PLEASE VIEW ATTACHMENTS. THIS IS MY SECOND ATTEMPT AS THE FIRST ATTEMPT WAS WRITTEN AS AN ESSAY. THE CORRECT FORMAT IS SUPPOSED TO BE AN HIVA PRESENTATION. I HAVE ATTACHED MY FIRST ATTEMPT AS WELL SO YOU KNOW WHAT NOT TO DO. Hazard and Vulnerability Assessment –Step 3InstructionsYou must first understand the threats to the City of Green River to adequately plan for how youwould respond. The Hazard and Vulnerability Analysis or Risk Assessment is the first part ofthe planning process. Based on the hazards that you identified in Steps 1 and 2 homeworkassignments, you will write a narrative description of the hazards based on the dangers theypresent to the city of Green River. Your written product (see page guidance below) shoulddemonstrate that you understand both the hazards and their consequences that may affect thecity. Although in the real world, you would interview key individuals in the city, and researchpossible hazards from historical documents, or other sources, here you will base most of yourinformation on the tour of the city I provided you in the Green River video. You may alsosupplement this for specific hazards by researching hazard incidence on a nearby location in NWOregon that would be close to what Green River should experience. Make sure to include thosereferences at the end of your analysis. It is ok to get ideas on crafting your paragraphs fromother online hazard analysis/risk assessment documents. As a matter of fact, I encourage you toview other online documents from city/county hazard analyses/risk assessments around thecountry. However, be sure not to copy and paste information from other analyses documents forthis assignment. This would be an honor code violation.In compiling your document, you should review and demonstrate your knowledge of at least thefirst four (4) steps of the hazards analysis process as discussed in class and from your class notes.You do not have to consider Steps 6 and 7 in this analysis. Remember, do not include mitigationor response actions in this….that is for the plan. Here, you are only analyzing the hazards.Hazard and Vulnerability Analysis Process1. Identify the hazards2. Profile each hazard3. Determine vulnerability4. Determine risk5. Determine consequences/scenarios6. Identify capabilities and shortfalls7. Apply strategic planning processSuggested format for the analysis (Step 3) follows:? Requirement – 3-5 pages, single-spaced, 1” margins, Times New Roman 12 pointfont. For heading/subheadings use distinctive font style, e.g., bold, italic, slightlylarger font, etc. to make it easier to read. Include double or triple spaces betweenhazard descriptions. (Note: Make sure to title/format the analysis as you would ifyou were handing it into the Director of Emergency Management, not a classassignment…consider this a professional document? General description/background of the analysis and methodology used to analyze thehazards.2? Description of the City of Green River to include physical description, main features,population, etc.? Identify and provide a rank prioritized (by rank order or by low, moderate, and highratings) listing of hazards to include 1) name of hazard; 2) hazard description andassessment summary as it specifically relates to the organization/facility(s). Pleaseidentify and describe only hazards that are appropriate for the city. Again, what youidentified in Steps 1 and 2 should form the basis of this analysis, taking in considerationany grading comments of course.Although past Step 3 assignments in this class have been built around a local small businessor organization, not the city of Green River, you will find a couple student Hazard Analysisexamples at the bottom of all the modules in Canvas to give you an idea of format/scope ofwork. Just remember that the formatting/scope is similar to what I am looking for, but thecontent is not.Upload your Step 3 assignment in .doc, docx format in this week’s module. If you have anyquestions, please contact your Professor as soon as possible.Tip for Success:Writing your Analysis: Use your approved hazards and written grading comments from theStep 1 and 2 assignments in selecting your hazards. Again, you should have no less than7. Make sure you relate each hazard to the city by explaining how and why it poses athreat. Include factors that contribute to the hazard being of concern based on the first 4steps in the hazard and vulnerability analysis process above. Make sure to fully developeach hazard profile/description. In other words, you should not have 3 paragraphs ofanalysis on one hazard and only 2 sentences on another. However, it is certainly possiblethat there will be more contributing factors and a little more effort for certain high risk hazards than for others.
Hazard and Vulnerability Assessment –Step 3
Instructions
You must first understand the threats to the City of Green River to adequately plan for how you
would respond. The Hazard and Vulnerability Analysis or Risk Assessment is the first part of
the planning process. Based on the hazards that you identified in Steps 1 and 2 homework
assignments, you will write a narrative description of the hazards based on the dangers they
present to the city of Green River. Your written product (see page guidance below) should
demonstrate that you understand both the hazards and their consequences that may affect the
city. Although in the real world, you would interview key individuals in the city, and research
possible hazards from historical documents, or other sources, here you will base most of your
information on the tour of the city I provided you in the Green River video. You may also
supplement this for specific hazards by researching hazard incidence on a nearby location in NW
Oregon that would be close to what Green River should experience. Make sure to include those
references at the end of your analysis. It is ok to get ideas on crafting your paragraphs from
other online hazard analysis/risk assessment documents. As a matter of fact, I encourage you to
view other online documents from city/county hazard analyses/risk assessments around the
country. However, be sure not to copy and paste information from other analyses documents for
this assignment. This would be an honor code violation.
In compiling your document, you should review and demonstrate your knowledge of at least the
first four (4) steps of the hazards analysis process as discussed in class and from your class notes.
You do not have to consider Steps 6 and 7 in this analysis. Remember, do not include mitigation
or response actions in this….that is for the plan. Here, you are only analyzing the hazards.
Hazard and Vulnerability Analysis Process
1. Identify the hazards
2. Profile each hazard
3. Determine vulnerability
4. Determine risk
5. Determine consequences/scenarios
6. Identify capabilities and shortfalls
7. Apply strategic planning process
Suggested format for the analysis (Step 3) follows:
? Requirement – 3-5 pages, single-spaced, 1” margins, Times New Roman 12 point
font. For heading/subheadings use distinctive font style, e.g., bold, italic, slightly
larger font, etc. to make it easier to read. Include double or triple spaces between
hazard descriptions. (Note: Make sure to title/format the analysis as you would if
you were handing it into the Director of Emergency Management, not a class
assignment…consider this a professional document
? General description/background of the analysis and methodology used to analyze the
hazards.
1
?
?
Description of the City of Green River to include physical description, main features,
population, etc.
Identify and provide a rank prioritized (by rank order or by low, moderate, and high
ratings) listing of hazards to include 1) name of hazard; 2) hazard description and
assessment summary as it specifically relates to the organization/facility(s). Please
identify and describe only hazards that are appropriate for the city. Again, what you
identified in Steps 1 and 2 should form the basis of this analysis, taking in consideration
any grading comments of course.
Although past Step 3 assignments in this class have been built around a local small business
or organization, not the city of Green River, you will find a couple student Hazard Analysis
examples at the bottom of all the modules in Canvas to give you an idea of format/scope of
work. Just remember that the formatting/scope is similar to what I am looking for, but the
content is not.
Upload your Step 3 assignment in .doc, docx format in this week’s module. If you have any
questions, please contact your Professor as soon as possible.
Tip for Success:
Writing your Analysis: Use your approved hazards and written grading comments from the
Step 1 and 2 assignments in selecting your hazards. Again, you should have no less than
7. Make sure you relate each hazard to the city by explaining how and why it poses a
threat. Include factors that contribute to the hazard being of concern based on the first 4
steps in the hazard and vulnerability analysis process above. Make sure to fully develop
each hazard profile/description. In other words, you should not have 3 paragraphs of
analysis on one hazard and only 2 sentences on another. However, it is certainly possible
that there will be more contributing factors and a little more effort for certain high risk
hazards than for others.
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Comprehensive Preparedness Guide (CPG) 301
Interim Emergency
Management Planning Guide
for Special Needs
Populations
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Federal Emergency Management Agency and
DHS Office for Civil Rights and Civil Liberties
Version 1.0 (August 15, 2008)
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CONTENTS
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I. ABOUT THIS PLANNING GUIDE …………………………………………………………………………….1
II. INTRODUCTION ……………………………………………………………………………………………………..1
III. DEFINING “SPECIAL NEEDS” …………………………………………………………………………………4
IV. PERSONAL PREPAREDNESS …………………………………………………………………………………..6
V. PLANNING CONSIDERATIONS ………………………………………………………………………………7
A. PLANNING NETWORKS AND ROLES ……………………………………………………………………………8
B. ASSESSMENTS AND REGISTRIES ………………………………………………………………………………13
C. EMERGENCY COMMUNICATION AND PUBLIC INFORMATION ………………………………………..18
D. SHELTERING AND MASS CARE ………………………………………………………………………………..25
E. EVACUATION ……………………………………………………………………………………………………….28
F. TRANSPORTATION …………………………………………………………………………………………………33
G. HUMAN SERVICES AND MEDICAL MANAGEMENT ……………………………………………………..37
H. CONGREGATE SETTINGS ………………………………………………………………………………………..40
I. RECOVERY ……………………………………………………………………………………………………………42
J. TRAINING AND EXERCISES ………………………………………………………………………………………44
APPENDICES ………………………………………………………………………………………………………………47
A. STATE, TERRITORIAL, TRIBAL, AND LOCAL COMMUNITY PREPAREDNESS RESOURCES ……49
B. PERSONAL PREPAREDNESS RESOURCES ……………………………………………………………………52
C. EXAMPLES OF NATIONAL ORGANIZATIONS HAVING RESOURCES FOR
SPECIAL NEEDS AND EMERGENCY PREPAREDNESS ……………………………………………………55
D. HIPAA PRIVACY RULE AND DISCLOSURES IN EMERGENCY SITUATIONS ………………………57
E. SPECIAL NEEDS REGISTRY INFORMATION …………………………………………………………………59
F. CIVIL RIGHTS CONSIDERATIONS RELATED TO SPECIAL NEEDS PLANNING …………………….61
G. GLOSSARY …………………………………………………………………………………………………………..71
August 2008
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I. ABOUT THIS PLANNING
GUIDE
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This guide is intended as a tool for State, Territorial, Tribal, and Local emergency
managers in the development of emergency operations plans (EOPs) that are
inclusive of the entire population of a jurisdiction of any size. It provides
recommendations for planning for special needs populations. The
recommendations can be implemented now, no matter how much, or how little a
jurisdiction has completed up to this point. Creating “the perfect” plan before
undertaking steps toward implementing these strategies is not feasible. An
emergency manager’s main concern will be to include all essential information in
the EOP, developing immediate capabilities, and building capacity over time.
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This guide offers scalable recommendations to meet the needs of different
jurisdictions based on factors such as size, risks, and hazards. A town with a
population of 2,000 citizens, for example, will plan differently for special needs
populations than will an entire State or urban area. Furthermore, each
jurisdiction must decide for itself which responsibilities will be handled at the
State level and which responsibilities will be handled at the Local level.
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The information in this document is universal in its application and tied to national
planning policies and guidance such as the National Response Framework
(NRF), National Incident Management System (NIMS), and Comprehensive
Preparedness Guide 101 (currently under development).
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II. INTRODUCTION
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BACKGROUND
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Throughout the history of emergency management planning, considerations for
special needs populations have often been inadequate. From the 1930s, when
disaster response was ad hoc and largely focused on the repair of damaged
infrastructure, through the present day, emergency management culture of
“readiness,” special needs populations were often given insufficient
consideration. This fact was evident in 2003 during the California wildfires1 and
when Hurricane Katrina devastated the Gulf Coast in 2005. During these events,
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The Impact of Southern California Wildfires on People with Disabilities, California State Independent
Living Council, April 2004.
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some individuals with special needs did not receive appropriate warning, were
unable to access shelters, or went without medical intervention. During the 2006
Nationwide Plan Review, a sample of emergency management plans was
reviewed by subject-matter experts (SMEs) on disability and aging. The review
confirmed that emergency plans from various regions in the United States
continue to overlook these populations. The Nationwide Plan Review Phase 2
Report concluded that “substantial improvement is necessary to integrate people
with disabilities in emergency planning and readiness.”
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Numerous “lessons learned” reports that followed Hurricane Katrina also pointed
out there is a large segment of the U.S. population who may not be able to
successfully plan for, and respond to, an emergency with resources typically
accessible to the general population. The current general population is one that
is diverse, aging, and focused on maintaining independence as long as possible.
The popularity of living situations that provide an “as needed” level of care in the
least restrictive manner is fast becoming the norm. Consideration should
therefore be given to people who may be able to function independently under
normal situations, but who may need assistance in an emergency situation.
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For example, it is estimated that about 13 million individuals age 50 or older in
the United States will need evacuation assistance, and about half of these
individuals will require such assistance from someone outside of their
household.2 There are well over 1 million people in the United States receiving
home healthcare according to 2000 data cited by the National Center for Health
Care Statistics. Populations such as these should be considered when
emergency plans are developed to accurately assess the resources needed to
adequately respond when a disaster strikes. The 2000 Census reported that 18
percent of those surveyed speak a language other than English at home. This
highlights the need to ensure the effectiveness of emergency communications.
Populations described as “transportation disadvantaged”—those who do not
have access to a personal vehicle or are precluded from driving—may also
require assistance during emergencies. The 2000 Census reports that in the topten car-less cities, between 29 and 56 percent of the households are without a
vehicle. These examples serve to demonstrate community emergency planning
should go beyond traditional considerations. For a list of resources available for
emergency planning, see Appendix A.
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During the Nationwide Plan Review, emergency managers consistently
requested technical assistance in identifying and incorporating special needs
populations into emergency planning. As described later in this planning guide,
defining the term “special needs” is a critical initial step in the planning process.
The Federal Government introduced, within the National Response Framework
(NRF), a definition of special needs populations that State, Territorial, Tribal, and
Local governments may adopt for use in their EOP development. It is important
to note that though this terminology may appear ambiguous, it is well established
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We Can Do Better; Lessons Learned for Protecting Older Persons in Disaster, AARP, 2006.
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in the emergency management vocabulary and when clearly defined,
strengthens the planning process.
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Although it is recognized that significant emergency planning should be done for
incarcerated populations, these groups cannot be integrated into general
population planning. Individuals in correctional settings are institutionalized to
protect other members of society; people who are institutionalized in health
related settings are there for their own protection and well being. Emergency
management planning for incarcerated populations requires additional
consideration such as law enforcement and coordination between emergency
managers, the Department of Corrections, and prison superintendents to ensure
safety of the prisoners and the public. For these reasons, incarcerated
populations are not included in the NRF definition of “special needs,” which is the
same definition used in this planning guide.
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NATIONAL PERSPECTIVE
At the national level, several key policy and planning initiatives are currently in
development. These efforts are aimed at ensuring the health and safety of
individuals with special needs.
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The NRF includes guidance for defining the term “special needs
populations,” and special needs considerations have been woven
into the appropriate operational protocols.
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In the revision of NIMS, emphasis is being placed on the accessibility
of emergency communications, effective outreach to special needs
populations, and the addition of a special needs advisor within the
incident command structure.
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Pursuant to the 2007 Homeland Security Appropriations Act, the
Federal Emergency Management Agency (FEMA), in partnership with
the U.S. Department of Homeland Security (DHS) Office for Civil
Rights and Civil Liberties and an interagency work group, developed a
guidance document, Accommodating Individuals with Disabilities within
Disaster Mass Care, Housing, and Human Services.
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Homeland Security Grants Program guidance is being reviewed and
updated to place greater emphasis on planning for special needs
populations within states and urban areas.
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DHS’s Comprehensive Preparedness Guide 101 (formerly known as
State and Local Guide 101) reinforces the importance of special needs
considerations and provides a bridge to the details offered in this
planning guide.
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III. DEFINING “SPECIAL
NEEDS”
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Emergency management takes into consideration planning for the safety of every
person in the community during and following a disaster. Taking into
consideration populations historically considered “vulnerable,” “at risk,” or
“special needs” ultimately improves the overall community’s post-disaster
sustainability.
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Before drafting emergency plans, it is recommended that a statewide definition
for the term “special needs” be developed and used to guide State, Territorial,
Tribal, and Local jurisdictions in the planning process. A consistent use of
terminology will result in improved communication and coordination of resources
across State, Territorial, Tribal, and Local entities.
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The NRF definition for “special needs” provides a function-based approach for
planning and seeks to establish a flexible framework that addresses a broad set
of common function-based needs irrespective of specific diagnosis, statuses, or
labels (e.g., children, the elderly, transportation disadvantaged).3 In other words,
this function-based definition reflects the capabilities of the individual, not the
condition or label. Governments that choose to align their language to the NRF
definition will improve inter-government communication during an incident. The
definition of “special needs populations” as it appears in the NRF is as follows:
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Populations whose members may have additional needs before, during, and after
an incident in functional areas, including but not limited to:
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Maintaining independence
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Communication
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Medical care
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The concept of a function-based approach to defining special needs populations has been developed by
June Isaacson Kailes. See Kailes, J. and Enders, A. in “Moving Beyond ‘Special Needs’ A FunctionBased Framework for Emergency management Planning,” Journal of Disability Policy Studies, Vol/No.
44/2007/pp. 230-237.
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Individuals in need of additional response assistance may include those who
have disabilities; who live in institutionalized settings; who are elderly; who are
children; who are from diverse cultures; who have limited English proficiency; or
who are non-English speaking; or who are transportation disadvantaged.
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At first glance, it may appear that each of the above groups (and a
disproportionately large percentage of the population) is automatically classified
as having special needs, but this is not the case. The definition indicates these
groups may often include individuals who have special needs and, in the event of
an emergency, may need additional assistance or specialized resources. For
example, in a city like New York where less than half of all households own a car,
transportation-dependence is not necessarily a “special need.” A special need in
this instance is an inability to access the transportation alternatives defined by
the EOP. It is important to remember that special needs populations have needs
that extend beyond those of the general population.
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The definition focuses on the following function-based aspects:
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Maintaining Independence – Individuals requiring support to be
independent in daily activities may lose this support during an
emergency or a disaster. Such support may include consumable
medical supplies (diapers, formula, bandages, ostomy supplies, etc.),
durable medical equipment (wheelchairs, walkers, scooters, etc.),
service animals, and/or attendants or caregivers. Supplying needed
support to these individuals will enable them to maintain their predisaster level of independence.
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Communication – Individuals who have limitations that interfere with
the receipt of and response to information will need that information
provided in methods they can understand and use. They may not be
able to hear verbal announcements, see directional signs, or
understand how to get assistance due to hearing, vision, speech,
cognitive, or intellectual limitations, and/or limited English proficiency.
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Transportation – Individuals who cannot drive or who do not have a
vehicle may require transportation support for successful evacuation.
This support may include accessible vehicles (e.g., lift-equipped or
vehicles suitable for transporting individuals who use oxygen) or
information about how and where to access mass transportation during
an evacuation.
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Supervision – Before, during, and after an emergency individuals may
lose the support of caregivers, family, or friends or may be unable to
cope in a new environment (particularly if they have dementia,
Alzheimer’s or psychiatric conditions such as schizophrenia or intense
anxiety). If separated from their caregivers, young children may be
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unable to identify themselves; and when in danger, they may lack the
cognitive ability to assess the situation and react appropriately.
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Medical Care – Individuals who are not self-sufficient or who do not
have adequate support from caregivers, family, or friends may need
assistance with: managing unstable, terminal or contagious conditions
that require observation and ongoing treatment; managing intravenous
therapy, tube feeding, and vital signs; receiving dialysis, oxygen, and
suction administration; managing wounds; and operating powerdependent equipment to sustain life. These individuals require support
of trained medical professionals.
The above examples illustrate function-based needs that may exist within the
community.
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IV. PERSONAL PREPAREDNESS
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Public education is one component of an overall personal preparedness strategy.
Encouraging individuals with special needs to take responsibility for their own
safety and security will benefit emergency managers and responders during an
incident. Preparedness material should stress the message of personal
preparedness planning and be conveyed via advertising (e.g., Public Service
Announcements (PSAs) on television and/or radio, billboards, etc.), outreach
materials (e.g., brochures, fact sheets, etc.), and through special needs networks
within the community.
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The message of personal preparedness should include information on where
individuals can access tools and guidance in creating a personal plan. There are
many cost-free sources of personal preparedness information for the elderly,
individuals with disabilities, children, and individuals with limited English
proficiency. For information on personal preparedness measures recommended
by the Ready Campaign, American Red Cross and others, see Appendix B.
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The message of personal preparedness is particularly important for those who
care for children, the elderly, or individuals with disabilities. Parents or
caregivers should be encouraged to:
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Keep an information form (such as the Emergency Information Form,
found at http://www.aap.org/advocacy/epquesansw.htm) with the
individual at all times. This form should include information on all
diagnoses, medications and dosages, developmental level, physician
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and specialist names and contact information, vital signs when the
individual is well, and emergency contact information.
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Contact the utility companies to inform them there is someone with a
disability or with health needs in the home. This action is especially
critical if the individual is dependent on an uninterrupted power supply
for life-sustaining equipment such as a ventilator.
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Notify local emergency medical services and, where possible, ask
them to place the individual’s information in the computer-aided
dispatch system.
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Create a personal support network of people who can assist in the
event of an emergency. Develop a personal preparedness plan with
those people. Compile an emergency go-kit. For individuals who are
unable to plan for themselves or their family members, caregivers
should coordinate with nongovernmental organizations (NGOs), such
as Meals on Wheels and Voluntary Organizations Active in Disaster
(VOADs), and local government through their Citizen Corps Council to
provide assistance.
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V. PLANNING
CONSIDERATIONS
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Planning for special needs populations is fundamental to the development of an
EOP and each jurisdiction has distinct populations for which to plan. For
example, some jurisdictions may need to focus their efforts on developing
communication plans for neighborhoods of diverse cultures, while others will
need to prepare for a large elderly population with no transportation. Effective
planning involves engaging special needs partners throughout the process and
building special needs considerations into the plans themselves. Strategies to
maximize the abilities of these individuals not only provide for their needs, they
also maximize limited resources during a disaster.
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Developing emergency plans that consider all populations addresses certain core
elements. In particular, emergency managers should:
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Know the demographic profile of the community and understand the
type of assistance that may be required by various populations during
an emergency.
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Establish a rigorous public education program with an emphasis on
personal preparedness. Make sure information is available in
accessible formats and languages to reach the entire community.
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Collaborate with stakeholders (such as the local Citizen Corps Council,
if one exists) and with representatives of special needs populations.
No agency should work in isolation, and the emergency manager must
establish partnerships to better understand community resources and
prevent each agency from “reinventing the wheel.”
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Ensure the plans are “living documents” and are updated with a
predetermined frequency and after any major event.
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Establish mutual-aid agreements and memorandums of understanding
with neighboring communities that can provide additional emergency
resources.
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Communicate the emergency plan to response and community
stakeholders.
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Ensure all stakeholders are trained on the plan.
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Ensure all exercises include members of special needs populations.
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There are two effective strategies to incorporate provisions for special needs
populations into EOPs. It is critical to integrate special needs considerations
throughout each of the EOP components (e.g., within each ESF, if the jurisdiction
is using that format). Integrating provisions for various function-based needs into
each ESF ensures special needs considerations are part of overall planning. In
addition, some jurisdictions find it beneficial to develop an annex devoted
specifically to special needs populations to simplify the communication of special
needs planning elements with stakeholders.
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If a State, Territorial, Tribal, or Local government is unprepared, public
confidence and community sustainability may be compromised. Effective
planning is an ongoing process, and to be successful, plans must receive regular
periodic review and be updated to reflect demographic shifts, changes in service
levels, and new or increased hazard risks. The following sections provide points
for consideration based on lessons learned and best practices identified by an
array of governmental and