ML20151H170
| ML20151H170 | |
| Person / Time | |
|---|---|
| Site: | Trojan File:Portland General Electric icon.png |
| Issue date: | 04/12/1988 |
| From: | Martens C WASHINGTON, UNIV. OF, SEATTLE, WA |
| To: | |
| Shared Package | |
| ML20151H012 | List:
|
| References | |
| NUDOCS 8808010171 | |
| Download: ML20151H170 (12) | |
Text
t
\ NEW EDUCATION, AVARENESS, AND PREPAREDNESS PROGRAMS AN OVERVIEV by Carole Martens School Earthquake Safety and Education Project (SESEP)
September, 1983, through September, 1987 INTRODUCTION Recently a reporter asked me if, in my opinion, any progress toward l earthquake preparedness had been made in Vashington. I asked him what time J frame he was referring to: our time or geologic time? Luckily at this conference we are evaluating change in geologie time--where a few thousand years is a small frate of reference. So on those terms, I can begin to l discuss earthqsake education, awareness, and preparedness by saying progress has been made.
l HISTORY Nearly 50 years have passed since a series of feur largo quakes between 1939 and 1943 clearly established this area as a major earthquake zone. The l largest and most da: aging event occurred thirty-nine years ago yesterday, on April 13, 1949, when the Puget Sound / Portland area experienced a 7.1 Richter Magnitude quake that caused severe da: age to structures, disrupted lifelines and resulted in 7 deaths. Two of those deaths were students in Vashington l State Public Schools. Recognizing that a large nu=ber of the structures damaged were school buildings and that, had it not been Spring vacation in many of the state's school districts, the death toll among school children could have been much higher, the Seattle School District developed and distributed a guideline for carrying out school earthquake drills. A cover letter stressed the 1:portance of being prepared for the next earthquake.
The assu ption one would like to =ake is that after nearly 50 years of earthquake awareness and thirty-nine years of practicing earthquake drills, our schools are prepared to deal with a school-day earthquake emergency.
The School Earthquake Safety and Education Project (SESEP) learned during its four-year project that this is not the case.
IME_SESEP T!HDINGS ON SCli&EARTMAKE PREPAREDNESS SESEP was housed within the University of Washington Geophysics Program, i
supported by the Federal Energency Management Agency (TEMA) with funding l
provided to the Jashington State Department of Emergency Managemen N-new a i division of the Departrent of Costunity Development. One of SESEP's goals was to reduce the vulnerability of the school population to the life-threatening consequences of future earthquakes.
Some project findings were 1) schools generally were unprepared for
!(~ earthquake emergeneiss: drills w*re not required in all school districts:
l when required, they were frequently not carried out (Though earthquake drills 0800010171 GG0615 l PDR ADOCK 0500 l
l i
were required in one urban school district in 1983-84, only 49 of the 67
( elementary schools held drills); and parents were not informed about school emergency plans, if a plan existed; and 2) motivation to develop earthquake safety plans existed because of the eruption of Mt. St. Helens in May of 1980, but no clear information on what to include and how to proceed was available.
Needs identified by the project clearly point out that past intermittent efforts to involve schools in earthquake preparedness activities had not achieved the level of preparedness desired. SESEP determined that schools were tot prepared to handle earthquake emergencies, although some were notivated to begin earthquake emergency planning, and schools needed education and information to assist them in the process.
This lack of preparedness prevailed in spite of a statutory requirement, with mandatory language, toat schools shall be prepared to meet sudden emergencies. RCV 28A.04.120 (10), Duties and Powers of the State Board of Education, written into the Vashington Administrative Code (VACs), Chapter 180-41, Pupil Safety, since October, 1970, mandates that school district boards of diioctors shall be responsible for providing instruction of pupils and shall develop specific plans and procedures consistent with VAC 180-41...and in accordance with guidelines to be provided by the superintendent of public instruction.... Since its adoption, this statute has, in cost cases, been narrowly interpreted to mean sudden "fire" emergency only.
School earthquake emergency planning takes place in school districts were it is regarded as a priority, but not on an institutionalized scale as in the case of school fire preparedness.
PAST PUBLIC INPORMATION AND AVARINESS PROGRAMS over these past 50 years, many efforts have been made to increase public information and awareness of the earthquake risk and the need for preparedness in the Puget Sound, Washington area. This was affirmed in a research project. Earthqu.ahe Mitication Policy: The Excerience of Two States conducted in the 1980s by Drabek, Mushkatel, and Kilijanek. The two states were Vishingten and Missouri. Their summary said, "The earthquake hazard clearly has not been a neglected topic in Vashington State....all (efforts) raised the consciousness of the general public and policy makers, but they all were stopped short of their ultimate goals.
Some of these efforts have resulted in significant gains. Some e .4ples are the study committee formed by the American Society of civil Enginsers in 1950 to review damage caused by the 1949 event, and headed by Professo Al Miller, :
University of Washington Civil Engineering Department; the articles that !
resulted entitled, "Lessons in Structural Safety Learned from the 1949 l Northwest Earthquake"; the 1970s legislative review censittee, the Ad Hoe !
Committee on Geologie Hazards; and the statutory adoption of the Uniform Building Code as a statewide design standard. .
I certainly public and governmental awareness has increased, but none of these efforts has resulted in a state level commitment to fund and embark on a permanent and on-going program of earthquake hazard reduction for the welfare l l 2
l l
l 1
[ of the citi: ens of the state of Washington. The need is intensified as we
\ look forward to two decades of population growth--the U.S. Census Bureau projects a 15.7% increase in population for Vashington State by the year 2010--much of which will be within the Puget Sound region, an area designated Seismic Risk Zone 3 in the Uniform Building Code, and can expect major earthquake damage.
NEW EARTHOUAKE EDUCATION, AWARENESS AND PREPAREDNESS PROGRAMS There is so=e reason for optimism when reviewing what is being done today.
No one group or individual can know every effort that is being made. My attempt here will be to review some new programs. Most focus on one of several categories: schools, the aesign profession, the community or the legislature. New programs, in this discussion, will be defined as programs initiated since the USGS "Vorkshop on ' Earthquake Ha:ards in the Puget Sound, Washington area'" held in Seattle in October, 1985. That workshop included presentations on earthquake awareness, earthquake education and earthquake preparedness.
SCR00LS Tarcet Grour: Grades K-3, 4-6 Goal: Education and training leading to students and teachers understanding the causes and effects of earthquakes and being able to take appropriate self-protective actions in an earthquake Procra=: De'. 6opment of Earthquake Education teaching modules for K-3 called "When the Unusual Happens," and 4-6 called "Rumble Ready." Packages include a letter to the parents, 3 lessons plus related activities and a choice of slides / audio or a videotape of an original story illustrated with art work by high school art students.
Impetus: Linda Nosen, Carole Martens dith writer Connie Coleman:
Seattle's Franklin High School art teacher, Ms. Lynn Knell-Jones; artists Tim Baxter and Brian Chin; storyteller Spencer Shavi and the Seattle School i
District. Production and distribution is by the University of Vashington Health Scioness Center for Educational Resources.
l
, larget Group: Grades K-6 l
i 22:1: Education and training leading to students and teachers understanding the causes and effects of earthquakes and knowing what to do in an earthquake I
I trofilm: Development of a draft Earthquake Safety and Educatich I
curriculus for grades K-6. The goals of the program are that students will gain awareness of the impact of earthquakes on the human and natural i environment: understanding of what we know about earthquakes and how we know i
(
4 )
1 i
it; and earthquake preparedness as individuals and as communities.
{
The draft curriculum is now being assessed by the curriculum division of the Office of the State Superintendent of Public Instruction (SPI) to determine their interest in further development of it and the possible inclusion of the concept in their environmental education curriculum.
Previous developers of environmental education curricula (such as Project Learning Tree and Project Vild) have limited the concepts included to man's effect on the environment and various ways to change behavior harmful to the natural environment. This curriculum, when developed, will include the environment's effects on aan and man's ability to alter the harmful impact by selective actions.
Incetus: School Earthquake Safety and Education Project with the assistance of a committee of teachers, district and SPI science education specialists and a science curriculum doctoral candidate at the University of Vashington.
Tareet Group: School District Tacilities Staff Coal: Education and guidance leading to hazard mitigatien Procram: lion-structural Earthquake Hazards Identification and Mitigation Guidebook for school facilities divisions. The information can easily be i transferred to other facilities as well. The final copy is near ecmpletion and preliminary drafts have been approved for publication as a supplement to the "Safer Schools" manual by the School Support Services Director of the Of fice of the State Superintendent of Public Instruction (SPI).
Ieretus: School Earthquake Safety and Education Project with the assistance of a committee from the Seattle School District facilities Division, the School Support Services Division of SPI, and private consultants in structural engineering and design.
Tarcet Group: All schools, school districts, or other groups wanting earthquake education information Egil Make available earthquake avareness and education information trograg: Videotape of SESEP director giving typical school earthquake safety and education presentation. Presentation includes causes and effects of earthquakes; explanation of materials available; demonstration of the earthquake education models developed by the Environmental Volunteers of California. Needs refilming due to excess noise en audio track.
Impetu1: Dr. George Villett, Superintendent , Mary M. Knight School District; filmed and distributed by Educational Service District 113, Oly= pia.
(
4
( .............................................................................
Tarcet Group: School Bus Drivers, School District Administrators Goal: Provide earthquake preparedness training program Program: Videotape of SESEP assistant giving presentation aimed at school '
bus drivers. Provides information on earthquake zones, typical earthquake damage and goes through a scenario of a morning school-bus route earthquake disaster. Ends with recommendations for appropriate actions. Includes model procedures and a driver instruction sheet.
Impetus: Ms. Sheryl Everson, Seattle School District school bus driver.
with Laidlaw Transportation, Seattle School District School Support Services, EBI 0'Ryan (a private enterprise) and the School Earthquake Safety and Education Project. ,
j Target Group: The Pierce County School Community !
Goal: Provide public education and information which will result !
l in awareness and preparedness i Procram: Earthquake awareness and preparedness program for the Pierce County school districts. A program was developed after reviewing available materials including the Hanna-Barbera earthquake preparedness program featuring Yogi Bear comic books and videotapes. A fund raising campaign resulted in adequate funding to purchase the Yogi Bear materials for use in l all elementary schools in the County. Additional materials focusing on Pierce County were developed.
Impetus:
Bill Lckey, Pierce County Department of Emergency Management, working with the City of Tacoma, the Lakewood Chamber of Commerce, and businesses, organizations, and school districts.
l
...................................$......................................... i Tarcet Group:
The central administration and each school site in the Highline School District Goal: Development of specific earthquake preparedness plans i
hogra:;: Adoption of a district goal to be prepared in the event of a i
' school-day earthquake. All levels within the district worked together toward ;
this goal. '
4 luetus: The School Board and Superintendent adopted the goal, gathered information, invited the School Earthquake Safety and Education Project j (SESEP) in as consultants, held a four-hour workshop / planning session and ,
1 l
developed the outline of their preparedness plan. Later the district <
l included earthquake education in a sunser in-service training seminar for l 1 ares elementary science teachers i
s 1
l l
k Tarcet Group: Vashington State School Districts Goal: Provide a model policy for school earthquake preparedness Procras: Policy office began development of a model policy in order to distribute it to school district boatds of directors statewide as a model fc school earthquake energency preparedness.
i l
Impetus: Vashington State School Directors Association (VSSDA) Director of Policy Services; Dr. George Villett, Mary M. Knight School District Superintendent ,
l, 1
Iaiset Group: School District 1
i Goal: Increase awareness and provide guidance in a school day earthquake or other emergency P_r ec r a= : Adoption of emergency procedures and/or policies on the subject of managing school-day emergencies of a broad description--most including or limited to earthquake emergency. School Districts having programs known to [
ae include: Olympia, Mary M. Knight. Seattle, Sultan, Lake Vashington, ;
Highline.
l 4
!=petus: Varies between districts COMMUNITY Tarcet Group: General Public ,
Goal: Demonstrate the causes and effects of earthquake ground shaking '
i Eto2Ia;: The Pacific Science Center has begun a program of scheduled demonstrations of the causes and effects of earthquake ground shaking. They use a set of educational models developed by the Environ'a ental Voluntsers of ,
(
a Impetus: The School Earthquake Safety and Education Project and its I supporting agencies: the Tederal E=ergency Management Agency (TEMA) and the i Vashington State Department of Costunity Development, Division of Energency
] Management (DEM) 1
! Iaiist Group: The Coastnity J
Coll: Education and information leading to a united community
' effort to prepare to be self-sutficient in the immediate aftermath of a large, damaging earthquake
! 6 t
1 4
I i
(' Prograa: The Eastside Mothers for H.E.L.P. is a neighborhood group formed to raise public awareness of the potential impact of a major earthquake on the area, to develop and distribute intornation, and to help Eastside communities with earthquake energency preparedness.
Impetus: Ms. Beverly Carter, after seeing the ROMO TV documen?' y, "On Shaky Ground" LEGISLATURE Tarcet Group: The policy takers of the state of Vashington ,
Eo11: Recommend state level policies and actions which, if acted upon, would help reduce the damage and loss of life from a major earthquake in Washington State Procram: The Washington State seismic Safety Council was convened by the Director of the Department of Emergency Management (DEM) at the direction of the governor following his veto of legislation establishing an independent commission. The Council of 14 members began meeting in November, 1985, and submitted its report, Washinc3e9 State Seismie Safety Council Policy Recommendations to DEM in September, 1986. The report concluded with a section entitled "Priorities for State Action" which included four legislatt a recommendations and eight State agency recommendations.
f Impetos: Legislation initiated and supported by individual citizens and i groups concerned about the need for on-going and aggressive state leadership i and action in the area of earthquake education and earthquake hazard a reduction l ......................,...................................................... ,
t j lareet Group: Vashington State House of Representatives Coal: Raise legislators awareness of the need to recognite the i earthquake threat to the citizens of the State Etogram: Tor Earthquake Awareness Week, 1987, a House member obtained :
permission from Hanna Barbera and duplicated the Yogi Bear comic boek on earthquake prcparedness. She also developed a House T1oor Resolution stating i i that the House of Representatives recognized the serious threat to the citizens cf the State due to the potential for major earthquakes and
, recognized the need for State action. She distributed copies of the ecnic i book and the resolution to each member of the House, then urged the adoption of the resolution. It passed.
Impetus: Representative Georgette Valle, Democrat from the 34th District in Seattle, and member of the Washington State Seismic Safety Council, working with Harry Ralverson, Olympia, and Carole Martens of SESEP.
.............................c............................... 6..............
7 l
I l
l J
~
Tarcet Group:
( The policy makers of the state of Vashington Goal: Passage of legislation leading to state level actions which would result in the reduction of potential loss of life and property from a major earthquake in Washington State Proaras: During the 1987 and 1988 legislative sessions, bills were introduced based on the Washington State seismic Safety Council Policy Aecommendations for State action. The 1987 bill, SB 5885, calling for an inventory of public facilities and for earthquake education, passed the Senate. Progress for the session was ended in the House Vays and Means Appropriations Subcommittee and it was not scheduled a hearing in 1988 in its house of origin, the Senate.
In the 1988 session, HB 1:05, Earthquake Education, was introdaced. It called for a $30,000 appropriation to provide State natching funds to capture the National Earthquake Hazard Reduction Program (NEHRP) funds available to Vashington for TY 1989, and which falls before adoption of the next j Vashington State biennial budget. The bill passed House State Government but failed to move out of House Vays and Means. However, the Chair expressed l
willingness to provide the state matching funds by including the item in the {
budget. The Senate agreed in conference cot:ittee. The governor signed the budget with the item remaining.
Ireetus: Prime sporser of HB 1405 and HB 483 (same wording as SB 5885),
t' in the House was Representative Georgette Valle, Democrat from the 34th l District, Seattle; and of SB 5885 in the Senate. Senator Stuart Halsan, Democrat from the 20th District, Lewis County.
p_ESIGN PROFESSIONS The Structural Engi'teers Association of Vashington (SEAV) in cooperation with the Continuing Education Cor=ittee of the Earthquake Engineering Research Institute (EERI) and the Applied Technology Council (ATC) has sponsored earthquake education programs on Obsertit.5ns of earthquake impacts in the Whittier event and "State of the Art in .tarthquake Evaluation of Structures--
an Overview."
MEtIA l All of the major television channels and Channel 9 aired shows relating to earthquake awareaess and preparedness during the period being discussed.
j Channel 4. K e o TV, researched the issue incally and filmed an hour-long documentary entitled, "On Shaky Ground." he show aired on December 12..
1986, at 8:00 P.H.--prime time on a Triday evening. Since they have m eved more than 400 requests for copies cf the tape and numerous requests N o -air the film. SESEP used the fil: in earthquake awareness presentations. u does Eastside Mothers for H.E.L.P.
t 8
l
~ _
"On Shaky Ground" may have acco=plished more for earthquake awareness in 1
( Washington State than any other single element of which I am aware.
EXECUTIVE BRANCH The Governor's annual proclamation of Earthquake Awareness Veek is a program which gives each of us an opportunity to discuss earthquake preparedness with our families and co-workers.
THE TUTURE?
At present there is little unders<anding of the full significance of the earthquake risk by decision makers. Often a school district response will be: Ve do earthquake drills; a state-level response might be: Ve retrofitted the state espital building. '
Cchool earthquake preparedness funding is always in competition with highly visible and important causes: drug abuse prevention; AIDS curriculum develop =ent. This is consistently used as an excuse not to fund school i earthquake preparedness. In districts where it is 4 priority, ways have been found to accomplish both.
i So=e me:bers of the school co: unity have specific ideas about what we need 1 to de to change our future course from foreseeable losses in an earthquake to one of preparedness. During the last year SESEP was funded, a survey was 1
developed and sent to 250 persons who had had contact with SESEP. They
! either:
j o rarticipated at a SESEP pilot school o Responded to publicity about earthquakes o Attended a SESEP workshop
- o Requested information r j o Held a school district administrative or board position l L
Our objective was to learn several thir.gs: what policies are needed to get ;
l earthquake education and preparedness programs in place in Washington's l school districts and assure their implementation and continuation; and what l l programs already exist that could add an earthquake component with little r effort and cost. Attached is a copy of a suasary of the results.
I CONCLUSIONS l
i Limited, narrow-focused, typically short-lived programs can accomplish a good deal. But so much more is needed. Schools and other groups need coraittaent j
to earthquake preparedness at the top levels, policies and funding, end clear guidelines on what to include and how to proceed--with specific details
- worked out at the local level. A successful earthquake awareness and j preparedness program can only occur when the Stete of Washington recognizes the need for permanent and on-going state level programs and takes a consittent to provide leadership and the required funding. Until then, j Vashingten State will remain at risk.
{
9 a
1 l
1
,--,----_m . - _ . . - - , , .
_ . _ . . . - _ . . - - , - - -,,--,,_.y
l SCHOOL EARTHQUARE SAFETY AND EDUCATION PROJECT (SESEP) 1
( GEOPHYSICS PROGRAM, UNIVERSITY OF WASHINGTON >
FUNDED DY FEMA /WSDEM 9/83 - 9/87 i :
SUMMARY
OF QUESTIONNAIRE RESPONSES July 31, 1987 3
J i
250 Questionnaires sent '
! 9 Could not be delivered 39 Completed and returned = 16% response f 1
1 r
J Breakdown by cateaory of rescondent 2 Parents 10 Building Staff
- 8 Building Administrators L 11 District Administrators '
3 2 School Board Members
- , 1 ESD Administrator l 5 Mise
- City Council, County / City DEM, 1 Fire District. Red Cross r I I l Breakdown by ceocraphic location of respondent
) WASHINGTON J Adna Cape Flattery OREGON r Darrington Portland Elma l CALIFORNIA :
Everett Tiburon Lacey CANADA i Longview Vancouver, B.C. ;
Mount Vernon Victo.>ia, B.C. t i Puyal3up
! Randle i i
Rochester L 4
Seattle
] Shelton ;
Snohomish i j Sultan 1 !
1 i
?
- i !
i i
l( l I
t i
l I
3 k
A. What policies are necessary for a school district to have in place to assure that each school building and the district as a whole can respond quickly and effectively in a school-day earthquake emergency?
SUMMARY
OF RESPONSES TO At Districts need to adopt strong Board policies (or a state law is needed) which clearly state the committment to fund, develop, implement, and monitor earthquake emergency preparedness programs.
District earthquake emergency preparedness programs should mandate that each school develop a plan. Using state-provided guidelines, site-specific building plans should be developed by building-level Safety Committees.
Ideally, plans should include earthquake drills with periodic evacuation drills, staff first-aid training, alternate districtwide communication system, student retention vs.
dismissal decision, assignment of staff responsibilities, hazard identification and mitigation, emergency supplies and equipment, staff and student education, coordination with city-county and i' other emergency responders, communication of school plan to parents and community, annual building safety checks, accountability. and funding to buildings.
4 Legislation may be necessary to initiate program.
i I
B. What school district administrative or director-l 1evel support might assist those at the school l building level in developing and implementing earthquake safety and education programs?
i __
^
SUMMARY
OF RESPONSES TO Bt Support needed from the district administrative or director-level
! sited most often is: An administrator responsible for program development and implementation.
l Also sited as necessary: Awareness and committment at administrative and director levels support services available, eg. staff training, building maintenance, clearly-defined
( responsibilities, accountability via annual report, and i
guidelines from the Superintendent of Public Instruction (SPI).
I I
f i
f
(
C. Ideally, where should school earthquake safety and educa'eien programs and plans be initiated: the ,
state level? the district level? or the school building level? Why? How would the system work?
SUMMARY
OF RESPONSES TO C:
At what level should school earthquake safety and education programs and plans be initiated?
Total of 37 responses:
3 Legiciature Mandate, Funding 16 State (SPI) Guidelines, Funding, Resources 10 District obtain State Help, Guidelines 3 Building With State / District Funding 5 All levels All levels Work Together 1 Community i
I i
D. Identify existing programs (both safety and curricu-lum) that could be expanded to include an earthquake
- section with minimal time and financial impact.
SUMMARY
OF RESPONSES TO D:
The area of greatest agreement was that 1.) earthquake safety programs should be part of each school's safety committee responsibilities, and that 2.) earthquake safety and education
{ curriculum components should be incorporated into subjects which J
could most easily accommodate them, such as:
1 l Science i
Social Studies Health, safety
) Building safety checks could be incorporated with routine maintenance checks.
SESEP program could be used as model.
J
,