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"If I had needed to evacuate students, I don't know where I would have taken them. The campus was a mess: trees down, glass, stuff fell off the buildings and was lying all around, water mains were leaking and making geysers in the play field." -Principal, Northridge Earthquake, 1994

  1. Remember – during an earthquake, evacuation should NEVER be automatic.
    • There may be more danger outside your building or facility than there is inside.
    • There may be no safe assembly area outside. There may be no clear routes to get outside, and alternate routes may need to be cleared.
    • The lighting inside your building or room will probably be out--it may be DARK
    • Before any decision is made to vacate all or part or a school, someone must find out that there is:
      1. a safe route out and
      2. a safe place to assemble the students outside.

  2. Before an earthquake (now), survey your school with evacuation in mind. Look for potential post-earthquake hazards INSIDE the building:

    Suspended ceilings - Pendant light fixtures - Large windows--either exterior or interior--not protected against shattering - Tall bookcases or cabinets that may topple because they are not bolted to the wall - Classroom equipment such as computers, TVs, VCRs, stereos, and slide projectors - Stairwells - Science labs, especially chemistry - Storage areas for cleaning, painting, or other hazardous materials - Shop areas - Places where the main gas supply or electric current enters the building.

    Designate evacuation routes that avoid as many of those areas as possible. In addition, decide on alternate routes to your main routes.

    Consider students with disabilities as you think about your evacuation routes.

    Make sure staff knows what to do and where to go if the students are already outside the facility when the earthquake happens.

  3. Look for potential post-earthquake hazards OUTSIDE the building:

    Power lines - Trees - Areas near buildings that may have debris fall on them--parapets, roof tiles, chimneys, glass - Routes past concrete block walls - Covered walkways - Places under which large gas mains run - Areas near chain link fences (which can be electric shock hazard if touched by live wires) - Hazardous materials storage areas.

    Designate open areas outside that are without overhead hazards and removed from potential danger spots; choose one, off-campus spot such as a park for back-up.

    Assembly areas should be as close to the facility as is safe so that students and staff have easy access to bathrooms, phones, and the student release point.

    Designate who will have the responsibility to assess conditions after a quake and report findings to administration and co-workers.

    "After the shaking stopped, I just wanted to get those kids out of there as fast as I could, but luckily I looked out the door first--trees, bricks and wires all over. It's a good thing we didn't leave the building." - Daycare program teacher, Santa Cruz, 1989

  4. Inform everyone about evacuation plans:
    • Once routes and assembly areas have been chosen, make floor plans and maps and distribute to all staff.
    • Inform all personnel and students about the plans made and the routes chosen.
    • Have all substitute teachers review the plan before starting each class.
    • Make it clear that a post-earthquake evacuation route differs from a fire evacuation route, and that alternate routes may need to be used
    • Include all students and staff with disabilities in the drills and exercises
    • Hold drills and exercises two or three times a year; practice alternate routes.
    • Evaluate your drills and exercises and make changes as necessary.

  5. AFTER the earthquake, gather information and make decisions.

    • School Administrators:

      Assess the situation--inside and outside - Decide whether to evacuate all or parts of buildings. - Choose the route(s) and the assembly place - Communicate directions to all teachers
    • Faculty:

      Do NOT automatically rush your class out into the corridor or outside the building.

      1. Wait to hear instructions from an administrator, or the designated scout. In circumstances in which you wait a long time without hearing anything, you will have to make decisions yourself.
      2. If you are in an unsafe classroom--the ceiling has collapsed, wires are crackling, broken glass or chemicals are all over the floor, you smell gas or smoke--you will want to leave, BUT you must inspect for damage before you move to safety.
      3. Have another teacher watch your students while you find the best way to evacuate and the safest place to go . You may not need to go outside to the assembly area, but merely move from one inside room to another.
      4. Account for all your students before you leave the classroom. If the classroom damage forces your class to evacuate, take injured students with you ONLY if moving them will not cause further injury. If you must leave an injured student, try to protect the student from items that might fall during aftershocks. Post a large, visible sign indicating the student is there. The lights will probably be out and it may be dark--ALWAYS have a flashlight that works.
      5. Be alert, as you lead students down stairwells or corridors to anything (dangling lights and ceiling struts, broken glass, slippery floors) that could hurt them or you. In an aftershock, everyone should duck and cover until the shaking stops.
      6. Once you get to a safe location, communicate your location to the administrator by whatever methods have been specified in your plan--sending a runner, using a walkie-talkie, or returning to your classroom to post a note.

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