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Earthquake Evacuation drill in School Safety
1. The document provides guidance on conducting an earthquake drill in school. It outlines 4 stages: planning, developing an evacuation plan, providing orientation, and conducting the actual drill. 2. Key aspects of planning include forming teams, inspecting the building for hazards, designating safe zones and evacuation routes, and developing emergency plans. 3. The evacuation plan should make use of all available open spaces and ensure routes do not expose students to additional risks. Roles and responsibilities are defined for students, teachers, principals, and other staff.
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Earthquake Evacuation drill in School Safety
- 1. HOW TO CONDUCTAN EARTHQUAKE DRILL IN SCHOOL BY, ANUP SINGH NDRF ACADEMY,NAGPUR
- 2. F I RE vs. EARTHQUAKE F I R E Concentrated in one area of the building. Immediate response is to evacuate people and put out fire. Immediate outside help will arrive definitely at the arrive definitely at the soonest time. Building occupants can be evacuated in any place outside the building away from fire. No aftershock to deal with. EARTHQUAKE Affects the whole building and nearby areas. Immediate response is to Duck , Cover and Hold during an earthquake, and to evacuate if necessary. Immediate outside help is not a guarantee. Area for evacuation after the event is which limited only to an open area which is safe from falling debris and other earthquake related hazard. Aftershocks will be another concern.
- 3. OBJECTIVES Upon completion ofthis lecture you will be able to understand 1.Stages of evacuation drill 2.Phases of evacuation drill 3.Important points to be considered before planning evacuation drill
- 4. STAGES IN CONDUCTINGEARTHQUAKE DRILL STAGE 1 Planning/ Organizing STAGE 2 Developing an Evacuation Plan STAGE 3 Orientation prior to Earthquake drill STAGE 4 Actual Conduct of Earthquake Drill
- 5. STAGE 1 PLANNING /ORGANIZINGTHE EARTHQUAKE DRILL Form a Disaster Management Committee (DMC) composed of several teams with specific task and designate an over-all coordinator. Fire Safety Team Site Security Team First Aid or Medical Team Communication Team Evacuation Team
- 6. STAGE 1 PLANNING/ORGANIZING ANEARTHQUAKE DRILL School Disaster Management Committee (SDMC) should: Have the yearly update on information of school population Prepare the most recent school map Prepare the building floor plan of each building Total number of building occupants Total number of occupants at each room Total number of occupants at each floor Total number of occupants at each building Identify occupants with special needs (sick, old, disabled) and their their location Observe safe and unsafe zones Suggest corrections for improvements Assess the structural integrity of the building/s Assess any other hazard
- 7. STAGE 1 PLANNING/ORGANIZING ANEARTHQUAKE DRILL Members of the DMC should conduct Building Watching Exercise and identify safe and unsafe spots inside the building. Observe hazardous areas/practices within the building premises and dangerous conditions that may exist which people have not noticed before. Identify safe spots (e.g. under tables, desks, doors, etc) Identify danger zones (e.g. windows and glass, shelves, machinery, cabinets and furniture that may topple or slide as well as all hanging and heavy objects). This should be plotted on the layout.
- 9. Building Watching Exercise Any hanging, unstable objects or structure Condition of power lines and utility poles Narrow alleys between buildings Corridors are too narrow Are there blockages along the corridors and exit points? Do exit point remain open during working hours? Doors that swing in instead of swing out. Shelf near Entrance Narrow Exit Glass Window Decoration etc
- 10. STAGE 1 PLANNING/ORGANIZING ANEARTHQUAKE DRILL Suggest corrections or improvements of current set-up. Examples: clean up stuff that blocks the corridors and exit points. exit points must remain unlocked during working hours. Assess the structural integrity of the building/s by a qualified civil/structural engineer.
- 11. STAGE 2: DEVELOPING THESCHOOL EARTHQUAKE EVACUATION PLAN Use all available OPEN SPACES nearest to the building/school Determine if there is sufficient open space for all. Consider the number of pupils in each building Make sure that evacuation route will not expose the pupils/students to additional hazards Assigned each class/building a specific designated evacuation area Come up with evacuation procedure using the available map
- 12. SCHOOL EARTHQUAKE EVACUATIONPLAN Exit points nearest the building should be suggested as their exit routes; assuming that these are passable after the earthquake. The Building Earthquake Evacuation Plan should have provisions to utilize all available open spaces nearest the building that are evaluated as safe from falling debris and other materials that may cause injuries. Parking Area Determine Evacuation Route Evacuation Site One way traffic : persons shall walk in one direction Indicate by arrows, the flow of evacuation coming out of each room down to their designated evacuation site.
- 13. SAMPLE - EVACUATIONPLAN Acquire the most recent grounds layout grounds layout or vicinity plan/map vicinity plan/map.
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- 15. Prepare Earthquake SurvivalKit Basic items inside an earthquake survival kit
- 16. STAGE 3 ORIENTATION PRIORTO THE CONDUCT OF AN EARTHQUAKE DRILL Conduct of lectures about earthquake Introduce the suggested evacuation plan and evacuation route Introduce the assigned open area where they should evacuate after an earthquake. Introduce the school evacuation map in every classroom and bulletin board Assign student in-charge who will be in charge of making sure that all exit points are open during the shaking.
- 17. STAGE 3 ORIENTATION PRIORTO THE CONDUCT OF AN EARTHQUAKE DRILL Preparations Assign observers and evaluators who will give comments and suggestions Inform the neighbourhood about the drill Check available alarm system Assign class MONITOR Take note of persons with disabilities (PWD), identify their locations for evacuation Assign STUDENT IN CHARGE to assist the PWD, SMALL CHILDREN during evacuation
- 18. STAGE 3 Orientation priorto the conduct of an earthquake drill The main concern during an ongoing shaking is how to protect oneself. Give specific instructions on what to do what to do DURING an earthquake. 1. Duck, Cover and Hold Take cover under a sturdy table or strongly supported doorway. 2. Watch out for falling objects 3. Keep calm and don’t panic 4. Keep away from glass window and heavy shelves
- 19. STAGE 3 Orientation Priorto the Conduct of an Earthquake Drill Be alert… Listen to the Teacher’s instructions. Once the shaking stops, students must be instructed to leave the building in single file and in a calm, orderly manner. (Two files if staircase is wide) The person in-charge of each class must indicate the pre-determined route to be used and everyone must be directed to pre-identified evacuation areas. Specific arrangements must be made for pupils with physical or mental disabilities to ensure that they are assisted during evacuation. Buddy System to ensure safety of the children with disabilities
- 20. STAGE 3 Orientation Priorto the Conduct of an Earthquake Drill No running is to be permitted to avoid panic and stampede. On staircases, everyone must descend in disciplined file. Overtaking of classes or individuals must not be permitted. Watch out for potential falling objects. Anyone who is not in class when the “shaking” signal went off must stop and observe the surroundings for potential hazardous objects. Then proceed immediately to the evacuation point. DON’T Run DON’T Push DON’T Talk DON’T Return DON’T bring your things
- 21. THE FOLLOWING PLANNINGDECISIONS SHOULD BE MADE IN PREPARATION Who will give instructions to evacuate the building How will this be done if the P.A. System is damaged What should be done if an aftershock occurs during evacuation Have evacuation routes and assembly areas been established; are they the same as fire escape routes and areas; if not, why not and could this cause confusion Are there any potential hazards along the evacuation routes What emergencies could occur and what should be done (e.g., Power fails, exit door jams, debris blocks exit, fire breaks out, students are injured and should not be moved) Under the worst weather conditions possible, where will the school population find short-term shelter How will all persons be identified and kept track of How will the arrival of parents and the handover of their children be processed
- 22. The following planningdecisions should be made in preparation What steps can be taken to reduce anxiety and fear among students and adults If it is necessary to evacuate the school grounds, how will this be accomplished and how will parents be informed of the new location In addition, the following information should be established: Chain of command for decisions after an earthquake List of emergency response agencies (e.G., Fire, police, gas utility, electricity utility) Procedures to provide for first aid, search and rescue, communication, building damage assessment, and student security Location(s) of outdoor assembly areas, first aid stations, command and communication stations, student release station List of persons responsible for various actions and/or with required skills Inventory of supplies and a plan of the school.
- 23. STUDENTS BEFORE Learn whatto expect and what to do during an earthquake Identify hazards in the classroom, school, home Participate in earthquake drills Know the name and address of your guardian, if designated by your parent(s). DURING Follow teachers instructions TAKE COVER under a desk or table ASSUME “CRASH” POSITION COUNT to 6O If out of the classroom, take cover in a doorway in the “CRASH” position; count to 60; join the nearest class when shaking stops. AFTER Follow evacuation instructions from teacher or designated monitor Wear shoes Put on identification tag Comfort and reassure other students DO NOT use an elevator DO NOT re-enter school without permission DO NOT go home without permission; be aware that your parent guardian may be delayed in coming for you Talk about what has happened.
- 24. TEACHERS BEFORE Hold classroomdiscussions Practice drills Hold hazard hunts, correct hazards where possible Appoint two student monitors in case you are injured Prepare class lists and identification tags with name, address, phone number, age and medic alert information. DURING Issue the TAKE COVER order at first sign of tremor Assume “CRASH” position for 60 seconds Talk calmly to reassure students Review evacuation procedures. AFTER Instruct students to evacuate lead class to the designated assembly area Be prepared to choose alternative escape route in case of fire or exit blockage Take class list, l.D. tags, and first aid kit Administer first aid, if necessary Do not re-enter the building unless instructed by the principal Write l.D. Information on foreheads of primary and injured children, if tags not available Reassure students Remind students that parents may be delayed in calling for them Encourage students to talk about their fears and anxieties.
- 25. PRINCIPAL BEFORE Set upa chain of command, and define staff roles and responsibilities (first aid, roll call, search and rescue, etc.) Establish earthquake and evacuation drills for all staff and students In large schools, decentralize first aid equipment, student lists, and instructions for turning offgas, electricity, water, etc. Be aware of your area’s lines of communication, disaster planning, emergency channels, etc. Obtain battery-operated CB radio and learn local emergency radio frequencies Designate an outdoor evacuation assembly area Ensure staff knowledge of industrial first aid. DURING Take cover and assume “CRASH ‘’ position. AFTER Stay calm: your attitude will act as a role model for everyone Ensure that all power, fuel, and water mains have been shut off Account for all staff and students In a major quake, await instructions from emergency officials over battery-operated or car radio Oversee conservation and distribution of uncontaminated water, as well as preparation of emergency facilities Allow dismissal of students only when it is safe to travel and a designated adult comes for him/her; keep accurate records of students released.
- 26. PARENT/GUARDIAN BEFORE Be awareof school’s earthquake policy and procedures Provide school with the name of an alternative guardian. DURING Take cover under table, bed, or in doorway away from windows in “CRASH” position. AFTER Do not phone the school -- they may be trying to reach you or emergency response services When safe to travel, go to the school to collect your child -- your child will NOT be released otherwise If you are unable to reach the school, contact the designated guardian to collect your child.
- 27. MAINTENANCE STAFF BEFORE Coordinatewith principal to identify and eliminate, if possible, potential interior and exterior earthquake hazards; inspect chemical storage areas regularly Establish earthquake drill with responsibilities for shutting off power, fuel, and water mains clearly described Establish procedure for setting up emergency toilets, uncontaminated water supplies, and first aid centers Know location and use of fire fighting equipment. DURING Stay calm and take cover in ‘CRASH” position. AFTER Immediately carry out pre-arranged duties (e.g., Shutting off gas main, fire fighting, water supply control, etc.) Report to principal and assist in search and rescue, if necessary With supervisor, determine safety of building for possible re-entry Assist in setting up emergency facilities, if necessary.
- 28. BUS DRIVER BEFORE Beacquainted with school earthquake procedures Obtain radio phone or CB radio for bus. DURING Stop bus away from power lines, overpasses, bridges, etc.; Pull into side road or driveway, if possible Stay in the bus With students, assume “CRASH position between seats or in aisles and count aloud to 60. AFTER if roads are passable, proceed with caution If bus is immobilized in an unsafe position, evacuate to an open area because of danger of aftershocks Administer first aid, if necessary when safe to do so, proceed with students on foot to nearest undamaged shelter contact supervisor, school, police, or other emergency authority by any means possible without leaving students unattended stay with the students until help arrives or until instructed to move.
- 29. STAGE 4 ACTUAL CONDUCTOF AN EARTHQUAKE DRILL Prior to the scheduled drill, inform the neighborhood regarding the conduct of the drill. Identify and assign observers for each exit points of the building and evacuation areas. They will give their comments and observations during the evaluation of the drill.
- 30. STAGE 4 ACTUAL CONDUCTOF AN EARTHQUAKE DRILL For the Actual Drill. Assumptions: 1-minute strong shaking signified by 1 minute siren/bell Person can not stand. Buildings may have been damaged but no collapse. Possible falling objects including glass windows No immediate assistance will be available for at least several hours. Self-help and sustenance are required. Possible injuries, fear, panic among building occupants.
- 31. STAGE 4 ACTUAL CONDUCTOF AN EARTHQUAKE DRILL For the Actual Drill. Give instructions - what to do’s what to do’s: once the siren is heard, do the proper and expected actions. Participants during this 1-minute siren should perform the duck, cover and hold After the 1-minute siren, participants quietly go out of the building/s and proceed to previously designated open space. Team leaders should make head count while in the ground. While the drill is ongoing, observers should take note on how the participants performed.
- 32. STAGE 4 ACTUAL CONDUCTOF AN EARTHQUAKE DRILL When all the participants have converged at the designated evacuation area the assigned observers will give their give their comments (if drill was conducted properly, if the evacuation proceeded smoothly, etc.) and suggestions on how to correct and improve. To be effective earthquake drills must be done regularly.
- 33. STAGE 4 ACTUAL CONDUCTOF AN EARTHQUAKE DRILL Phases of an Earthquake Drill Phase 1. ALARM Phase 2. RESPONSE Phase 3. EVACUATION Phase 4. ASSEMBLY Phase 5. HEAD COUNT Phase 6. EVALUATION
- 34. PHASE 1. ALARM Siren / Bell rings for 1 minute Ongoing “ground shaking or earthquake” During the drill, the 1-minute alarm indicates earthquake or shaking.
- 35. PHASE 2 .R E S P O N SE While the signal is ongoing, move away from windows, glass and unfastened objects. Everyone should perform “drop, cover and hold” under tables, desks or chairs until the “shaking” signal stops. School bags can be used to protect head where sufficient number of desks are not available or where there are no desks at all. Door - mentor should hold the door open to prevent it from locking the people inside. If outside, get clear of buildings, power lines, trees, light poles and other dangers, drop down to your knees and cover your head and neck.
- 36. PHASE 3 .EVACUATION As soon as the shaking stops, immediately evacuate the school building Proceed to identified evacuation areas using the pre- determined routes guided by the class monitor/teacher. Get out of the building in an orderly manner Give the following instructions to students/pupils: Walk, Do Not Run, Do Not Push, Do Not Talk Proceed to the identified evacuation area
- 37. PHASE 4 .ASSEMBLY At the designated evacuation area, pupils must be grouped together according to the class where they belong. Students should stand according to their class and Roll No. for easy counting.
- 38. PHASE 5 .HEAD COUNT At the assembly point, a roll call or body count must be made to ascertain that no one remains in the building. Each teacher must report whether everybody is accounted for or if there are missing students.
- 39. PHASE 6 .EVALUATION The over-all coordinator will announce the termination of drill or “All clear” An evaluation of the drill must be conducted to identify problems encountered during the drill and how these can be improved in future earthquake drills. Observers will give their comments and suggestions when all are gathered in the evacuation areas A suggestive checklist may be used for evaluation Have complete ‘quake-safe’ action drills been issued to all concerned? Are all students and staff familiar with the “take cover’ procedure? Have students and teachers demonstrated their ability to take cover immediately? Do students know what to do in areas without shelter?
- 40. PHASE 6 .EVALUATION • Do students stay quiet during drills? • Are teachers able to maintain relative calm and reassure their students? • Do students and teachers know and understand evacuation procedures? • Does everyone know their safe evacuation assembly area? • Do teachers remember to take their class roster and evacuation checklists to the assembly area after evacuation? • Have other staff members practiced their roles during earthquake drills? • Have emergency variations been practiced (e.g., exits blocked, aftershocks occurring, etc.)? • Have students had ample opportunity to discuss their fears and concerns about earthquakes, including how they can help each other? • Have parents been informed about the earthquake drills? • Have the drills been extended into the family and home?
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- 46. hazards canbe considered in three categories: I. Classroom hazards that can be corrected by students and teachers; 2. Maintenance hazards that require special skills for correction; and 3. Neighborhood hazards that possibly cannot be corrected, but can be taken into account in the response plan. The following are suggestions on how to eliminate seismic hazards: 1. Classroom Hazards • heavy loose objects that could cause injury should not be stored on shelves or hanging where they can fall more than one meter above the floor • hazardous materials such as may be found in science laboratories and industrial education shops must be stored in an approved cabinet or a designated storage room • aquariums should be located away from seating areas. 2. Maintenance Hazards • all industrial education machine tools and equipment must be securely fastened to the floor or wall • all kitchen equipment in teaching kitchens and home economics rooms must be secured against rolling or overturning • exhaust hoods should be secured to structure • lockers, shelves, cupboards, bookcases, filing cabinets, storage racks, pianos, etc., exceeding one meter above the floor should be secured to structural member(s) ofa wall or partition • clocks, projection screens, TV monitors, heavy pictures, light fixtures, and similar appendages should be secured to a structural member ofa wall or partition • unreinforced masonry chimneys should be removed, ifpossible, and replaced with a metal flue secured to the structure; alternatively, the chimney may be braced to the roof structure with metal reinforcing angles and straps; unreinforced masonry ofany kind should be removed, if possible, or braced • covered play areas and other free-standing structures may be braced at low cost, in consultation with a structural engineer • appendages over access doors or footpaths should be removed, ifpractical; alternatively, check the support and possibly provide additional fixing to structure • slate and tile roofs should be checked, and loose pieces refixed; a restraining board may be fitted at the eaves; in the long-term, replace with metal roofmg or asphalt shingles • tee bar and other ceiling spaces should be checked to ensure that all components are firmly secured to the floor or roof structure above glass lighting fixtures should be replaced with plastic • plain glazing in hazardous locations should be replaced with tempered glass, wired glass, or polycarbonate sheets • old slate chalkboards or marble toilet partitions should be replaced with modern fixtures • heavy gymnasium equipment should be secured to the structure or braced against overturning. It is recommended that, prior to assessing hazards throughout the school, a plan(s) ofthe school and grounds are prepared. Such a plan(s) will: • enable the location ofall hazards to be shown • assist in the preparation ofemergency response procedures • enable evacuation routes to be shown • identify the location of safe assembly areas • enable the location ofthe following items to be shown: • power line routes (overhead and underground) • gas, water and sewer lines • outside faucets • mains switches and shut-offvalves • mechanical equipment • hazardous materials storage • fire extinguishers • first aid equipment 3. Neighbourhood Hazards The purpose of identifying neighbourhood hazards is to assist in the planning of post-earthquake procedures such as the designating of assembly areas. It may be impossible to reduce such hazards, but to know what can happen is the basis ofa good earthquake safety program. This list may be compiled with assistance from the local municipal police or fire authorities, utility companies, and federal or provincial emergency program personnel: • facilities containing hazardous materials (e.g., gas stations) • high-voltage power lines • major traffic routes (e.g., freeways and railway lines) • major oil and natural gas pipelines • transformers and underground utility vaults • multi- storey buildings vulnerable to collapse • water towers • landslide areas • flooding from collapsed dams, or dykes • exposure to tsunamis (i.e., seismic sea waves).