Title –

Campus Emergency Plans, Do They Make A Difference?

Needs Assessment –

The needs assessment was determined from a campus planning session.  It was an informal process determined by the principal to be a campus need.  After being assigned to the Safe and Nurturing Team a meeting was held to determine what exactly was the biggest need on campus.  There were 8 members assigned to the team representing various grade levels and special areas.  Each team member voiced their opinions and there was a unanimous decision to review the emergency plans.  There had been comments from teachers that reflected uncertainty in what to do in an emergency.  In addition, the campus in a previous year had been impacted by a bomb scare, many teachers had left but those that were still on the campus felt unprepared for an emergency situation.  After asking our grade level teams their thoughts, the overwhelming result was that the staff did not know what was expected of them and they were not confident that they knew how to handle an emergency in the correct manner. 

Objectives and Vision of the action research project. (ELCC 1.1) –

Determining the need was the easy part.  The decision of where to begin and what it should look like was more challenging.  The goal was to provide the campus easy access to emergency plans. 

A few of the objectives were:

• to update the plans and make certain they met the district guidelines and were approved by the police department
• to simplify the plans and include a map for a visual
• have them placed in every classroom and common area (easy access for visitors as well)
• provide flashlights to be part of the package
• to practice the 3 major procedures so teachers would feel confident with procedures during an emergency

 

Review of the Literature and Action Research Strategy –

This is one area of my action research project that I need to spend some time focusing on.  I have been so wrapped up in completing the agenda and to do list, I have not spent a lot of time on researching school safety.  I know that when I started this project I did a web search and there was endless materials on school disasters and safety. 

The decision for this action research project was made by myself and my principal.  Thre was a campus need and she assigned me to the team to make certain the goals were accomplished.

Articulate the Vision (ELCC 1.2) –

The vision was communicated to the staff when the goal teams would meet to discuss goals and objectives.  The principal was also key in communicating with the staff.  When we held the mass fire drill after an assembly, the assistant principal communicated with the parents the signifigance of the drill and being prepared for an emergency of that magnitude.  The teachers were receptive to the drills because it was part of building confidence on the campus and making them feel prepared.

Manage the organization (ELCC 3.1) –

There were 8 people on the team and then the group broke into 4 groups of 2.  By doing this, each group could take a portion of the plans, evaluate the need, make adjustments and bring it back to the larger team.  This enabled the team to cover more ground and by having smaller groups we were able to review and act as another set of eyes for each other.  It also made the project seem more manageable and it had a smooth procedural flow.  In addition to other responsibilities within the group, I acted as the liason between the administrators and the team which gave me additional insight into what the principal wanted for the campus as well.

Manage Operations (ELCC 3.2) –

Initially, I used the action research project template to list all of the objectives that needed to be accomplished and a timeline.  By creating this with my principals approval it gave the team a frame of reference to go by.  In addition, the group had 8 members who were already in agreement on what needed to be done.  Those 8 members acted as the representative for their grade level and/or speciality area, which was helpful in streamlining responses and need.  The group itself worked in smaller groups and when we came together as a larger group there was a lot of discussion on where we were and what still needed to be accomplished.  I would meet with the principal on a regular basis to get her feedback and that helped in keeping the team focused on the end goal, which was to have emergency procedures in place that gave teachers confidence and prepared our campus for those types of events.

Respond to Community Interest and Needs (ELCC 4.2) –

This project serves the campus as a whole.  Practicing these procedures and having them in place really helped build teacher confidence about emergency type situations.  Making certain that office staff and others assist where necessary and being focused on student safety was key.  The campus did a great job during each drill and all students were accounted for.  A walkie-talkie system is in place that allows communication around the building which again gives teachers confidence in the process.