Agenda 04/28/2009 Item #16F 3
.L'...,genda [tem No. "16 3
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EXECUTIVE SUMMARY
Recommendation that the Board of County Commissioners give after-the-fact Approval
for Collier County Government's Participation in a Partner Agreement to be Included
with the Grant Proposal that was Submitted by the Collier County School District for a
Readiness and Emergency Management for Schools Grant Offered by the United States
Department of Education's Office of Safe and Drug Free Schools
OBJECTIVE: To have the Board of County Commissioners give after-the-fact approval for Collier
County Governement's participation in a partner agreement to be included with the grant proposal that
was submitted by the Collier County School District for a Readiness and Emergency Management for
Schools Grant offered by the United States Department of Education's Office of Safe and Drug Free
Schools.
CONSIDERATIONS: This grant competition will provide funds to the Collier County School District to
create, strengthen, or improve emergency management plans at the district and school building
levels. Mr. Ed Messer from School Board of Collier County approached the County Manager's Office
and the Collier County Bureau of Emergency Services seeking endorsement of the partnership
agreement portion of this grant application. According to Mr. Messer, community partnerships are an
important factor in this grant competition. Mr. Messer also sought a partnership agreement with the
Collier County Sheriff's Office.
On April 10, 2009, the partnership agreement portion of the grant proposal was signed by Deputy
County Manager Leo Ochs, Director of Collier County Bureau of Emergency Services Dan Summers,
and by Department of Health Director Dr. Joan Colfer. The application deadline was April 14, 2009.
making this matter time sensitive.
FISCAL IMPACT: There is no fiscal impact associated with this Executive Summary. The
responsibilities outlined for Collier County Government in the partnership a9reement are already
responsibilities that fall under current roles and responsibilities of Collier County Government and the
Collier County Bureau of Emergency Management.
GROWTH MANAGEMENT IMPACT: There is no Growth Management impact associated with this
Executive Summary.
LEGAL CONSIDERATIONS: After-the-fact approval conforms to the County's Grant Coordination
procedures.
RECOMMENDATION: That the Board of County Commissioners give after-the-fact approval for
Collier County Government's participation in the partner agreement included with the grant proposal
that was submitted by the Collier County School District for a Readiness and Emergency Management
for Schools Grant offered by the United States Department of Education's Office of Safe and Drug
Free Schools.
ATTACHMENTS:
Grant Application submitted by the Collier County School District
Signed Partnership Agreement
PREPARED BY: Mike Sheffield, Assistant to the County Manager
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Partner Agreements- Collier County REMS project
Collier Count)' Public Schools (eepS)
The Collier County Public Schools will provide access to the AHMDS system for
inputting data including; site plans, digital floor pians. and ariel views of the project Schools a'1d
Administration Building. The District will also insure that there will be an increase in the
number of staff thaI complete NIMS training. The District will assure a parUlcrship with the key
responders for the purposes of training and simulations. and collaborarc in the event of an
emergency.
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Collier Coumy Public Schools(,.,/
'( .."1"-- Dennis L. Tbompson. Superintendent
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Collie County Sheriff's Offiee (CCSO)
The CCSO is a partncr in the ecps application for the REMS project. Tbe CCSO wili
continue a number of deputies and support statT that complete and maintain NIMS training. Thc
CCSO will assist in all training and simulations as part of the project. The CCSO plans to
incorporate the pertinent data resources into the AlIMDS systcm. The CCOS wi1lupdate
Protocols as needed driven bv the data assessmcntlrCondueted throughout the Droieet.
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Collier County Sherifrs Office: ~~ __..,~Kevin Ramhosk. Shcriff
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Collier County Bureau of Emergency Services (CeRES)
The CeBES will assist training the project response learns, include data resources for the
AHMDS system and coordinate with all agencies in response to simulated and table lOp
emergency training. The CCELS wi!! additionally work regularly to update response protocols
and :--:I\1S training. -"-
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Collier Coumy Bureau of Emergency Servi"es:':',,~,""":,"""'~--==:':::-=--~~rrSummers. Director
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Department of Health (DOH)
The DOH "ill assist in de\'eloping the appropriate data base for infectious diseases;
pandemic flu. food contamination !lnd issues related to mental health. The DOH additionally
will handle all special needs operations for all project schools. and work to ensure that the
Project is strencthened us !!uidt.~d throu!:!h on!!oing assc~ ents.
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CollIer County Health Depanm(),' .. Joan Colfer. Director
Collier County Go,'eromen! (~J
The CCG oversees many ufthe response panners of the project. The CCG does assist in
emergency communications across Collier County in times of emergencies. The AHMDS system
information will provide data to the response panners under the direction of the CCG.
Throughout the project period CCG ,<vill assist in the strengthening of the data information to the
agencies under their direction.
Collier County \1anagement:
Leo Gehs. Assistant County Manager
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COLLIER COUNTY
30ARD OF COUNTY COMMISSIONERS
Item Number:
15F3
Item Summary:
Recommendation that the Board of County Commissioners give after-the~faGt approval for
Coliler County Governments Participation in a Partner Agreement to be Included with the
Gran; Proposal that was Submitted by the Collier County School District for a Readine~,s and
Emergency Management for Schools Grant offel'ed by the United States Department of
Educatlorls Office of Safe and Drug Free Schools
Meeting Date:
4.1281200990000 AM
Approve-d By
Leo E. Ochs, Jr.
Board of County
Commissioners
Deputy County Manager
Date
County r~ residents and vacationers in the flood prone areas often need to be
evacuated to shelters for safety. The Collier County School District works closely with the
Collier County Emergency Management, The Department of Health, and American Red Cross to
provide shelter space for our residents. The Collier County Emergency Management and the
School Dismct have identified 20 school sites that are identified as emergency shelters. Palmetto
Ridge High School is reserved for persons with disabilities and those who are medically
impaired such as evacuees from nursing homes and Hospice. The Collier County Health
Department has 2,200 persons registered with special needs that will be sheltered at Palmetto
Ridge High School during emergency conditions. Each school shelter site has an Emergency
Response Team that will respond to the school if opened as a shelter. The Dismct also provides
school district administrators to staff the Collier County's Emergency Operation Center 24 hours
a day when there is a declared emergency.
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From 2004 to date, II hurricanes, 8 with local landfall, produced the need to shelter not
only many of our local population but those residents fleeing from the Florida Keys, Miami
Dade, and Broward County, over 100 miles away. Additionally Collier County schools were
used as host shelters for the coastal residents of Lee, Charlotte, and Palm Beach County by
emergency management, because those counties had damaged shelters. Our schools are also
used as shelters and staging areas for the county's fire departments, sheriff's office, state and
federal emergency responders, and their families.
Lightning
Florida, particularly southwest Florida, is the lightning capital of the United States.
Between 1990 and 2003, Florida was ranked as having the most lightning-related fatalities with
126 deaths. In comparison, Texas was ranked second with less than half the fatalities (52).
Twenty-seven percent of lightning-related casualties occur at open fields, ballparks, and
playgrounds commonly found at schools, therefore, our schools are at greater risk for lightning-
related casualties.
Wildfires
Since 1998, more than 15,000 wildfires have devastated over one million acres and
destroyed more than 750 structures in Florida. As Collier County's population continues to grow,
many people are choosing to live in or around wooded areas in the rapidly developing eastern
half of our county. The point at which woodland areas meet with residential homes and
subdivisions is called the "wild land-urban interface." CoHier has 17 schools constructed in this
wild land-urban interface. The school district went to lock down, evacuation conditions, shelter
in place, highway closures of students in route and busing staging areas 4 times in 2008. Our
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facilities are also initial staging areas and shelters for county fire fighting forces and the Division
of Forestry.
Man-Made Hazards
Hazardous Materials
The school district is bordered by three major road systems, 1-75, US41 and County 846,
that run directly through Collier County as the major traffic arteries linking north, south and east.
Collier County has a diverse economic base of industry and agriculture. The use and
transportation of needed chemicals and hazardous materials in the county has increased the
potential of a transportation-related hazardous materials incident. Equally threatening is the
transportation of hazardous materials from the Port of Miami, Port of the Everglades, Tampa Bay
and Military Bases. Many of Collier County schools are located on or near these transportation
highways. Students on school buses could also be exposed to a toxic release from a fixed
facility, agriculture spray or a vehicle during transport.
Terrorism- Violent Intruder
The Collier County School District is a member of the Regional Domestic Security Task
Force. It is vital that all schools, public and private react in like manners in a crises situation.
From individual classrooms, school campuses, including transportation, emergency forces should
be provided vital information ensuring concise and effective response. Though not publicized,
schools are considered soft targets by terrorist, both foreign and domestic. The governments
Israel, Greece and Turkey must use squad size military to protect their schools from Islamic
terrorist. The U.S. 20+ school shootings including Columbine and the school shooting in Russia
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demonstrate the need for uniform, concise and effective planning and training. At least two and
probably three of the 911 terrorist trained in our region. Two tried to obtain school bus driving
certification. Our planning and training is a certain prevention of needless loss of life and
property. The planning and training will produce noticeable capabilities of emergency
management by staff that the public and potential adversaries will take notice of. Our vigilance
and noticeable preparedness will have them pa~s by, and with the resolve of our emergency
agency partners, to those who may think to threaten, "not today, not on our watch".
Mitigation/Preparedness This grant project would provide for the completion of comprehensive
school risk assessments to identify and assess our vulnerabilities. From these assessments,
specific prioritized recommendations and emergency response procedures will be developed for
each of our school facilities as well as recommendations to regional private schools.
Emergency Response Planning - The implementation ofNIMS training is school district wide.
All principals and plant operators are provided NIMS 700 traini.....g. They know what emergency
forces are coming and what are their initial duties of incident command are and their
responsibilities. It requires that the school district and the government agencies effectively
prepare for, prevent, respond to and recover from domestic incidents regardless of size or
complexity. The district will coordinate with our community partners the institutionalizing of the
NIMS concepts and principles as on going.
Recovery - Our School District coordinates with the Department of Health consisting of
psychologists, social workers and guidance counselors who are called upon to respond to a
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school following a traumatic incident. Continuity of Operations (COOP) planning for the district
is being outlined. Short and long range COOP plans have been crafted for additional support and
back-up coordination should an incident extend in time.
2) QUALITY OF PROJECT DESIGN
a. The Collier County Public Scbools proposes to link trained and prepared fIrst responders to the
technically enhanced instant clear view of the interiors of II high schools, and 12 middle schools. In
addition the program will support training including on site and table-top simulations in order to sharpen
response times and first responder effectiveness on a wide range of threats and hazards.
The four phases of emergency management are addressed in the design: Prevention-Mitigation,
Preparedness, Response, and Recovery. The design approach is built to ensure a response to all-hazards
and incorporates the comprehensive community emergency response plan that has been developed over
the past six years as a collaborative among the project's partners. The project supports and strengthens
existing agreements and response protocols among the school district, local government, law
enforcement, public safety, public health, and mental health. Coordination with the local homeland
security plan and support of the National Incident Management System is also strengthened. The design
includes specialized features to protect the vulnerability of all students including the 5,900 students with
disabilities. The design includes a plan for infectious diseases (pandemic influenza), and food defense.
The Collier County Public Schools and the Emergency Response partners provide assurance that
all current NIMS requirements will be met before the end of the project period. Training will include
school administrators, teachers, school crisis response team members, and fIrst responders from law
enforcement and the seven fIre districts. Training programs include the drills and exercises deemed
necessary to meet the NIMS requirements and to meet the objectives of the program design components.
All Hazards Management Data Base
CCPS will acquire an All Hazards Data Management System (AHDMS) to provide all internal
,md eJ..1emally SOUTCed responders with instant access to the critical school site information. The AlThIDS
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will provide immediate access to the individual high school, middle school floor plans, site maps, utility
control locations, individual school emergency and evacuation plans, and the identification and access
numbers to key onsite crisis response members. The management system also instantaneously links
police and fire tactical plans and emergency responders attached to these agencies. A GIS-enabled
AHMDS has heen used in actual practice saving the lives of potentially dozens or more students in
Spokane Washington. Because the high school had been mapped electronically the AHMDS allowed first
responders to contain and quickly apprehend a gunman on school grounds within 12 minutes, wlrile safely
evacuating 2,000 students in less than 30 minutes.
The digital management system will be selected (bid process if the project is funded) on the basis
of the extent the provider maximizes the four phases of emergency management, demonstrates installation
and testing at a minimum - in schools, colleges, law enforcement and EMS operations. Additionally, the
selection of the AHMDS will be based upon the credentiats of the provider ensuring certification by at
least the U.S. Department of Homeland Security (DHS) Act, NIMS certified training staff, and Protected
Criticallnfraslructure information (PCII) trained staff. The AHMDS will provide over 300 site specific
data elements that will provide immediate visual access to the most relevant information for each
potential emergency. The AHMDS provides digital imagery of all school floor plans and site plans,
interior and exteriors huilding photographs and aerial views. The AHMDS software resides on the PCs
and laptops of all first responders, giving instant "sight" into every project school's interior, ex'teriors and
surrounding area. AHMDS will also be linked to the existing Fast-Pass system embedded into every
Collier County Public School. Fast Pass allows an electronic identification of every volunteer and visitor
that is in the school and this information will be immediately amiahle to first responders.
b.)
Prevention-Mitigation -preparedness
Project teams will conduct scenario-hased training consisting of community- based first
responders in managing and taking action for major disruptive events. Training will include instruction in
navigating the AHDMS, its data management, data gathering and implementation features, using
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intentional "under pressure" scenario climates. Training will put the management system in use with
repeated formal scenario training, such as responding to potential threats and "thinking out" the staging of
command locations, establishing chain of command, sequencing resource management and simulating
possible spillover events to ready for successful conclusions.
Response
The digital management response systems have been born trom the urgent need to stop
emergency disruptive events quickly and to establish a strong effective defense against escalation.
Combined with precision training in real world contextual simulations, the digital management systems
will provide all responders with an electronic eye view of each of the mapped high schools and middle
schools in the Collier County Public School district Containment, evacuation, support, and chain of
command are supported with pinpoint accuracy, saving time, enhancing strategies and the on site
situational decision making.
Recovery
Training and the digital response management system allows for assessments of time-of response,
creating alternative scenarios, and uncovering unanticipated constraints in response. The assessments and
reviews support ongoing improvement to emergency response among all stakeholders, and will direct
future training and coordination protocols.
c)
Training
Prepared response training will be conducted by a team representing law enforcement, criminal
justice, public safety and emergency management, mental health and education. The team will have the
experience and knowledge of the digital emergency response system to adequately train all of the
community's first response teams. Training will be sequenced and include:
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Project Orientation - All facility and agency responders will preview the technology and learn
the steps required for full implementation of the digital response management system. The
orientation defines the roles for each responder and responding agency, and provides a clear
connection between individuat and team roles relative to positive outcomes.
Tactile Planning - All facility and agency responders will focus on actual critical tactics in the
event ofa crisis on a school campus. The AHMDS will house a full suite of response protocols
based upon assessments of evaluations of actual emergency responses developed over years from
a national database. During the tactical training sessions, local responders will ensure that
preplans for evacuation, communications, onsite command posts, staging areas and observation
posts are agreed upon by all stakeholders. Modifications and additions to the data will be entered
into the AHMDS as needed with new information fed from trainings, keeping the system ready
for immediate use in the field if needed.
Table top training - All facility and agency responders wiil engage in table top simulations
using the digital response management system. The simulations will cover potential threats
including hurricane response, flood, violent intruder, hazardous material exposure, fire, pandemic
flu, food supply contamination. Simulations will provide opportunities to test the digital
management system in term of the data base, its accuracy and completeness in terms of
identifying each detail at each school site.
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Goals aod objectives
Table I
Goal
1. Measure the average
number of NIMS course
completions by key project
personnel at the start of the
project compared to the
average number ofNIMS
course completions by key
personnel at the end of the
project period
(GPRA)
2. The Readiness and
Emergency Management
plan is an all hazards
approach
3. Install and ready the
AHMDS system
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Ob'ective
I. 80% above baseline of key personnel will demonstrate an
understanding of the four phases of emergency management
relative to the comprehensive project response protocots by the end
of the project period
2. 75% of key personnel will demonstrate the ability to use the
AHMDS system in relation to the four phases of response
management, understanding data, and the use of the data by the
end of the project period
3. The number ofNIMS trainings of personnel for levels 100, 200,
400, and 700 will increase by 30% over previous 2 years average
b the end ofthe ro'ect riod
1. Training and integration of the AHMDS will explicitly incorporate
all hazards by the end of the project period
2. 80% of all partner key staff will demonstrate actionable knowledge
using the AHMDS by the end of the project
3. Presentations on readiness and key components of the management
plan will be conducted in three sessions before
the end of the project period
I 4. Develop and write infectious disease plan
5. Develo and write a food defense Ian
I. Complete the data input for the AHMDS system for all schools by
the 10 month of the project start date.
3) ADEQUACY OF RESOURCES
a.
The major portion of the proposed budget will be allocated to training. The training is
conducted under two primary umbrellas: I) Use and applications of the AHMDS, and 2) all-
responder comprehensive, focused simulation and practice training. The use and application of
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the AHMDS will be conducted in a series: system orientation, pre- plan tactical coordination,
data collection and data entry.
The systems orientation training provides an overview of the technology, the depth of
information that resides on the system, and agreement on common terminology used among all
responders. During orientation project timelines are established, school site visits scheduled, and
agreements on deliverables from all responders are established (based on NIMS). The Core
Management Team and the Community Responders Advisory Board will attend. Training will
be conducted by the provider of the selected AHDMS system to ensure that all components of
the system are known and presented during the orientation. The trainers will be first responders
who have experience in crisis situations to provide authentic instruction in the use of the
AHMDS. A train the trainer model will emerge from orientation to provide sustainability of
training new staff that enter the first responder team in the future and after the project period has
ended. The cost of training in orientation is $40,000.
The pre plan tactical training is also attended by the Core Management Team, and
ComIuuruty Responders, as well as existing team members from each school including the site
administrators from the II high school and 12 middle schools. The pre plan tactical training
supports the school and responders in the event of a critical incident. Evacuation,
communication, lock-down and critical hazard events are reviewed. Changes and modifications
are made to fit with the exhaustive information available through AHMDS. During the tactical
training optimum staging areas are identified, command and observation posts are located, and
locations for setting up defensive barriers and safe holding areas are identified. Data points are
added to the AHMDS as identified through the training process and data collection details for
new information is identified for retrieval to be obtained while on site school visits are
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conducted. The tactical training also involves the assessment of threats and vulnerabilities.
School security systems, visitor management, buffer zone protection, and intruder assessment are
analyzed and modified by the participants, guided by qualified experts. The cost for the pre
planning and tactical training is $45,000.
The data entry and data collection combines training with practical instruction. School
teams along with the community responder's advisory board and AHMDS technical teams will
conduct school site visits. At each site a review of the data residing on the AHMDS is matched
to the physical evidence found in each site. Missing data, digital views, missed details are
entered into the AHMDS. All data is run through a logic model to ensure the data is organized
into proper groupings including:
. Floor plans and site plans
. Hazardous materials and utility shut-offs
. Interior/exterior building photographs and aerial views
The data is also constructed to include Emergency Response plans in the event of violent
intruder, fire, flood, hurricane, chemical spill, electrical faults, and other natural and man-made
crisis response plans.
Descriptive data is critical to the response teams and the data entry and collection training
ensures that building dimensions, occupancy demographics, evacuation, and escape routes,
reunification locations, and staging for all first responders are well identified and become part of
the AHMDS assets. The cost for the Data Entry and Data Collection is $25,000.
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One of the key training components of the project is the all-responder comprehensive and
focused simulation and practice training. The training is highly interactive preparing school, law
enforcement, fire, emergency services, heath and county government to coordinate tactical
responses to threats. The training sessions are designed to be effective for groups of 50 persons
and in total extend over four hours for each session. The training uses table top scenarios to
develop natural near automatic responses in the event of a real threat coming from anyone of
many hazards. It will prepare first responders in the integration of AHMDS and responders on
the ground. The training will also address the need for continued training for special response
units as well as for all-responder coordinated efforts. The training provides lead teams from
each of the partners how to select and build new training scenarios for future prevention and
implementation management schemes. The training is designed to afford immediate precision
based responses to hazards and to continue training for competency ofthe four phases of
Readiness and Emergency Management. The cost of the all-responder comprehensive and
focused simulation and practice training is $41,120.
b.
The partners are committed to the addition of the AHMDS and quality training for
implementation. Each partner has a place in four phases of Emergency Management and are
committed to continuous improvement of management plans. Table II shows the individual
commitments of each partner:
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TABLE II - Partner Roles
CoUier County Public Schools The Collier County Public Schools will provide
access to the AHMDS system for inputting data
including site plans digital floor plans and ariel
views of the project schools. The district will also
insure that there will be an increase in the number
of staff that completes NIMS training. The district
will assure a partnership with the key responders
for the purposes of training and simulations, and
collaboration in the event of an emenrencv.
Collier County Sheriff's Office The CCSO is a partner in the CCPS application for
the REMS project The CCSO will increase the
number of deputies and support staff that complete
NIMS training. The CCSO will assist in all
training and simulations as part of the project. The
CCSO plans to incorporate the pertinent data
resources into the AHMDS system. The CCOS
will update protocols as needed driven by the data
assessments conducted throughout the project.
Collier County Bureau of Emergency Services The CCBES will assist training the project
response teams, include data resources for the
AHMDS system and coordinate with all agencies
in response to simulated and table top emergency
training. The CCBES will additionally work
regularly to update response protocols.
Department of Health The DOH will assist in developing the appropriate
data base for infectious diseases, pandemic flu,
food contamination and issues related to mental
health. The DOH additionally will handle all
special needs operations for all project schools, and
work to ensure that the project is strengthened as
<mided through ongoing assessments.
Collier County Government The CCG oversees many of the response partners
of the project. The CCG does assist in emergency
communications across Collier County in times of
emergencies. The AHMDS system information will
provide data to the response partners under the
direction of the CCG. Throughout the project
period CCG will assist in the strengthening of the
data information to the agencies under their
direction.
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AliVlment to NIMS and Homeland Security
The project aligns with NIMS as it is created upon a platform that is scalable, flexible,
and adaptable to coordination activities. It addresses key issue such as the roles and
responsibilities of command and control, and first responders. It places the community's
playbook of essential actions online and accessible to all key stakeholders. The project is built on
actual knowledge and experiences of practitioners and policymakers at all levels in the county.
The response playbook includes the NIMS elements: 1) Roles and Responsibilities, 2) Response
Actions,3) Response Organization, 4) Planning Effective Response, and 5) Continuous
improvement and integration of new resources.
In addition the project is aligned to Homeland Security and the partners ensure that any
collaboration with Homeland Security will be immediate and responsive. The Federal
Emergency Management Agency (FEMA) assistance for training exercises for school officials
will use in preparation for the management of emergencies. The trainings include the incident of
command for schools. Multi-hazard planning for schools, protecting school infrastructure,
lessons on response and recovery to biomedical threats, bomb threats and school transportation
safety.
4. MANAGEMENT PLAN
4 a. Management Plan
The management plan consists of three key components: (1) the core management team,
(2) the project staff, and (3) the community responder's advisory board. The core management
team is comprised of senior staff from each project partner or their designees, whose
responsibility is to convene quarterly for long-term sustainability planning and coordinating
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policies and resources in mutually beneficial ways. The Collier REMS Project Director will
formally report progress at these meetings. The project staffis responsible for the day-to-day
management of the project to achieve milestones and project objectives on time and within
budget. Project staff report to the REMS Project Director. The community responder's advisory
board will consist of experienced and committed members of the Collier schools, Emergency
Services, Health, Sheriff's Office and County Government. TIlls board is responsible for
providing input to the management team and project staff regarding the implementation of the
AHMDS, training and coordination of all hazards response. In addition, the board will develop
and write an infectious disease plan and a food defense plan. (See Figure 1 below).
Executive Director
SuPPOrt Services
REMS Project Director
Direetor-Security/Env. Protection
Community Responders Board
AHMDS Training Training NIMS Updated Infectious
Oversight AHMDS Oversight revised overall diseasetFood
Oversight management defense plan
ContractorlDisl. DistricU plan Oversight Oversight
Responders Responders Responders
Board ContractorlDist Board District Board
Figure 1. REMS Project Organizational Chart
The management structure is designed to increase the coherence of the systems
addressing safety and health of the district's youth, build capacity for engaging in sustained
continuous improvement efforts, and provide information for mid-course corrections and
documentation of outcomes. As described in the attached preliminary Memorandum of
Agreement, L'ie key partners have worked togethcr to dcvelop this REMS projcct plan. Each
partner provides specific expertise and resources (see Table 11 for an overview).
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Table n. Kev Partners and Proiect Resnonsl ililles
Partner Primarv Resnonsibilities
Provide administrative and fiscal oversight ofthe project director and the project
implementation
Provide facilities and coordination for project activities
Collier County Provide oversight for mental health services on and off schools sites
Pub tic Schools Conduct screening programs and formal assessments
Provide case management services and recommendations for treatment
Provide crisis stabilization services~ therapy, and other mental health services, including
medication management
Collier County Continue to assist in all training, include new pertinent data into response systems. conduct
Sheriff's Office simulation training
County Bureau of Assist in training, develop and establish command and control protocols, oversee tactical
Emergency choices usiog AHMDS systems for all responders, coordioate communications to the public
Services
Department of Take lead for developing plan for infectious diseases and food defense plans. Coordinate
needs assessment and activities for mental health providers, and coordinate management of
Health recoverv related to health and mental health services.
Collier County Oversees the operations of the Sheriff's Office, Collier County Bureau of Emergency
Management Services and the Department of Health to ensure resources are available and authorized to
meet ememencv conditions, includini! communications.
'b
Preexisting Partnership
In 2005, Collier County Public Schools in collaboration with the Collier County Sheriffs
Office, Collier County Bureau of Energy Services, Department of Health and County
Management to develop an all hazards response plan that was coordinated, practiced and
prepared. This county plan has been adopted to include a nine county consortiwn as a means to
provide immediate response and resource allocation in the event of crisis situation. The
consortiwn has been tested by five major hurricanes, four of which hit in a single season. This
partnership has also led to the adoption of all agencies to NIMS and each year key staff from all
agencies go through a series ofNIMSD trainings.
Community Involvement
The community communications systems are broad based and are known by most of the
community tested by five recent hurricanes effecting Collier County schools used as overnight
shelters for more than 20 events over the past year, and radio, television and web based
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information streams converging to keep information flowing. Schools and first responder have
redundant communication radio transmission systems, allowing for succinct information,
direction and feedback from inside the school buildings to the outside responders. Student drills
are performed on a regular basis and special intervention protocols are developed to handle
student with disabilities (such as protecting some autistic children from the confusion set of by
stop lights and emergency bells).
Sb. Data Systems to Support Decision Making
The consortium of partners have collected and made available site maps, facility interior
floor plans and aerial views of each of the district's 57 schools. CCPS has installed at every
school site a fast pass system, an electronic identification and visitor management system. The
last connection is an electronic management database that permits immediate access to all ofthe
information desired to provide fast and appropriate crisis response. The AHMDS will provide a
single point of access for all key responders, quickly presenting the complete picture of a school,
or a cluster of schools that may be threatened. The fast pass system will be expanded to include
student attendance, this allowing responders to know exactly who is in each school building and
where in the school they are at any moment (students schedules are fed into fast past).
The intelligent software provides the single access snapshot of current conditions, and the
training support provides the implementation to properly implement pre tested action plans with
precision. If additional data collection, analysis, or reporting functions are required, the system
will be upgraded to provide real time data for assessment. Integration within the structure will
allow evaluators to analyze related data that is already collected, such as attendance, technical
response tests, and training related issues. The data system is web-based and provides secure
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access to all of the data for key responders. In addition, staff can create additional tools to
provide customized, easily accessible online tactical strategies.
5. EVALUATION
The evaluation will systematically examine the intended outcomes through a number of
different methods. An external and internal evaluator and internal will align evaluation questions
with project and program objectives and outcomes. Program-and project-level outcomes, as well
as processes (notably implementation), will be examined.
5a. Process Measures and Plan for Monitoring Program Implementation
Formative data to evaluate process measures will primarily be derived from fidelity checks,
program documents (professional development attendance rosters, chains of referral documents),
and staff surveys. Table I provides process measures aligned to elements.
5b. Outcomes and Measures
Evaluators will organize the evaluation plan around the objectives/outcomes associated
with the four phases of emergency management. These outcomes translate into thirteen primary
evaluation questions, shown in Table I. Evaluation sub-questions provide a more nuanced
examination of the broader primary evaluation questions. Evaluators will employ summative
data to examine service provider outcomes as well as student outcomes related to each of the
four phases. Summative data will primarily be derived fTom surveys and extant program
documents. Descriptive data on participating partncrs, schools, teachers, the services provided,
and students receiving the services will also be collected to ensure that findings are appropriately
contextualized.
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Table 1. Evaluation Ouestions, Sub-ouestions, and Data Collection Methods
OUTCOMES EV ALVA T10N QUESTIONS DATA COLLECTION
METHODS
To establish a comprehensive To what extent is the intervention enabting the Review of extant data,
and coherent AHMDS school and first responders to seamlessly including project evaluation
process addressing the 4 address the 4 phases? reports
phases of emergency . To what extent has the project met
management goals and objectives on time? Surveys of district and school
To meet project goals and . To what extent do partners, leadership teams, partner
objectives on time and within participants of professional response agencies
budget development, and other stakehotders
To develop district and school believe that services are coordinated? School and partner surveys to
capacity to engage in . Do district and school leadership determine coherence of
continuous improvement teams have increased capacity fur referral processes
efforts decision making related to emergency
To provide timely and response Review of outreach
effective communication
about emergency response campaign activities and
project to stakeholders materials
OBJECTIVE EV ALVA TIVE QUESTIONS DATA COLLECTION
METHODS
80% above baseline ofkey To what extent have AHMDS training and data Process
personnel will demonstrate an management been implemented with fidelity? Survey of staff to determine
understanding of the four Are partners and school personnet implementation fidelity of
phases of emergency relative communicating and ensuring proper interventions (Emergency
to the comprehensive project understanding? Response Training)
response protocols by the end . How often did regular communication Program records
of the project period Obj Ll) among all stakeholders occur? Outcome
(GPRA)
. How many table top trainings occur 1.1 Adapted school climate
75% of key personnel will and how many changes were made to measure for administrators
the AHMDS data base made? and teachers [Baseline to be
demonstrate the ability to use Has the intervention plans facilitated established in Yr I]
the AHMDS system in relation .
to the four phases of response improved perceptions of a safe and
understanding the data, and the orderly school environment?
use of the data by the end of . What percentage of administrators and 1.2 (GPRA) Locally
the project period (Obj 1.2) teachers rated their school highly on administered surveys
(GPRA) measures of safe and orderly
environment by the end of the grant
The number ofNIMS trainings compared to the baseline measure
of personnel for levels 100, established in Year I? (Obj 1.1)
200,400, and 700 will . What percentage of students reported
that they did not attend school on I or
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OUTCOMES EV ALUA TlON QUESTIONS DATA COLLECTION
METHODS
increase by 30% over previous more days during the past 30 days
2 years average by the end of because they felt unsafe at school or
the project period (Obj 1.3) on their way to and from school by the
(GPRA) end of the grant compared to the
Training and integration of the To what extent have identified programs Process
AHMDS will explicitly (AHMDS, training, simulations) been Extant documents, including
incorporate aU hazards by the implemented with fidelity? attendance rosters
end of the project period. Has NIMS training increased? Interviews with statT from
(Obj.2.1) . Among school administrators and CCPS, CCSO,
teachers and school support staff?
80% of all partner key staff . Among the responders of partner Outcome
will demonstrate actionable response agencies
knowtedge using the AHMDS 2. I, 2.2, 2.3 - Assessments
by the end ofthe project (obj. built into AHMDS;
2.2) evaluation of project
outcomes
Presentations on readiness and
key components of the Survey of participants -
management plan will be Presentation agendas (2.3)
conducted in three sessions
before the end of the project.
(obj.2.3)
Develop and write an
infectious disease plan (Obj.
2.4) I
I
Develop and write a food
defense plan (obj.2.5)
Install and ready the AHMDS To what extent has the AHMDS been Process
system (obj. 3.1) integrated into the overall response plans, with Survey of staff to determine
implementation protocols practiced with implementation fidelity of
fidelity? interventions
Do staff understand how to support Program records
collaborative response tactics and appropriate Attendance records and
decisions based on data (Obj 3.1) evaluation of training
. Has program staff been provided with sessions
training opportunities? Outcome
. To what extent is staffabte to make 3.1 Staff survey
appropriate choices? (understanding of and
. To what extent does staff understand confidence in ability to
how to effect and support positive provide positive responses
responses based on the AHMDS?
. Has appropriate training and practice
opportunities been provided for all
hazards responses (Obj 3.1) I
I I
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Instrument Development and Data Analysis. Evaluators will modify extant or construct new
instruments for the purposes of collecting feedback from partners, participants in professional
development, school leadership, teachers, parents, and students to determine the extent to which
the Readiness and Emergency Management initiative is meeting the intended objectives.
Instrwnent selection or development will be accomplished in collaboration with district
stakeholders and partners to ensure coverage of all relevant areas. A majority of student variables
of interest will be available through the district (for instance, student self-reported ATOD use);
data on implementation fidelity will be collected via instrwnents developed specifically for the
evaluation.
Evaluators will base all analyses on the appropriate assumptions for analyzing the
specific type of data and the nature of the questions addressed. For instance, evaluators will
analyze frequencies and means for survey data across time and employ content analysis to
examine qualitative data gleaned from open-ended survey questions. Where appropriate,
evaluators will use repeated measures analysis to assess change in students' perceptions or
behaviors over time. Evaluators will work with key stakeholders to ensure that (1) data analyses
are conducted in such a way as to enable the strongest possible claims, and (2) data interpretation
reflects the most accurate understanding of the findings.
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