Emergency Planning for Students with Disabilities and Special Needs Tom Gunnell, Chief Operations Officer Cincinnati Public Schools

62 Schools Spread around a 90 square-mile district CPS serves about 34,790 students in preschool through 12 th grade.

Actions Steps During and After an Emergency Response Recovery Incorporating Lessons Learned

Response: Key Considerations What actions need to be taken once the event begins? Sound the alarm/communicate Staff and students need to respond per the school’s emergency plan Use the buddy system (evacuation assistants) Utilize Go-kits if they are available. Move to evacuation area if possible, if not move to designated area of refuge. If imminent danger, evacuate using assistance devices Report status to Incident Commander

Response: Communication Considerations Communicate information and instructions (according to need) to students. Visual aids, sign language, large print, etc. Alarm systems for fire, etc., should incorporate both audible and visual elements. Hearing impaired and deaf students may be best alerted by flashing light alarms. Emergency back-up lighting systems may benefit students with limited visual acuity. Students with learning disabilities may have difficulty reading or understanding complicated directions for evacuation or response plans. Simple diagrams or pictures can provide non- reading or overstressed students with sufficient information to get to safety.

Response: Implement the Emergency Management Plan Emergency management plans must include evacuation/sheltering plans for students with disabilities and special needs, such as a Personal Emergency Evacuation Plan (PEEP). Teachers evaluate needs of students based on Risk Code criteria developed by Emergency Management Subcommittee PEEP must take into account: Primary and secondary routes for the student throughout the day. Special assistance required (including buddy and equipment)

Sample Risk Codes to designate students who are at increased risk during an emergency and need assistance or special attention: CodeDisability or Special Needs Factors that Elevate Risk AAutismMay panic, run, not understand direction or other behaviors. May be non-verbal or use argumentative communication. EEmotional/Mental Health May disobey or resist direction, may panic. HHearing ImpairmentNeeds specialized communication for direction in an emergency, may not respond to oral language or auditory clues. LLanguageHas limited understanding of the English language. MMedicalIs medically fragile, has need for medical devices. OOrthopedicHas an injury or physical disability that limits mobility. SSevere Cognitive Disability Has limited ability to understand environmental events, situations, or procedures. May be non-verbal. VVisionIs blind or has a visual impairment that limits the speed of movement or requires guidance from a sighted person. WWheelchairRequires the use of a wheelchair or cannot negotiate stairs and is dependent on an elevator.

Response: Use the Buddy System Teachers, instructor assistants, students trained in evacuation and shelter-in-place (i.e., Teen CERT) for students with disabilities and special needs. A primary and secondary individual is identified to assume responsibility for the evacuation process of each student that has a PEEP. “Buddies” will attend training on various techniques and equipment to safely evacuate students with special needs. Buddies also participate in drills and exercises.

Response: Special Considerations for Evacuation Visually impaired students should have an extra cane if they do not have a seeing eye dog. Visually impaired students may need to be informed about obstacles that may be in their paths and require verbal or physical guidance through hazardous areas. Hearing impaired or deaf students may need face to face contact in order to read lips. Writing on a note pad is only practical if there is enough light to see. For mobility impaired students, evacuation by themselves may be extremely difficult or impossible because of obstacles in their paths or elevators not operating. Special pre-planned assistance must be provided.

Response: Evacuating Non-Ambulatory Students Decisions about how to evacuate a student should be determined in advance, during the Preparedness phase, and should be communicated to first responders. If leaving a student in an anticipated Area of Refuge is not viable, the student must be evacuated. Evacuation devices should be accessible within a reasonable amount of time and could be pre-staged in secure areas near stairwells. Evacuation devices include slings, stretchers, sleds, and evacuation chairs. Manual wheelchairs could also be staged near major doorways so that individuals may use them once safely evacuated from the building.

Response: Report Status through ICS Once in the evacuation area, assess needs and request additional support if needed. Report evacuation status to Incident Commander. If a student is waiting in an Area of Refuge, provide first responders with the location, special needs assistance requirements, buddy if assigned, and preferred communication method. Specify special transportation requirements if moving to alternate location.

Response: Shelter-in-Place Strategies What actions should be considered for Shelter-in-Place of special needs students? Personal Go-kits will provide for immediate necessities per the PEEP. Classroom Go-Kits will include age appropriate activities. Risk Codes will identify students needing special attention. Student Wellness Team (mental health/counseling) and First Aid Response Team from each school as designated in the School Emergency Plan will assist. Privacy screens/curtains to create an environment for those needing privacy for emotional or physical issues.

Recovery: Working with Community Partners Cincinnati Public Schools (CPS) has MOU agreements with 25 agencies and organizations responding to school emergencies. Mental health partnerships include: National Center for School Crisis and Bereavement, Cincinnati Children’s Hospital, Hamilton County Mental Health, Cincinnati Health Department, Talbert House, and the American Red Cross. CPS Emergency Plan was developed through collaboration with partner agencies. Tabletops and full scale exercises that include special needs students have been developed and completed with community partner involvement. CPS Mental Health Crisis Team participates in an Interagency Crisis Team made up of community mental health crisis providers. Coordinated training offered to interagency team Linkages for large scale crises

Recovery Cincinnati Public Schools (CPS) Mental Health Team has implemented a CISM (Critical Incident Stress Management) training for responding to needs of students of varying ages which provides developmentally-appropriate mental health services. Team make-up includes school psychologist, school social workers, and school counselors. CPS uses a web-based call-out system (Reverse 911) to contact necessary CISM team members. Members respond via phone touchpad (1=will respond, 2=cannot respond, 3=will check and notify by phone) CISM and interagency crisis team will provide counseling for immediate and short term recovery needs and identify individuals needing referrals. For treatment of students who have experienced trauma, CPS staff and community partners are trained in Cognitive Behavioral Intervention for Trauma in Schools, (CBITS) and Healing After Trauma Skills, (HATS).

Incorporation of Lessons Learned from Drills and Exercises There is no greater chance for success than a good plan well practiced.

Contact Information Tom Gunnell Cincinnati Public Schools 2651 Burnet Avenue Cincinnati, OH Telephone: (513) Fax: (513)