.gov/iema/EarthquakeGame/Welcome.html
The IEMA website offers an activity book that teaches young children about safety through a
storyline and activities including mazes and crossword puzzles.
http://ready.illinois.gov/pdf/Preparedness_ActivityBook.pdf
FEMA developed a game called Disaster Dudes. The game covers a variety of emergency
preparedness topics including earthquakes, tornadoes, winter storms and others.
http://www.fema.gov/pdf/privatesector/step/disaster_dudes_game.pdf
The producers of the Sesame Street television show created a program called Let’s Get Ready!,
which includes tips, activities, captioned videos and other easy tools to help the whole family
prepare for emergencies. Many of the materials are appropriate for use in the classroom.
For more information go to www.sesamestreet.org/parents/topicsandactivities/toolkits/ready
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The Dodge County, WI Office of Emergency Management offers a series of coloring books
featuring Sam the Disaster Horse; subjects covered in the coloring books include tornado safety,
lighting safety, flood safety and terrorism awareness. The coloring books can be downloaded by
going to www.co.dodge.wi.us/emg/kids.html
Kids Get a Plan, developed by the Florida Division of Emergency Management, offers stories and
games geared towards different grade levels. To learn more go to http://www.kidsgetaplan.com
Ready.Gov for Kids. FEMA has a number of games and activities to engage youth in preparedness
efforts. These include online word games, puzzles, videos, Pack it Up matching game, Hidden
Treasure game and a variety of other materials. For more information go to
http://www.ready.gov/kids
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4) Provide youth with a voice and volunteer opportunities
Encouraging young people to be a part of the emergency preparedness initiative empowers them to
serve as ambassadors for the message. There are a wide variety of ways that youth can be involved –
from contests and Teen CERT programs to participation on school safety teams. At the outset of an
emergency, preparedness students can be invited to share their opinions and creative ideas on how best
to reach and engage their peers.
Peer-to-peer storytelling can be a powerful approach in disseminating preparedness messages. Local
interviews with community youth organizations revealed that youth programs that use youth as the
ambassadors of the message was an effective approach. Beth Ford, Deputy Director
of the Chicago Alternative Policing Strategy (C.A.P.S.), explained how allowing young people to spread
the message and “make it their own” provides a level of credibility and acceptance with their peers.
Teens sharing stories about living through or preparing for a disaster can encourage others to think
about and prepare for hazards in their area. Also keep in mind that youth that have lived through an
emergency or disaster, can have significant impact on their peers and should be encouraged to share
their stories.
An aspect of giving youth a “voice” can also include involving them in developing the emergency
preparedness message. According to Patti Thompson, State of Illinois Public Information Officer, the
state of Illinois ran contests to get youth involved in preparedness
messaging. The State and broadcasters association co-sponsored a
“By providing communities
high school student contest for PSAs. Students went on the Ready
with strong programs, not only
Illinois website to learn preparedness messages and submitted scripts
will youth have the
for a 30-second spot. The Illinois Emergency Management Agency
opportunity to strengthen
produced the winning entry and aired it on the radio. Illinois has also
community, but to build a
held contests for college students through university communications
stronger community wherever
departments, where students produced 30-second TV emergency
they go.”
preparedness commercials.
Youth volunteerism is another way to inspire them to be emergency
preparedness leaders. According to the Wisconsin-based Center for
School, Youth and Citizen Preparedness, students who become
volunteers develop citizenship, confidence and leadership skills.
--Kyra Sommerfeld, Volunteer
and member of the Citizen
Corps Youth Council Program
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The following are examples of how young people volunteer on emergency preparedness-related
initiatives:
TEEN CERT (Community Emergency Response Team) programs are designed to teach students to
assist in the event of an emergency or natural disaster, and to be prepared to assist their
families, communities and emergency responders. Mid America Teen Cert was named by FEMA
as one of the top three emergency response and preparedness programs in the nation for its
productivity and initiatives in the area of youth preparedness. The following link will take you to
more information on TEEN CERT and resources to get you started
www.citizencorps.gov/cert/teencert/index.shtm
The American Red Cross offers a wide variety of local volunteer opportunities. In fact more than
95% of the people who deliver Red Cross programs and services are volunteers. There are
several ways young people can volunteer with Red Cross. For more information go to
http://www.redcross.org/support/volunteer/young-humanitarians
The Center for School, Youth and Citizen Preparedness offers a program in Wisconsin called
READY Camp. READY (Responding to Disasters and Disasters with Youth), helps to prepare
middle school students, high school students, and teachers to respond to pressing needs until
additional help arrives. These efforts can help save lives and protect property. READY is a fiveday summer camp that provides training to middle and high school youth, age 13 – 18, escorted
by advisors. READY helps prepare youth to respond in unexpected situations that require
immediate action until additional help arrives. It also inspires youth to take action in creating
resilient and positive solutions to the immediate and local needs in their school, neighborhood,
and community through volunteer activities and community service learning projects. The
curricula was developed by leading educators and emergency responders. A brochure on READY
Camp can be downloaded by going to
www.citizenpreparedness.org/files/2012_WI_Ready_Camp_Flyer.pdf.
To learn more about The Center for School, Youth and Citizen Preparedness go to
www.citizenpreparedness.org/index.html.
DoSomething.org is one of the largest organizations in the U.S. for teens and the promotion of
social change. One of its programs is “Disaster Preparedness”, with online resources on actions
to take in school, the community and with one’s family. To learn more about their current
campaigns and related volunteer opportunities go to www.dosomething.org/cause/disasters
Medical Reserve Corps (MRC) is a national network of local groups of volunteers committed to
improving the health, safety, and resiliency of their communities. The MRC works with the local
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Health Occupation Students of America (HOSA) group (teens and young adults) to target schools
and also utilizes newspaper and radio stations to raise awareness about the coalition and its
goals. For more information, go to https://www.medicalreservecorps.gov/HomePage.
The FEMA Youth Preparedness Council contributes to the national agenda for how young people
play a role in emergency management through their regional work and specific projects that
they commit to execute. Youth Council members were selected through a nomination process
for their work engaging communities in local preparedness. The council consists of 13 members
ranging in age from 13 to 17 and a chairperson. Council members share their ideas, experiences,
solutions and questions on youth disaster preparedness with FEMA leadership. The Council also
brings special insight to how FEMA and others can continue to use social media technology both
to engage youth in preparedness activities and to organize youth volunteers during the response
and recovery phases of a disaster. The Council works on projects ranged from expanding Teen
Community Emergency Response Teams (CERT) within their region and conducting a
preparedness day fair in their community to creating a celebrity-driven preparedness campaign.
To learn more about FEMA’s youth preparedness efforts please visit:
http://www.citizencorps.gov/getstarted/youth/youthindex.shtm.
To learn more about each council member visit:
http://www.citizencorps.gov/getstarted/youth/youthpreparednesscouncil.shtm.
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5) Recommendations for utilization of community groups and other stakeholders as
facilitators/marketers of messages
While schools are often the most utilized, engaging partners are also an important piece of the puzzle.
Collaborating and garnering the support of the “whole community “ including a variety of community
groups and other stakeholders can help further the preparedness message. These community partners
often have existing programming that serve specific segments of the population, such as youth, and
provide trusted inroads to promote the preparedness message.
Young children respond when they receive safety messages from a variety of sources such as firefighters
and police; community groups like parent-teacher organizations; and youth organizations like 4H, Boys
and Girls Clubs, Boy Scouts and Girl Scouts. However, middle school children can be reached by
leveraging social media, the YMCA, volunteer clubs, and other state and local organizations. High school
students are best reached by Teen Community Emergency Response Teams as well as such clubs as
National Honor Society.
Additional community partners might include national service organizations such as Kiwanis
International, Lions Club, and Rotary Club. There are also private sector organizations that support youth
preparedness through their websites that include services focused on youth.
A great example of partnering with community stakeholders to reach youth and schools includes the
recently signed memorandum of agreement between FEMA and the UNCF Special Programs Corporation
(UNCFSP). The agreement will allow for FEMA to participate in lectures, conferences and recruit at
historically black colleges and universities (HBCUs) and provide students access to subject matter
experts in emergency management and preparedness. UNCFSP in turn will work with FEMA to
distribute preparedness information, such as training and other educational and organizational
resources to support community-based disaster preparedness efforts. As a result FEMA will be able to
promote the preparedness message to 38 member institutions to and approximately 60,000 students.
An added benefit will be that FEMA will have the opportunity to continue to grow a diverse team and
students be trained to better serve their communities and be a resource helping and aiding in the event
of a disaster.
Last year, FEMA signed a similar agreement with the Hispanic Association of Colleges and Universities.
For more information go to:
http://blog.fema.gov/2012/10/q-with-leaders-of-fema-uncf-special.html
The following are other cases of how community groups and other stakeholders can be great
facilitators/marketers of emergency preparedness messages:
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The Department of Homeland Security (DHS) partners with the Boy Scouts of America to
increase the level of citizen preparedness across the country. DHS has asked the Boy Scouts of
America to build upon the foundation of the Ready campaign and to help citizens across the
country prepare for emergencies of all kinds.
http://www.scouting.org/scoutsource/Media/Publications/EmergencyPreparedness.aspx
The Department of Homeland Security and the Girl Scouts of the USA have partnered with Girl
Scouts and their families in personal preparedness for all emergencies. Girl Scouts can earn a
preparedness patch http://www.dhs.gov/news/2009/09/08/secretary-napolitano-and-girlscouts-usa-announce-new-preparedness-patch.
The American Academy of Pediatrics has developed a robust website to support disaster
preparedness efforts to ensure that children’s needs are met in times of disaster. The academy
works with every state and five key federal agencies to accomplish this goal. Visit
www.aap.org/disasters.
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6) Innovative techniques for utilizing social media and technology to engage youth in schools
It shouldn’t be a surprise to hear that teens use social media as a major source of information. A 2010
study by the Pew Research Center indicates that 73 percent of online teens use social networking sites.
Social media engagement definitely calls for innovative techniques, specifically when engaging youth
community members. Adam Crowe, the director of emergency preparedness for Virginia
Commonwealth University in Richmond and the author of Disasters 2.0: The Application of Social Media
in Modern Emergency Management, lists 6 Ways to Utilize Social Media Before a Disaster Strikes
(http://www.emergencymgmt.com/disaster/6-Ways-Utilize-Social-Media-Disaster.html). Crowe lays the
foundation for ways to use social media in preparedness. Below, with each practice, you can find how
they can be applied to youth specific engagement based on youth trends discovered while developing
the campaign research report..:
1. Pre-identified hashtags: Possibly pre-identify hashtags, the # symbol used to mark keywords or
topics in a Tweet (https://support.twitter.com/articles/49309-what-are-hashtags-symbols), can
be used during different in-school emergency situations. For example, Houston adopted this
strategy for impending severe weather. It identified hashtags like #powerout, #debris, #hail and
#wind to help filter the city’s social media information.
2. Twitter town halls: Consider a youth emergency preparedness twitter town hall meeting. Using
an interesting emergency preparedness topic, spark a dialogue on twitter and invite youth to
openly discuss concerns surrounding emergency preparedness. This gives administrators, youth
groups, parents and youth a chance to coordinate efficient plans surrounding the addressed
issue.
3. Streaming and recorded videos: If your school or organization has a youth broadcasting program,
consider creating a local PSA contest in your community and post it. Purdue University has
developed a series of YouTube videos, Campus Safety with Purdue Pete, on pedestrian safety,
property security, fire safety, shelter in place procedures, safe walk, emergency notification,
Purdue alert, alcohol awareness and suicide prevention
(http://www.youtube.com/watch?v=0BFKcFcQTsE).
4. Crowdsourcing: Youth programs and schools can use social media platforms like Facebook and
Twitter to engage youth during exercises, trainings and drills to confirm that the activity was
successful.
5. Gamification: Local schools have used video games to create fun and engaging environments to
learn about emergency preparedness. (Reference best practice #3)
21
6. Travel ready: Consider how to use quick response (QR) codes to help youth be prepared if an
event occurs at your school, youth facility or program.
Social media can also be used during an emergency. According to Kim Stephens, a social media expert
with over a decade of experience in emergency management as a researcher and practitioner, schools
can use text alerts and twitter messages to notify students of emergency situations.
There are many good examples of utilizing social media and technology to engage youth and schools. As
noted earlier, FEMA, the American Red Cross and others have a variety of pre-produced materials to
draw from. Here are a few more examples:
Purdue University has developed a series of YouTube videos, Campus Safety with Purdue Pete,
on pedestrian safety, property security, fire safety, shelter in place procedures, safe walk,
emergency notification, Purdue alert, alcohol awareness and suicide prevention. The approach
Purdue used could be adapted by any school. To see the videos go to
http://www.youtube.com/course?list=ECAB9F81E9406CE19F
In Joplin, Missouri, the Facebook page was used to keep the community up-to-date after the
2011 tornado. The school district continues to use the site in its rebuilding efforts. To see the
page go to http://www.facebook.com/joplinmo
The Houston, Texas School District recently used Twitter messages to inform parents about
flooding and reunification. To see the Twitter feed go to http://twitter.com/HoustonISD
In Los Angeles, principals are encouraged to set up Twitter accounts to provide parents with upto-the-minute crisis updates.
Queensland, Australia, developed a Smartphone disaster app after consulting with youth on
what media they use. Their research found that youth actively sought information through
media technologies, such as Facebook, Twitter and YouTube, and participated by posting their
experiences, comments, images and footage through these networks. To learn more about the
app go to http://hardenup.org/news-media/harden-up/smartphone-app-to-mobilise-qldvolunteers.aspx
Social media expert Kim Stephens developed a presentation called Social Media in School
Emergency Management: Using New Media Technology to Improve Emergency Management
Communications. It includes several additional ways to leverage technology and social media in
engaging youth and schools. It was developed for the U.S. Dept. of Education.
http://idisaster.files.wordpress.com/2011/08/social-medias-application-for-universities31.pdf
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The Red Cross created free, downloadable mobile apps that can be used in conjunction with all
emergency preparedness campaigns. They are available here:
http://www.redcross.org/prepare/mobile-apps
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7) Promote a system for students, staff and parents to report dangerous situations
Providing an anonymous toll-free hotline is a great tool for students, staff and parents to report
information about threats to school safety without retribution. While many school districts and states
have hotlines and tip lines, their success lies in making them easily accessible and promoting them as
much as possible. For example, as part of some successful programs tip line contact information is
posted throughout schools, on the school website and even printed on the back of every staff and
student identification card. When school districts add texting capability to the tip line, they see a
dramatic increase in reporting.
In Illinois, promoting the tip line is a collaborative effort of the Office of the Attorney General, the Illinois
State Police, and the Illinois Parent Teacher Association. Members of the Illinois State Police answer the
tip line. The School Violence Tipline provides anonymous means to report any threats of violence or
weapons in schools. The tipline is encouraged to be used only in situations where there is no immediate
threat of violence to students. (For example, if a student heard a classmate threaten another or saw a
weapon in a classmate's locker.) However incidents that pose any risk of immediate harm should be
reported to 911 right away. (For example, if a student has pulled out a gun in the middle of the
cafeteria.)
For more information regarding the Illinois School Violence Tipline refer to:
http://illinoisattorneygeneral.gov/children/tiplinefacts.html
A good example of the development and promotion of a system for students, staff and parents to report
dangerous situations is Safe2Tell®, a 501c3 not-for-profit organization based on the Colorado Prevention
Initiative for School Safety. Safe2Tell® provides young people a way to report any threatening behaviors
or activities endangering themselves or someone they know, in a way that keeps them safe and
anonymous.
The Safe2Tell®program focuses on kids and the issues they face today. This program was based on the
Columbine Commission Report’s recommendation that students need a safe and anonymous way to
keep the lines of communication open. They realized that tragedies could be prevented if young people
had a way to tell someone what they knew without fearing retaliation. By calling 1-877-542-7233 or
submitting a tip through this website, young people can help anyone who is in trouble and possibly help
prevent a tragedy. To learn more go to http://safe2tell.org/.
Additional information and examples for effective programs, systems and resources that include
reporting methods can be found in The Catalogue of Youth Disaster Preparedness Education Resource:
http://citizencorps.gov/downloads/pdf/ready/Catalogue_YouthDisaster_toRockCreek2-1412_accessible.pdf
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8) Communicate regularly with parents using multiple strategies and mediums
Engaging youth in emergency preparedness campaigns is important but don’t forget to involve the
parents too. Like nearly every other facet of emergency preparedness campaigns, communication with
parents is most successful when a variety of approaches and strategies are used. Examples include email,
parent expos, online videos, brochures, newsletter, student manuals and radio and television spots.
Reaching and engaging parents can be challenging. Busy schedules can make it difficult for parents to
attend meetings and people are bombarded with so much information each day; it can be hard to make
your message stand out from the background noise. Despite the growth in the use of personal
computers and smart phones not all families have them. That’s why relying on a single medium like
email isn’t enough.
Emergency managers know from past emergencies and disasters that parents must be made fully aware
of all relevant school emergency plans, including where children will be sent during emergency
evacuations and for how long. Communicating the policies and plans related to post-evacuation
reunification is vital.
According to a survey report produced by the National Center for Disaster Preparedness at Columbia
University (available at http://www.ncdp.mailman.columbia.edu/files/white_paper_9_08.pdf),
sustained communications with parents is needed to reassure them that emergency plans are workable,
that their children will remain safe in an emergency and that reunification following evacuations will be
efficient, effective and timely.
The following are examples of effective ways to communicate with parents:
Face-to-face: Philadelphia Schools host emergency preparedness expos with community partners
and first responders. Safety and security staff members in many districts make presentations at
PTA and back-to-school parent meetings.
Leverage Media: Larger school districts, like Fairfax County, VA, have their own cable television
programs where they can share emergency information. In small communities, like Lincoln,
Oregon, the safety director appears regularly on local TV and radio shows.
Parent videos: The Los Angeles video, A Parent’s Guide to School Emergencies, is translated into
seven languages. To see the video go to
http://rems.ed.gov/index.php?page=resources_display&id=451
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Websites: Increasingly, school districts are sharing emergency preparedness information on their
websites, including videos and links to high-quality state and national resources. In many cases
these materials are available in multiple languages. The Los Angeles Unified School District posts
detailed information on their website describing how they plan to respond to a wide variety of
hazards and threats. http://parentemergencyinformation.lausd.net/school-responseemergencies
Traditional print strategies: Feedback from local CSA school districts reveal that traditional print
methods are commonly used. They use student handbooks and manuals, newsletters and
brochures to communicate with parents. Often these are downloadable from the web with hard
copies available in school buildings and at school events.
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9) Implement and widely promote a parent/student notification system
According to Marilyn Saltzman, a leading school communications policy consultant who worked the
response to the Columbine shootings, timely, accurate information is a key component to effective
response to all school emergencies. There are systems that allow school districts to quickly alert
students and parents through emails, phone calls and text messages. It’s essential to promote the
system widely and make it easy to sign up online and at school events.
In talking to various CSA youth organizations and school districts parent/student notification systems
vary from district to district depending on access to resources. Common methods include “phone-tree”
system in administrators call parents using the emergency contact information provided. Higher tech
tactics include an automotive phone message sent to parents also using emergency contact information.
From a national perspective, the U.S. Department of Education’s “Lessons Learned” publication lists
lessons learned from seven San Diego, CA wildfire case studies.
http://training.fema.gov/EMIWeb/emischool/EL361Toolkit/assets/LL_CommunicationCollaboration.pdf
Other districts can benefit from the following lessons learned, to ensure enhanced communication,
response and recovery from a hazard:
•
Establish a district conference call phone line. This enables all district superintendents to
communicate collectively during a crisis.
•
Acquire a mass notification system to communicate with staff and parents. During a crisis,
regularly update staff and parents through this system and the Internet.

Conduct semiannual mass notification tests to staff and students to ensure accurate contact
information.

Develop contact lists. Ensure that the list includes contact information for key individuals in each
district or school, with multiple points of contacts, including work phone, cell phone, home
phone, and e-mail.
•
Designate key district and/or school staff as the holders of contact lists containing contact
information for superintendents, principals, alternates, and other key district staff. Update the
list quarterly and provide copies to the local law enforcement and local emergency management
agencies.
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•
Have the holders of contact lists keep copies at work, home, and in their personal vehicle. This
ensures that at the onset of a crisis they have the means to contact each other immediately—
this models the scalability of ICS.
•
Develop decision trees. School districts may be required to make quick decisions. Decision trees
need to be kept current so that everyone who is part of the decision-making process can be in
communication with one another as soon as a crisis begins.
•
Always have an amateur radio unit in your EOC. Amateur radios may be outdated, but they are
also the last type of communication to fail.
•
After an incident, remember to debrief, identify lessons learned and weaknesses in the
emergency management plan, and revise the plan accordingly. Just because the crisis is over
does not mean the emergency management process has ended.
While Virginia Tech (VT) is not a community school district, the institution uses a notification system that
incorporates many best practices that schools can emulate. Students are prompted to sign up for the VT
Alert system when they begin online registration for classes. During emergencies on campus, Virginia
Tech uses several information delivery methods to reach students because, at any given time, one form
of communication might be better to reach them than another. VT Alerts deliver messages using the
following mediums:
 The Virginia Tech Internet webpage (www.vt.edu)
 Broadcast e-mails to all vt.edu accounts
 Electronic message boards in classrooms
 The weather/emergency hotline
 Campus sirens and loudspeakers
 VT Phone Alerts via smart phone app
 VT Computer Desktop Alerts via desktop app
To learn more about VT’s student notification system go to: www.alerts.vt.edu
According to Campustechnology.com, the University of Illinois is replacing its legacy mass notification
system with a new system from Rave Mobile Safety this fall that incorporates phone, text, e-mail, social
networking, digital signage, and browser-based pop-ups.
It also offers Rave Guardian and EyeWitness, both of which U Illinois will be deploying as well.
Rave Guardian provides enhanced profile information for first responders when emergencies are
called in, including a picture of the user, mobile number, GPS location, and other personal
details. It also includes a function that acts as a “digital alternative to a campus walking escort,"
according to the university. "A user will be able to set the estimated time needed to walk to a
destination. If that time expires and the user has not canceled the timer, a Public Safety
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telecommunicator will call to ensure that the user is safe." EyeWitness is a reporting tool that
allows members of the campus community to report crimes via text.
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10) Educate and engage school principals from the onset of emergency preparedness campaigns
The US Department of Education’s Office of Safe and Drug-Free Schools says that in the past decades,
school administrators at all levels—district superintendents, school principals and assistant principals—
have experienced diverse crises, including, but not limited to: floods, hurricanes, school shootings,
chemical spills, and infectious disease outbreaks. School districts and schools across the country are
struggling with ways to effectively engage administrators in emergency management planning.
They further state that engagement of school administrators is crucial because their involvement is
essential to elevating emergency management to a high priority at every level of the school system; in
every administrative department, and in every school building. Administrator engagement will also lead
to great involvement among teachers and other school-based staff.
In the US Department of Education publication Helpful Hints for School Emergency Management
(http://rems.ed.gov/docs/HH_Vol2Issue5.pdf), it notes that most incidents that occur in the schools, the
school administrator assumes the role of the first responder. Rapid response by the school
administration and staff to an emergency situation can prevent injuries, save lives and allow for a more
rapid return to normal school operations.
An effective way to engage school principals is for emergency managers to invite them to a tabletop
exercise. A tabletop exercise is a simulation or a scenario that tests how critically school staff and first
responders would respond to an emergency and assess the feasibility of an emergency management
plan.
Another way to get administrators engaged is to create a sense of urgency through use of guest
speakers or using a regional or national event that raises awareness. New York City hosted John Michael
Keyes, whose daughter was killed in a school shooting, to inspire and call to action 1,000 educators and
first responders.
Additional tips and resources:
Having annual back-to-school training for principals, asking principals to serve on planning
committees, and making it easy for them to train their staff by providing online videos and
assessment tools, such as the Prevention and Responding to Violent School Crises checklist
provided by the Wisconsin Department of Public Instruction
http://dpi.wi.gov/sspw/crisis.html.
For more strategies on engaging administrators in emergency preparedness campaigns consult
the U. S. Department of Education publication on this topic called Helpful Hints for School
Emergency Management.
http://rems.ed.gov/docs/HH_Vol2Issue5.pdf
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SCENARIOS THAT SHOULD BE HIGHLIGHTED IN FORMULATING PREPAREDNESS CAMPAIGNS
AND EMERGENCY PLANS FOR YOUTH & SCHOOLS
Overview
A disaster assessment is the gathering and analysis of information pertinent to disasters and disaster
response. The scope of the information required covers factual details of the event causing the hazards,
the needs of those affected, and the available resources for responding to those needs.
The assessment process extends from preparedness activities and the pre-disaster warning phase
through the emergency phase and even into the rehabilitation and recovery of the community. As the
needs of the community change through these phases, the objectives of the ongoing assessment change
as well.
Identifying hazards through a disaster risk assessment allows emergency preparedness planners and
schools to classify the risks that exist and anticipate the different affects it may have on one's survival.
Specifically, in considering youth, personal preparedness is important and identifying key hazards allots
for the customization of solutions to potential problems that may arise during a hazardous event, as well
as one's ability to plan according to the risk and their particular accessing or functional need.
Researched Initiatives and Scenarios
Below are national plan examples and tools that identify how to conduct and/or utilize hazard data to
assist in formulating a youth and schools preparedness plan or campaign:
#1 - Identifying and Planning for Special Populations During a Natural or Man-Made Disaster - 2007
County of San Diego Public Health Services
Identifies resources and locate vulnerable populations during a disaster.

Reviewed the risk assessment research from three past disasters which revealed the
need for a systematic method of identifying vulnerable populations in the event of a
disaster—including school facilities, detention facilities, hospitals and other medical
facilities:
o Santana/Granite Hills School Shootings, 2001
o San Diego County Firestorms, 2003
o Hurricane Katrina Evacuees, 2005
For additional information and support go to:
http://proceedings.esri.com/library/userconf/health07/docs/identifying.pdf
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#2 - “FEMA Multi-Hazard Emergency Planning for Schools Toolkit” - Department of Homeland
Security's Federal Emergency Management Agency (FEMA), Washington, D.C., 2011
FEMA Independent Home Study course online toolkit which covers basic information about developing,
implementing, and maintaining a school emergency operations plan (EOP). The goal of this course is to
provide students with an understanding of the importance of schools having an EOP and basic
information on how an EOP is developed, exercised, and maintained. Materials include comprehensive
preparedness guide, prevention and preparedness resources, mitigation resources, responses &
recovery resources, sample forms, video library, analyzing hazards, developing procedures, addressing
special needs, and more.
For additional information and support go to:
http://training.fema.gov/EMIWeb/emischool/EL361Toolkit/Start.htm
#3 - “School and Health Crisis Guide- Help and Healing in a Time of Crisis” – National Education
Association (NEA) and the National Education Association Health Information Network (NEA HIN)
Online resource guide from the National Education Association (NEA) and the National Education
Association Health Information Network (NEA HIN) step emergency preparedness steps created by
educators for educators.
For additional information and support go to:
http://crisisguide.neahin.org/crisisguide/
“Primer to Design Safe School Projects in Case of Terrorist Attacks and School Shootings, 2nd
Edition” - FEMA, U.S. Department of Homeland Security, Apr 2012
This manual is a revised and expanded version of FEMA 428. It provides the design community and
school administrators with the basic principles and techniques to design a school that is safe from
potential physical attacks and, at the same time, offers an aesthetically pleasing design that is functional
and meets the needs of the students, staff, administration, and general public. This second edition of
FEMA 428 focuses on the threats posed by physical attacks on a school by terrorists or targeted
shootings. The manual is intended for use by schools who feel they are at risk to attack and is designed
to meet the needs of all schools, including those with serious security concerns. 317p
For additional information and support go to:
http://www.dhs.gov/xlibrary/assets/st/bips07_428_schools.pdf
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#4 – Social Assessment as a Complementary Tool to Hazard Risk Assessment and Disaster Planning The Australasian Journal of Disaster and Trauma Studies
ISSN: 1174-4707
Volume: 2010-1
This article presents the case for the integration of social assessments into emergency and disaster risk
management planning. Post disaster studies, social assessments and social impact assessments are all
closely related activities. However, post disaster studies are obviously after the event whereas social
assessments and social impact assessments ideally should be undertaken before an event occurs. This
paper identifies the linkage between social impact assessments as pre-event activities, post-disaster
impact assessments as post event activities, the types of variables that need to be considered, and the
different types of methodologies that might be used.
For additional information and support go to:
http://www.massey.ac.nz/~trauma/issues/2010-1/cottrell.htm
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LOCAL PERSPECTIVE: IN-IL-WI CSA Regional Catastrophic Incident Coordination Plan - 2010
Every community is vulnerable to natural and human-caused disasters such as severe storms
(thunderstorms, lightning, hail), tornadoes, floods, earthquakes, winter storms, extreme heat,
hazardous materials incidents (transportation or fixed facility), or terrorist attacks. Severe storms and
tornadoes pose the most significant threat to the CSA region, followed by severe winter storms, flooding,
and extreme temperatures. While each state faces similar risks, some counties face unique risks due to
their proximity to specific hazards. For example, Cook, Lake (Illinois), Lake (Indiana), LaPorte, Porter, and
Kenosha Counties are vulnerable to varying degrees of coastal erosion due to their location on Lake
Michigan. Additionally, the City of Chicago—which anchors many of the nation’s economic banking,
commerce, and industry entities—is home to major landmarks (for example, Willis Tower, Navy Pier,
and Millennium Park), also making it a possible terrorist target.
During an emergency, material and physical resources are stretched thin and, often, the needs of those
who most need help, namely the vulnerable populations, are left unmet. Age, class, race, poverty,
language, and a host of other social, cultural, economic, and psychological factors may be relevant
depending on the nature of the emergency.
Most jurisdictions within the IL-IN-WI CSA have hazard mitigation plans, which were reviewed in the
development of the RCICP. Table 1-4 (at the end of this section) lists several potential hazards, as
defined in the jurisdictional hazard mitigation plans. Each hazard is ranked high, medium, or low based
on the most recent information contained in each jurisdictional hazard mitigation plan:
For additional information and support go to:
http://www.cityofchicago.org/dam/city/depts/oemc/general/PDF/1_RCICP_BP_FINAL.pdf
Additionally, Matthew Doughtie and Jody Chattin, Co-Chairs of the RCPT Hazard Analysis & Risk
Identification Subcommittee identified Severe Storms/Tornadoes, Hazardous Materials Releases,
Extreme Temperatures, Winter Weather and Floods as the primary hazards and threats in the IllinoisIndiana-Wisconsin area.
Illinois, Indiana and Wisconsin have acts which require each school to annually update and review the
protocols, safety drills and procedures in their emergency and crisis response plan. The Illinois School
Safety Drill Act Title 29 outlines the various emergencies or crisis that are known to occur in or affect
schools including but not limited to:





Severe weather
Fire
Bomb threats or the discovery of suspicious items
Structural failure
Failure of utilities or loss of utility service
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





Bus accidents
Release of hazardous materials, both indoors and outdoors
Presence of an intruder, use of a weapon, or taking of a hostage
Public health or medical emergencies,
Earthquakes
Nuclear power plant accidents (if located within 25 miles of such a plant)
For more information detailing the Annual Review of Emergency and Crisis Response Plans for the
Illinois School Safety Drill Act refer to:
Title 29: Emergency Services, Disasters, and Civil Defense; Chapter II: State Board of Education: Part
1500 – Joint Rules of the Office of the State Fire Marshal and the Illinois Stateboard of Education: School
Emergency and Crisis Response Plans
http://www.isbe.net/rules/archive/pdfs/1500ARK.pdf
No matter which scenario, emphasis on personal preparedness is critical when engaging youth. The
following resources and templates are appropriate to accompany all emergency/disaster scenarios:
Texas State University conducted various Tabletop Exercise Scenarios to prepare their students for
potential emergencies. The scenarios were compiled and can be viewed at
http://www.txssc.txstate.edu/HE/tabletop
The Ready.wisconsin.gov “Make a Plan” provides specific planning information for seniors and those
with access and functional needs, including links to instructional videos. To view the videos go to:
http://readywisconsin.wi.gov/Plan/Plan.asp?maintab=0 and click on the ‘Functional Needs’ tab.
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36
ADDITIONAL INFORMATION AND RESOURCES
Websites that provide good examples of ways to engage youth through activities and games:
Seton Hall University’s CODE BLUE website features interactive training models and such games as
Wheel of Misfortune and Who Wants to be a Survivor.
http://blogs.shu.edu/codeblue/2010/07/hello-world-3
Washington School Safety Center has links to Web-based interactive activities about weatherrelated disasters, child-friendly information about preparedness, games and coloring books for
elementary students. http://www.emd.wa.gov/kidz/kidz.html
Internet safety: Cyberspacers, http://www.cyberspacers.com, is a game for teens about keeping
safe in cyberspace; the Internet Safety Game for young children is at
http://www.kidscomjr.com/games/safety/safety.html.
Resource Catalogue:
Additional information and examples for effective programs, systems and resouces can be found in
The Catalogue of Youth Disaster Preparedness Education Resource:
http://citizencorps.gov/downloads/pdf/ready/Catalogue_YouthDisaster_toRockCreek2-1412_accessible.pdf
Examples of poster and public service announcement contests for youth:
The Florida Division of Emergency Management sponsors an annual video contest for middle-aged
and high school students and a poster contest for elementary students related to Florida Severe
Weather Week. http://www.floridadisaster.org/SWAW/2012/2012contestwinners.html
The Illinois State Board of Education sponsors an annual poster and video contest – Illinois Youth
Digital Safety Contest – for students in grades K-12.The contest aims to raise awareness about
making safe and respectful choices through digital communications.
http://www.isbe.net/news/2012/may7.htm
The Texas School Safety Center and Texas Gang Investigators Association are sponsoring the 2012
Anti-Gang Poster Contest. The contest is designed to motivate students and utilize their creative
skills in an effort to show the dangers and pitfalls of gang life.
http://www.txssc.txstate.edu/media/K12/downloads/PosterContest/2012-Poster-Contest.pdf
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Videos for youth about emergency preparedness:
Los Angeles Unified School District is developing a new video and accompanying poster about yoyo7
(You’re on Your Own for Seven Days) to prepare families in case of a disaster.
http://yoyo7.lausd.net/
Purdue University. has produced a series of YouTube videos, Campus Safety with Purdue Pete, on
pedestrian safety, property security, fire safety, shelter in place procedures, safe walk, emergency
notification, Purdue alert, alcohol awareness and suicide prevention. There is also an active shooter
awareness training video. http://www.youtube.com/playlist?list=PLAB9F81E9406CE19F
Thank You!
Thank you for your interest in the Gear Up. Get Ready. It can happen! community preparedness
campaign. For more information about the GUGR campaign or the Regional Catastrophic Preparedness
Planning Team (RCPT) visit www.gearupgetready.com or contact Yvette Alexander, Director, External
Operations - American Red Cross, at Yvette.Alexander@redcross.org or Earl Mashaw, Project Manager Regional Catastrophic Preparedness Grant Program atEarl.Mashaw@cityofchicago.org.
About the Regional Catastrophic Preparedness Grant Program
The Regional Catastrophic Preparedness Grant Program (RCPGP) was initiated in 2008. RCPGP is focused
on increasing catastrophic preparedness planning in high risk, high consequence areas. The central
objectives of the grant program are to build a regional planning process within planning communities, fix
shortcomings in existing plans and link operational needs to resource allocation. The latter provides the
ability of the grant to promote citizen preparedness through messaging and outreach. Resource
allocation is our ability to promote readiness and citizen preparedness steering toward the operational
necessity of being prepared. The RCPGP team reaches out to the citizens of the Illinois-Indiana-Wisconsin
Combined Statistical Area with the one common goal of driving action toward preparedness.
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