Emergency Preparedness Manual For Early Childhood Programs
Emergency Preparedness Manualfor Early Childhood ProgramsU.S. Department of Health and Human ServicesAdministration for Children and FamiliesOffice of Head Start
CONTENTS3How to Use This ManualChapter 1: Introduction567Key TermsEmergency Preparedness Self-AssessmentWhat Types of Emergencies Could You Experience?Chapter 2: Preparedness889101112131418212222232427What Is Preparedness?National Requirements and Recommendationsfor Child Care Emergency PreparednessWhom to Consult in Your Community When Making Your Plan (Tip Sheet)Whom to Contact in Your Community During an Emergency (Worksheet)Know Your Communication Equipment NeedsEstablishing Your Communication Procedures (Worksheet)Preparedness: Making Your Emergency Response Plan (Tip Sheet)Evacuation Response in Centers and (Worksheet)Evacuation Response in Family Child Care HomesHow to Build an Emergency KitPractice Your PlanReunification ProceduresReunification Procedures (Worksheet)Child Information SheetsMitigation ChecklistChapter 3: Response29303134373840What Is Response?What Is the Appropriate Response? Standard Response Plan Chart Response Procedure ChecklistsResponse Checklists for Center-Based ProgramsEvacuation Procedure Checklist for Family Child Care HomesPractice, Review, Revise FrameworkPractice, Review, Revise WorksheetResponse ScenariosChapter 4: Recovery464646474748What Is Recovery?ReunificationDamage and Needs AssessmentContinuation of ServicesMental Health and Emotional NeedsRecovery ResourcesChapter 5: Conclusion and Resources4950Additional Resources to Help Programs Prepare, Recover, and RespondGlossary of TermsNational Center on Early Childhood Health and WellnessToll-free phone: 888-227-5125E-mail: health@ecetta.info2
HOW TO USE THIS MANUALThis manual is intended to assistearly childhood educationprograms in making a plan that willhelp keep their program, center, orhome safe during an emergency.The manual is designed to bea workbook-style documentthat includes information aboutemergency preparedness as wellas corresponding worksheets thatallow you to customize anemergency plan for your program,center, or home. As you go throughthe manual, consider the pointsbelow as a way to guide youthrough the process of creatingyour emergency preparednessplan.b Complete the EmergencyPreparedness SelfAssessment questionnaire(p. 6) to determine the stepsyour program, center, or homemay need to take to developa comprehensive emergencypreparedness plan.bbbbDesignate staff responsibilitiesand determine evacuationsites and emergencyresponse in the preparednessphase with the Making YourEmergency Response Planworksheet(pgs. 14-20).bMake your emergency kitusing the How to Build anEmergency Kit worksheet(p. 21).bUse the Mitigation Checklist(pgs. 27-28) to considerchanges that could be madeto reduce damage or injuriesin your program.bFollow the relevant ProcedureChecklist for early childhoodeducation programs(pgs. 31-36) to ensure eachpart of your emergencyresponse is completed.1.Use the What Types ofEmergencies Could YouExperience? checklist(p. 7) to help ensure that youare prepared for all possibleemergencies.Learn who in your communitycan help you make andpractice your emergency planwith the Whom to Consult inYour Community worksheet(p.10).Establish yourcommunications proceduresduring the preparednessphase with the EstablishingYour CommunicationProcedures worksheet (p. 12).National Center on Early Childhood Health and Wellness2.A completeplan includes:bCommunication procedureswith first responders, staff,and familiesbResponse options for eachtype of emergency you mayexperience Evacuation: routes,gathering sites, means ofevacuating (e.g., walking,cribs, car seats, wheelchairs)After practicing youremergency procedures,follow the Practice,Review, and ReviseFramework (pgs. 38-39)to reflect on how toimprove your proceduresin the future.Find resources focusingon how to begin theprocess of returning yourprogram to normalcy forchildren, families, andstaff after an emergency.Toll-free phone: 888-227-5125 Shelter in place: safestplace to shelter for the givenemergency, how to protectyourself and children Lockdown: safest place tolock down in a classroomor home, how to securea roombReunification procedures andemergency contacts for eachchildE-mail: health@ecetta.info3
Chapter 1:INTRODUCTIONEmergencies often happen suddenly and can be devastating to programsand communities. Emergency preparedness is the process of taking stepsto ensure your early childhood education program is safe before, during,and after an emergency. Whether a natural disaster such as a tornado hitsor a man-made emergency such as the appearance of a violent intruderoccurs, early childhood educators need to know how to respond quicklyand appropriately to situations that could happen in their program, center,or home. The purpose of this manual is to help child care providers andHead Start staff create an emergency preparedness plan specific to theirprogram, center, or home.Early childhood education programs play an important role in supportingchildren and families in their local communities before, during, and after anemergency through three phases of emergency management:b Preparedness—Takes place before an emergency. It includes beinginformed about any likely emergencies in your area; mitigating anyexisting concerns at your facility that could make an emergencyworse; making plans to respond to emergencies before they happen;and building, maintaining, and updating supply kits you will take orkeep with you during an emergency.bResponse—Begins the moment you are alerted to an impendingemergency and continues as the emergency occurs.bRecovery—Happens as soon as the emergency is over, when effortsare focused on food, water, shelter, safety, and the emotional needsof those affected. Recovery is also the process of rebuilding yourprogram and returning to normalcy after an emergency, which iswhy it can last hours, weeks, months, or even years in the mostextreme cases.This manual will guide you through creating an emergency response andinitial recovery plan for your program, center, or home.Head Start Program Performance Standards (HSPPS) (§1302.47.b.4.ii)require emergency preparedness and response activities for all Head Startprograms. iii/130247-safety-practicesThree reasonsto prepare:1.Emergencies, large andsmall, can occur in everycommunity, even yours.2.Child Care DevelopmentBlock Grant (CCDBG) healthand safety standardsand Head Start ProgramPerformance Standards (45CFR 1302.47[b][8]) requireall providers to preparewritten plans for respondingto emergency situations ornatural disasters.3.Emergency preparednesssaves lives! Your emergencypreparedness helps childrenand families.The Child Care and Development Block Grant (CCDBG) Act of 2014requires both center-based and family child care providers to preparewritten plans for responding to emergency situations or natural aredness-S.10861.pdfWhile emergency preparedness requirements for providers will varybased on state laws, this manual will help you incorporate nationalrecommendations and best practices to keep children and adults safeduring emergencies. s/public/state regulatory requirements for emergencypreparedness planning final.pdfNational Center on Early Childhood Health and WellnessToll-free phone: 888-227-5125E-mail: health@ecetta.info4
Key TermsAlert: Signal, sound, or otherindication that warns of anemergency.All clear: Signal given by officialsthat the danger is over for the timebeing.Emergency: An unexpected andoften dangerous situation requiringimmediate action.Emergency kit: Collection of basicitems your early childcare educationprogram may need in the event ofan emergency (e.g., food, water,medications) in sufficient quantity tolast for at least 72 hours. rgency preparedness:Procedures you develop to makesure you are safe before, during,and after an emergency. Theseresponse-and-recovery plans areimportant for your safety in bothnatural and man-made emergencies.Additional information: Evacuation: When emergencyconditions require that you seekimmediate protection at anotherlocation. Additional information:www.ready.govFEMA emergency declaration:Authorizes FEMA to identify,mobilize, and provide equipmentand resources to assist withthe emergency. der-an-EmergencyDeclaration-1370032124284First responder: Any individualwho responds to help others in anevent, such as fire, law enforcement,and emergency medical personnel.Additional information: https://www.fcc.gov/first-respondersLockdown: A shelter-in-placeprocedure that is used in situationswith intruders or emergencies thatinvolve potential violence. Lockdown requires children and adults toshelter in a safe room, lock doors,and remain quiet until the event isover. Additional information: ckdownMitigation: The effort to reduce lossof life and property by lesseningthe impact of emergencies. Formitigation to be effective, actionneeds to be taken before anemergency. Additional information:www.fema.gov/what-mitigationRecovery: What happens as soon asthe emergency is over, when effortsare focused on food, water, shelter,and the safety of those affected.Response: What happens beginningthe moment you are alerted to animpending emergency and continuesas the emergency occurs.Reunification: Bringing childrenand their families together after anemergency.Safe room: Space where childrenand adults can hide during lockdownor shelter-in-place responses.Additional information: www.fema.gov/safe-roomsLockdown safe room: If you cannotevacuate, lock the door of theroom you are in. In the room, yoursafest location is out of the intruder/shooter’s view (away from doors andwindows). If you are able, spreadout to make it more difficult for theintruder. Additional -place: When emergencyconditions require that you seekimmediate protection in the buildingyou are in. Potential shelter-inplace situations include tornadoes,earthquakes, severe weather,landslides, or debris flow. Shelterin-place entails closing all doors,windows, and vents and takingimmediate shelter in a readilyaccessible location. Additionalinformation: www.ready.govTornado-safe position: A positionthat keeps you and children safeduring a tornado that involves gettinglow to the ground, covering yourhead, and, if there are infants in yourprogram, center, or home, holdingthem close to you and protectingtheir heads.Tornado-safe room: Ideally, asmall, interior windowless room onthe lowest level, below ground ina basement, or storm cellar. www.ready.gov/tornadoesWarning: Issued when a hazardousevent that poses a threat to life orproperty is occurring, is imminent,or has a very high probabilityof occurring. emilms.fema.gov/IS0242b/COM0103240text.htmWatch: Issued when the risk ofa hazardous event has increasedsignificantly, but its occurrence,location, and or timing is stilluncertain. It is intended to provideenough lead time so that those whoneed to set their plans in motion cando so. in-place safe room: Ideally,a small, interior windowless roomon the lowest level, below ground ina basement or storm cellar, is best.Stay away from corners, windows,doors, and outside walls. Additionalinformation: www.ready.gov/tornadoesNational Center on Early Childhood Health and WellnessToll-free phone: 888-227-5125E-mail: health@ecetta.info5
Emergency Preparedness Self-AssessmentEnsuring you are prepared and ready for everyday activities is essential, and it is something you do every day inyour program. Preparing and planning for emergencies is no different. Use this self-assessment to determine thesteps you may need to take to develop a comprehensive and effective emergency-preparedness plan that worksfor your early childcare education program.Question1.2.YesNoIf No, Go toPage.Have you done an assessment of the types of emergencies yourearly childcare education program could experience based on yourgeographic region?7Has your early childcare education program developed specificprocedures for preparedness, response, and recovery for each type ofemergency indicated as a possibility, including how to be informed andhow to communicate?13-173.Does your plan account for practicing and revising your emergencyresponse?4.Do you have a list of emergency contact information for first respondersthat is visible in your facility?9-105.Do you have updated emergency contact information for each child inyour early childcare education program?23-266.Do you have an emergency kit that is updated monthly and has enoughsupplies to last for up to 72 hours, including emergency contactinformation for each child in your early childcare education program anddaily attendance sheets?21Does your program have plans in place to train children, families,and staff (if applicable) about emergency-preparedness plans andprocedures?138.Does your plan address continuation of services for childrenand families?479.Does your plan include how to address the mental health and emotionalneeds of children, families, and staff (if applicable) before, during, andafter an emergency?477.National Center on Early Childhood Health and WellnessToll-free phone: 888-227-512537E-mail: health@ecetta.info6
What Types of Emergencies Could You Experience?What types of emergencies have occurred in your area? Is your early childcare education program in a flood zone?Do you experience severe weather events? Is there a history of violence in your community?Use this checklist to assess what types of emergencies you could experience in your program and region. Thedocument, Disaster-Specific Recommendations for Emergency Preparedness, Response, and Recovery in EarlyChildhood Education Programs also provides useful information. Consult with your state or local emergencymanagement office for emergency plans specific to your area. sunamiThunderstormHouse Fire/WildfireActive Shooter/Violent Intruder (Prepared for?)Blackout/Power OutageExtreme HeatWinter Storm/Extreme ColdLandslide/MudslideVolcanic EruptionIn addition to assessing what types of emergencies may occur, consider assessing your building and outdoorspace to mitigate hazards in your environment, using the Mitigation Checklist on pages 27-28.National Center on Early Childhood Health and WellnessToll-free phone: 888-227-5125E-mail: health@ecetta.info7
Chapter 2:PREPAREDNESSWhat Is Preparedness?When a early childcare education program prepares for emergencies in advance, it can save the lives of children, staff, andfamilies. Being prepared may allow you to reopen your early childcare education program sooner, meaning you and thefamilies in your community can get back to work faster and children can return to a familiar routine, caregiver, and setting.CCDBG Regulations and HSPPS require early childcare education programs to establish, follow, and practice, asappropriate, procedures for emergencies. They also require a disaster-preparedness plan, Caring for Our Children, 3rdEdition (CFOC3) (http://nrckids.org/CFOC/) has best-practice standards for providers to incorporate into their programs,centers, or homes. See the graphic below for CFOC3 Standards relevant to emergency preparedness that are appropriatefor your Head Start program or that align with your CCDF state plan .Table 1. National Requirements and Recommendations for Child Care Emergency PreparednessRequirementsCCDBG, Sec. 5 (b)(U)(iii)A disaster plan shall include:(i) Evacuation, relocation, shelter-in-place,and lockdown procedures, as well asprocedures for communication andreunification with families, continuityof operations, and accommodationof infants and toddlers, children withdisabilities, and children with chronicmedical conditions.(ii) Guidelines for continuing CCDFassistance and child care services aftera disaster, which may include provisionof temporary child care and temporaryoperating standards for child care after adisaster.(iii) Procedures for staff and volunteeremergency preparedness training andpractice drills.HSPPS § 1302.47.4.i.G.HSPPS § 1302.47.b.7.Programs establish, follow, and practice, asappropriate, procedures for, at a minimum:(i) Emergencies.All staff should receive training in emergencypreparedness and response planning foremergencies.(ii) Fire prevention and response.(iii) Protection from contagious disease,including appropriate inclusion andexclusion policies for when a child is illand from an infectious disease outbreak,including appropriate notifications of anyreportable illness.(iv) The handling, storage, administration,and record of administration ofmedication.HSPPS § 1302.47.b.8.The program has all-hazards emergencymanagement/disaster-preparednessresponse plans for more and less likelyevents including natural and man-madedisasters and emergencies and violence in ornear programs.(v) Maintaining procedures and systems toensure children are released only to anauthorized adult.(vi) Child-specific health care needs andfood allergies that include accessibleplans of action for emergencies. Forfood allergies, a program must also postindividual child food allergies prominentlywhere staff can view wherever food isserved.RecommendationsCFOC3 Standard 5.1.4.2Evacuation of Children withSpecial Health Care NeedsCFOC3 Standard 9.2.5Transportation PoliciesCFOC 3 Standard 5.6.0.1First Aid andEmergency SuppliesCFOC3 Standard 9.2.4.6Use of Daily Roster DuringEvacuation DrillsCFOC 3 Standard 9.2.4.5CFOC3 Standard 9.2.4.3Disaster Planning, Training,and CommunicationCFOC3 Standard 5.4.5.2Evacuation Drills/Exercises PolicyCribsCFOC3 Standard9.4.1.16Evacuation and Shelter-in-PlaceDrill RecordsNational Center on Early Childhood Health and WellnessToll-free phone: 888-227-5125E-mail: health@ecetta.info8
Chapter 2: PreparednessWhom to Consult in Your Community When MakingYour Plan (Tip Sheet)Your emergency plan shouldaddress all aspects of your earlychildcare education program,including the number and agesof enrolled children and anyspecial health care needs orconcerns of children and staff.While developing your emergencyplan, use community resourcesfor different perspectives andrecommendations onpreparedness, response, andrecovery efforts. These resourcescan include but are not limited to:b Child care health consultantsand health managers for HeadStart programsbbMental health consultantsbFirst responders, such asfire, law enforcement, andemergency medical personnelbState/territory child carelicensing agencybbHead start managerbTransportation partners (e.g.,bus companies)bbPublic health departmentsbCommunity physicians whoare disaster expertsChild care resource andreferral agencies (CCR&Rs)Remember, your community ishere to help you!Links you mightfind useful:Here are some questionscommunity membersmay be able to answer:b What hazards are most likelyto occur?bWhat can be done to mitigaterisks?bWhat is the best way for yourprogram to receive alerts andwarnings?bAre there emergencycontact numbers for specificemergencies?bAre there opportunities forpreparedness education andtraining?bDoes your community havea plan and what should youknow about this plan?bAgencies in your sbRegional emergencymanagement specialist (forHead Start ildhood oremail ohsepr@acf.hhs.govEmergency managementagencySchool district personnel, ifyour child care center or HeadStart program is
emergency plan for your program, center, or home. As you go through the manual, consider the points below as a way to guide you through the process of creating your emergency preparedness plan. b. Complete the . Emergency Preparedness Self-Assessment. questionnaire (p. 6) to determine the st
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