School Safety Program

 

History in CNMI

 

Earthquakes are constantly occurring throughout the Mariana Island chain from Guam to Farallon De Pajaros, the northern most island of the CNMI.  Most of these earthquakes are minor tremors or movements that are not felt by residents of the islands but are recorded in the seismograph instruments at the Emergency Management Office.  The most recent major earthquake that struck the CNMI occurred in August 1993 near Guam registering 8.1 on the reichter scale.  Fortunately, the epicenter was deep and the CNMI only experienced minor damages, but Guam being closer did experience significant damages.  The islands of the CNMI sits on the Philippine sea plate a seismically active region known as the “Ring of Fire” that is being uplifted by the Pacific sea plate.

 

What Causes Earthquakes?

 

What causes these shakers can help you better understand the natural hazards within our environment and how to protect yourself from it.  The earth is divided into three layers - a hard outer crust, a soft middle layer and a center core.  The outer crust is broken into massive, irregular pieces called “plates”.  These plates have been moving very slowly for billions of years, driven by energy forces deep within the earth.  Its movements continue to shape the physical features of the earth’s mountains, valleys, plains and plateaus. Earthquakes occur when these moving plates grind and scrape against each other.  The Pacific Plate grinds northwestward past the North American plate at a rate of about 2 inches per year.

 

 

 

 

 

 

 

 

 

 

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Loma Prieta, Calif. - Oct.1989     Kobe, Japan – Jan. 1995   

 

SCHOOLS

 

Our children and teachers occupy school buildings a significant amount of time. This is a considerable

amount of seismic risk. Our college, high schools and elementary schools are generally distributed through out the populated areas.

 

Seismic Consideration:

 

Here is a list of earthquake risks commonly found in school buildings.

 

  • Glass that shatters or flies inside classrooms, hallways or stairways

  • Objects that restrict people/students from moving to a safe place (books on the floor, tipped object, broken glass).

  • Objects on wheels (storage cabinets, carts)

  • Objects stored above head level (projectors     that are not in use, books, science equipment)

  • Open shelving without a shelf lip or restraining wire (chemical storage, food storage, custodian supply storage)

  • Exits that might be blocked (doors that swing inward or unbolted storage that could tip over and block exits)

  • Free standing cabinets (use for storing books, musical instruments or chemicals)

  • Objects in hallways that hinder movements (tables, desks, storage that takes up hallway space)

  • The location of people with respect to earth-quake hazards (students sitting near

  • large windows with open shades, teacher

  • seated under movie screen or in front of

  • unlocked cabinets)

Relocating or repositioning objects can mitigate many of this seismic risk. In other cases, securing objects is relatively easy. Changing students’ occupation patterns and location to avoid dangerous areas or situation can also be easily done. Regardless of your current

capability to reduce risks, simply knowing what to expect is the foundation of quality plan and procedures for conducting classroom and post-earthquake

building evacuation drills, and for preparing response and shelter plans.

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Seismic Consideration - Continued

 

An earthquake safety program involves more than preparing a response plan.  It is an ongoing activity that includes identifying the hazards in your school. Conducting earthquake drills and involving teachers, students and parents in developing a plan for providing with care and shelters until they can be reunited with their parents. An effective program also includes training and exercise, as well as classroom discussions and activities to help

students understand the importance of taking quake-safe actions.

 

“Safety Spot” and hallways should be inspected for potential nonstructural hazards that could block or impede evacuation.  In addition to safe places to take cover, students need to be taught where the most dangerous places are and to avoid them during an earthquake evacuation, such as near a wall of windows that could shatter, or under the overhang of the roof.

 

Evacuation route is particularly important following an earthquake keeping in mind the potential for blocked routes and aftershocks that could threaten evacuees.

 

Reminder:

If you are in school bus or a car when the quakes starts shaking:

   -  The driver should stop as soon as possible away from buildings, power poles and power lines,

   -  Passenger should stay in the vehicle and hold on.

 

Safety of Evacuation Routes:

   -  Do hallways and doors contain glass panels?

   -  Are any panels safety or tempered glass?

   -  Is lighting dependent on electricity rather than sunlight?

   -  Do building exit routes pass through canopies or porch-like structures?

   -  Are power lines along evacuation routes?

 

At the Evacuation Assembly Area:

 

   -  Is this area away from buildings and power lines overhead?

   -  Is this area away from underground sewer lines?

   -  Is this area safe from other hazards off campus?

The latter questions would examine whether things such as an

off campus hazardous materials incident might be possible that could threaten the evacuation site.

As school officials well know, practicing drills for safety and evacuation improves the efficiency and success in real time.

Give a sample classroom earthquake/evacuation drill with

simple pointers, usually the beginning of the school year is

good time to conduct earthquake and evacuation drill and

talk to students about the threat of earthquakes.

 

 

 

 

 

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SCHOOL EVACUATION DRILLS

 

1.  Evacuation Drill Procedures:

 

·   Teacher should tell students that you are going to conduct an evacuation drill. Have them help you

devise a way to simulate hazards (fallen lockers/

cabinets) along the hallway before the drill.

 

·   Back in the classroom, library or cafeteria calls out “Earthquake” students and teacher should take quake-safe positions immediately without any further direction. Remind students that a teacher or other

adults may not be with them when an actual earth-

quake occurs.

 

·   After 45 seconds, while students remain in a quake-safe position briefly review the evacuation procedure.

 

·   Give the instruction “Evacuate”, and proceed through the building evacuation route. Take only your

classroom emergency kit and student roster.

 

·  When the class is assembled outside, take roll call.  Use the Drill and Evacuation Checklist to evaluate

the procedures.  If error were made, plan with the students to correct them, and repeat the drill if necessary. But remember to emphasize the student’s success, not their failures or shortcomings.

 

Notes: There is no guarantee that emergency medical or fire personnel will be available to your school immediately after earthquakes. Local emergency teams will be severely overwhelmed.

It may be hours before assistance arrive.

Anticipating a delay in being reunited with their families and discussing ways for coping with the

incident will help students deal with their feelings of separation and isolation.

 

·   If weather permits, continue this activity outdoors.  If not, return to the classroom, but ask the students to pretend they are still outside. Lead a discussion with

the students to include the following questions and considerations.

 

·   Our classroom is altogether in the schoolyard.  How do we feel? (It is normal to feel scared, worried or physically sick and to feel like crying or laughing.

What could we do for ourselves and each other to

help us feel better? (Take a couple of deep breaths to help us stay calm. Hold hands or hug to comfort each other, talk softly until we are asked to listen to instruction).

·   It may take a long time for parents to get to school. How would you feel if you have to stay at school for many hours or even days?

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Evacuation Drill Procedures – Continued

 

·   What are some things we can do to help care for each other and keep

     busy?  (Older students might want to help take care of younger ones

     from other classes).

 

2.  Evacuation checklist                                    Yes      No

 

·   Did everyone know what to do…

      when told to DROP and COVER?         ___      ____

·   Did everyone follow the procedure correctly?                                                         ___         __

·   In the classroom, the library or the cafeteria, was    

      there enough space for all the students under desks,

      tables or counter.                                         ___         __

·   In the gym or in the hallways, were students able   

      to take shelter away from windows, light fixtures,

      trophy cases and other hazards.                    ___         __

·   Do students know how to protect themselves if they

     are on the playground during an earthquake?  If

     they are in the school bus or a car?                ___         __

·   Did everyone remain quietly in their safe positions

      for at least 60 seconds.                                ___         __

·   Did students with special needs participate in the   

      drill and evacuation.                                      ___         __

·   Did the teacher remember to take the emergency list

      and class roster when she or he evacuated the

      classroom.                                                   ___         __

·   Did everyone go to the safe outdoor area in an

      orderly way.                                                ___         __

·   If we had to change our evacuation route to get to

      the safe area, did we make wise decisions?   ___         __

 

3. “Drop & Cover” Procedures:

 

·   Review classroom earthquake drill procedures with students and have them practice the DROP and COVER.  You may choose to do the drill without using the simulation script this time.

a.    “DROP and COVER”

- Turn away from windows

- Crouch under a desk or table

- Put both hands on the back of your neck

- And tuck your head down.

- If the desk or table moves, hold the legs and move with it.

 ·   Take the class to the cafeteria and school library and discuss quake safe actions to take in each of these settings.  Have the children demonstrate that action.

 

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3.  “Drop & Cover” Procedures - Continued

 

·   Tell the students that during an earthquake it’s important to stay where they are and take immediate quake-safe action. After the ground stops shaking, it is time to evacuate the building. Explain some of the hazards that may exist even after the major quake has passed, including aftershocks, fires, live electrical wires and fumes

·   Walk the class through your regular fire drill route to an open area out-doors that you have chosen in advance. Share your ideas when you reach your designated site. Write each appropriate suggestion on an index card. 

    -  Power failure? (Is there emergency lighting available?)

    -  Halls or stairways clustered with debris? (Are there Trophy cabinets along the hallways that could block your path?)

    -  Smoke in the hallway?

    -  Are exit doors jammed and will not open?

    -  An aftershock (students should stop walking immediately and begin DROP and COVER)

    -  Glass and debris outside the doorway?

    -  Electrical wires fallen on the ground

·   Return to the classroom. Hand one of the students an index card with a description of a hazard.  Discuss this hazard and its impact on evacuation until all the hazards have been discussed with the students. The teacher should give students an opportunity to express ideas about how they can cope with the hazards and evacuate safely.

 

Teachers, librarian or principle should explain to the class that if there is a strong earthquake, each student’s first responsibility is his or her own safety.  However, each student can learn what to do for help if someone else is injured. Present some “what if” questions for discussion. “What would you do if:

 

·   A student or teacher is injured? (If someone is injured and can’t walk, don’t move the person unless there is immediate danger of fire or flooding in the area. Instead, place a sturdy table carefully above the person to prevent further injury, then go for help).

·   Someone was cut by shattered glass or falling fixtures and is bleeding? (even the youngest child can learn to apply pressure to the wound)

·   Someone is hit by a falling lamp or a concrete plaster? (If the person is conscious and able to walk, take him or her to an individual in charge of first aid.  Even if that person appears to be unhurt, have someone stay nearby to report signs of dizziness or nausea).

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