Landslide Preparedness

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The Philippines is prone to various natural hazards, i.e. typhoon and earthquakes, thus,
occurrence of landslides is inevitable. Awareness and preparedness are the most effective
prevention and mitigation measures against possible threats of landslide in the community.

What can be done to minimize landslide risks?

 Hazard mapping

Landslide Susceptibility Map

 Public information
 Landslide Warning Signs

 Engineering intervention measures or slope protection measures

 Benching, Brgy. Puguis, La Trinidad, Benguet

Retaining wall, Brgy. Eastern Poblacion, Poro, Cebu

Riprap, Balut Island, Sarangani, Davao Occidental

Gabion walls
 Shotcrete

Drainage

Erosion-control, Coconet Bio-engineering

 Erosion-control, Vetiver grass

 Early Warning System (EWS)

EWS are monitoring systems designed to predict events that precede landslides in order to
issue a hazard warning. It mitigates risk by reducing the consequences.

Preparing for an Earthquake

 Know the signs of an earthquake. During an earthquake, you may hear a roaring or
rumbling sound that gradually gets louder. ...
 Learn the safe spots. ...
 Plan and practice what to do if an earthquake strikes. ...
 Drop, cover, and hold on during your earthquake drill. ...
 Create an evacuation plan. ...
Preparing for an Earthquake | Natural Disasters and Severe Weathe…

www.cdc.gov/disasters/earthquakes/prepared.html
See more
In most seismic zones like California, earthquakes are a major concern.
With experts predicting an increase in magnitude with every passing
year, is your home ready? The best and only advisable way to answer
this question is to consult a structural engineering firm or more
specifically, a structural engineer to assess your home’s earthquake-
resistant ability.

However, if you’re feeling very self-sufficient, you can research on

buildings that fail and those that survive during an earthquake and
compare them to yours. Better still, you could learn about what keeps a
structure from falling during an earthquake and get the same help for
your home.

This article features 10 ways to prevent earthquake damage and

common building weaknesses you must take note of.

1. Anchor Your Home to Its Foundation

Anchoring your home to its foundation will, to some extent, prevent your
home from sliding off during an earthquake. So many types of damages
can occur during an earthquake, sliding off of a building from its
foundation is one of them. And it could be very disastrous.

If your house has an elevated floor base, normally the joists on its lowest
floor will be supported by a weak wall or rest directly on the sill plate. To
determine if the frame of your house is attached to the base, go to the
crawl space and look for the heads of the anchor bolts installed along
with the sill plate. If the house is built on a slab base, it will not have
spaces to crawl, but an unfinished garage should give visual access to
the anchor bolts.

If you do not find any anchor traces, you must drill holes through the sill
plate and the concrete to install them. If there is not enough space to
drill, steel plates or makeup baseplates should be used to secure the sill
to the concrete.

2. Brace the Cripple Wall

A crawl space in a building might contain a cripple wall. The weight of
the whole building rests on these walls, therefore, to resist earthquake
loads, reinforcement of these walls is imperative. Cripple walls without
reinforcement can bend during earthquakes, causing displacement or
collapse of the upper structure. Failures of this nature are a common
cause of damage caused by the earthquake.

One way to identify a braced cripple wall is by looking out for plywood or
diagonal sheathing nailed to the uprights, which forces them to shear the
walls by definition. Therefore, if you don’t see this in your cripple walls,
you need to rectify the situation as soon as possible. Contact a structural
engineer, he/she will take into account all the variables to design a solid
and economical reinforcement system for your cripple walls.

3. Retrofit the Soft Story

Soft stories could sometimes have aesthetic features, however, in

seismic regions it could result in structural damages in the event of an
earthquake. If there are open spaces (like a large garage below a
building) in your home, there is a soft-story in your building.

The walls of a soft story are more often than not exposed to earthquake
damage, this is because the weight above the space weakens its walls.

Retrofitting soft stories depends on the configuration of the building.

Some retrofitting options include;

 Reinforcing the walls with plywood panels

 Reinforcing the walls with steel belts
 Reinforcing the walls with hold-down anchors
 Adding a narrow shear wall, this will reduce the size of the
opening.

However, a steel moment frame may appear to be the only right choice.

If there is such a condition in your home, you should consult a structural

engineer to find an appropriate reinforcement solution.
4. Homes on Hill or Hillside? Call an engineer

Studies show that houses on the hillside suffered enormous damage

during earthquakes. Those supported by concrete columns and
platforms, called stilt homes, are particularly vulnerable. During the
seismic activity, its reinforcement in diagonal tension stretches and
weakens, allowing seismic forces to separate the house from its
foundations.

In a nutshell, if this is your situation, consult a structural engineer to

assess for possible reinforcements.

5. Replacement of unreinforced masonry foundations

Most ancient buildings have foundations of bricks or stones. And, unlike

recent concrete foundations are not often rebar or concrete reinforced.
One might ask, why must it be reinforced? Well, an unreinforced
masonry can only do so much when resisting earthquake loads, it has
low stiffness and could result in the foundation sliding off.

Replacing your unreinforced masonry foundation with concrete and

rebar will help minimize earthquake damages. If your base is stone or
brick, make sure to consult a structural engineering firm to assess it.

6. Reinforce masonry walls and chimneys

Research shows that chimneys and unreinforced masonry walls are
susceptible to structural damages during an earthquake.

To mitigate these seismic damages, brace your masonry walls and

chimneys with the following;

 Steel rods
 Bricks
 Stones
 Concrete blocks

To determine if your home has this weakness, it is best to find the plans
for your home and deliver them to a structural engineer.

It is best to lean to your engineer for the best solutions that match your
building’s needs.

7. Install Shear walls

The studs in your home resist vertical loads by transferring it downwards

to the foundation. Without reinforcement, however, they cannot
withstand the horizontal loads of an earthquake. Bracing the studs
involves attaching a sheathing board, which assembly then results in a
shear wall.

Old houses built under a less strict seismic code (or nothing) may not
have adequate reinforcement in their design. The lack of reinforcements
exposes homes to earthquake damages. Its walls may deform, resulting
in significant damage or collapse.

Unlike many seismic reconstruction measures, adding shear walls is not

expected to generate significant costs. The retrofitting can be done by
exposing the plywood frame and panels to nail them to the studs that
your engineer deems appropriate.

8. Make sure your design is earthquake resistant

The design of a building plays a major role in its earthquake resisting
ability. Designing too large windows, overhang, or irregularly shaped
walls, can increase the seismic vulnerability of your home. During an
earthquake, its glass can break and complicate its evacuation efforts.
Overhangs without proper reinforcement can break away from the house
and collapse.

9. Brace your water heater

During an earthquake, an unbraced water heater can prove very costly.

It can collapse, breaking the gas and water pipes, which can result in
fires and floods. With adequate reinforcement, one can avoid all these
calamities.

Firstly, you need to know the condition of your water heater. If the unit is
not braced, attach it to the frame of your house and bolt straps to the
studs. If you do not see evidence of such reinforcement, your water
heater may collapse during seismic activity.

10. Fire prevention plan

When the ground shakes, the gas pipes can burst, causing leaks which
could lead to fires and explosions. While you can’t avoid earthquakes,
you can do your part to prevent them from causing fires. Be sure to use
flexible hoses to connect natural gas to your appliances and know when
to close the gas supply to your home.

To create a school disaster contingency plan, you can follow these steps :
12

1. Know your dangers

2. Reduce your dangers
3. Prepare to respond
4. Plan for educational continuity
5. Monitor, share, and reach-out
Learn more:
1. sfrpc.com2. slideshare.net
Controlling risks
You must make decisions about what risk control measures to implement, in
discussion with your workers, in order to minimise risk. Risk control measures can
include substitution, isolation, engineering controls, administrative controls, using PPE,
adjusting work procedures/processes, making changes to equipment of facilities in the
work environment.

In some cases, workers may be able to eliminate or minimise the risk themselves. A
positive health and safety culture can help enable workers’ confidence in risk control.

Monitoring and reviewing risks

Controls must be regularly monitored and reviewed to ensure they are effective. PCBUs
are responsible for taking action to ensure health and safety by weighing up likelihood
and consequence of harm occurring, and the availability and suitability of ways in
which to eliminate or minimise the risks. Managing risks is an ongoing process and
needs to take into account changes in the workplace.

Review of control measures may necessitate revisions in certain circumstances eg the

control measure is not effective, changes in the workplace may create new or different
risks, a new hazard or risk is identified, workers or a health and safety representative
make a review request.

Keeping a risk register

Keeping a risk register is good practice to record information from the risk
management process. For each identified hazard the following information should be
recorded:

 Hazard and the type of harm it would cause.

 The likelihood of the harm occurring.
 The level of risk.
 Current controls.
 Additional controls needed.
 Who is responsible for control implementation.
 Monitoring and review dates.
Tools and resources
Tool 5: Causes of incidents and injuries[DOCX, 27 KB]

Tool 6: Risk and hazard management checklists and templates[DOCX, 54 KB]

Tool 7: Risk assessment following an emergency - checklist[DOCX, 26 KB]

Reviewing health and safety in schools in COVID times - NZSTA Vimeo

Covid-19 Risk Assessment Guidance - Te Mahau

Related pages
How to manage work risks - WorkSafe

Property and Equipment

Legislation overview

Injury and Illness

Monitoring, Reporting and Assurance

Licensing criteria and regulations for excursions

EOTC Guidelines – Te Kete Ipurangi

Adventure Activities - Information for schools, education providers and clubs -

WorkSafe

School transport – Safety and behaviour

Last reviewed: 21 February 2023 Has this been useful? Give us your feedback
A Guide to District XI Local Emergency Planning Committee Hazardous Materials Emergency
Preparedness (HMEP) Grant 2000-01 Planning Project Contingency Planning for School Co s ntingency
Planning for Schools A GUIDE TO CONTINGENCY PLANNING FOR SCHOOLS District XI Local Emergency
Planning Committee Hazardous Materials Emergency Preparedness (HMEP) Grant 2000-01 Planning
Project A GUIDE TO CONTINGENCY PLANNING FOR SCHOOLS i About This Guide This guide is intended to
provide step-by-step direction on creating, maintaining and implementing an emergency contingency
plan for a school. The guide can be used for any size school utilizing the principles presented. The guide
uses a series of steps to provide an organized logical approach to the planning process. Step one is to
determine whether there are one or more hazardous materials facilities within 1,500 feet of the school.
The local fire department should be contacted to assist in getting information about hazardous materials
facilities. Once it is determined that the school is near a hazardous material facility then a plan can be
prepared. Step two will involve establishment of a planning team to actually develop the plan. The third
step involves review of any current plans and the contingency plans from the hazardous materials
facilities. This will allow a hazard analysis of what the potential threats and determine the best way to
address them. The fourth and final step is the actual preparation of the contingency plan and evacuation
procedures. The finished plan will establish the mechanism for maintaining the plan and how to
implement it. This guide is not a “fill-in-the-blanks” emergency contingency plan; each school has unique
aspects to it, whether it is the student body, the type of school or the hazards present. To ensure the
emergency contingency plan for the school is effective when needed, the school staff must be
stakeholders in the planning process. A GUIDE TO CONTINGENCY PLANNING FOR SCHOOLS ii
Introduction The Local Emergency Planning Committee (LEPC) is responsible for planning for hazardous
material emergencies in the community, including helping to coordinate plans of local response agencies
with local facility plans. Thousands of chemicals are developed each year and many of these chemicals
are classified as hazardous. Hazardous chemicals are all around us, being used in different businesses
and transported from one place to another. Facilities that use, store or manufacture certain hazardous
materials in specified quantities must prepare emergency contingency plans. A contingency plan is a
document setting out an organized, planned, and coordinated course of action to be followed when
human health or the environment is threatened. Even though the hazardous materials facility may be
required to have a contingency plan, the school needs to have one also. The accidental release of
hazardous materials, a fire or similar event can present a serious threat to a school. Every year, schools
and students are threatened by hazardous materials incidents. In recent years the number of incidents
appears to have increased, although this may be due to better reporting procedures. Some schools are
more at risk due to their location near hazardous materials facilities. Any school within 1,500 feet of (and
in some instances, a school outside this range) such a facility should have its own contingency plan. The
1,500 foot distance is based on a percentage of the initial isolation distances for large spills of chemicals
listed in the North American Emergency Response Guidebook. The local fire department will be able to
identify hazardous materials facilities within 1,500 feet of a school. A GUIDE TO CONTINGENCY
PLANNING FOR SCHOOLS iii Planning for hazardous material incidents differs from other types of
emergency planning. Unlike hurricane planning, there is usually little, if any, advanced warning.
Following the fire evacuation plan in a hazardous materials incident may expose students to greater
concentrations of toxic products, putting them in more danger, than if they had been sheltered-in-place
or followed evacuation plans specifically designed to be used in a hazardous materials emergency. A
GUIDE TO CONTINGENCY PLANNING FOR SCHOOLS iv A GUIDE TO CONTINGENCY PLANNING FOR
SCHOOLS 1 Step 1 – Identify Hazardous Material Facilities Contact your local fire department to obtain
the names and locations of any hazardous materials facilities within 1,500 feet of your school. Also, ask
for the name, rank, position and phone number of a contact person at the local fire department that can
assist you in the planning process. The information about the hazardous material facility should include: ·
An exact street address · The name of the business and emergency manager (manager or owner if no
emergency manager has been designated) · A contact person and phone number for information about
their emergency contingency plan · A copy of their emergency contingency plan, if available · A listing of
the hazardous chemicals used, the quantity of each and their methods of storage · Warning system (how
they alert those persons off site of an emergency) · A diagram of the facility marking the location(s) of
hazardous materials, especially those stored in bulk · A hazard or risk analysis, if available Once you have
identified the hazardous material facilities near your school it is important to designate one person at
the school as the coordinator for the planning process. The coordinator must be given sufficient
authority to assemble the planning team and sufficient resources for the planning process. This should
be obtained in writing from the principal. The person given this important responsibility must also be
committed to the process and the final objective of having a workable plan. A GUIDE TO CONTINGENCY
PLANNING FOR SCHOOLS 2 Other sources of information on hazardous material facilities in your area
are: · Local Emergency Planning Committee (LEPC) (staffeed by your Regional Planning Council) District XI
(Broward, Miami-Dade, and Monroe counties) 3440 Hollywood Boulevard, Suite 140 Hollywood, FL
33021 (954) 985-4416 Contact: Alex Schore · Local and State environmental regulatory agencies Broward
County Department of Planning & Environmental Protection 218 SW 1st Avenue Fort Lauderdale, FL
33301-1814 (954) 357-6595 Contact: Nick Kontax Florida Department of Environmental Protection P. O.
Box 21564 Fort Lauderdale, FL 33335-1564 (954) 467-5970 · Local emergency management agency
Broward County Division of Emergency Management 201 NW 84th Avenue Plantation, FL 33324 (954)
831-3900 A GUIDE TO CONTINGENCY PLANNING FOR SCHOOLS 3 Step 2 – Establish the Planning Team
The school coordinator for the planning process needs to set up an initial planning meeting with the
following: · The principal or designee · The school resource officer (police) · Local Fire Department
representative · LEPC representative · Facility maintenance · Parent/teacher representative · School
Public Information representative · School counselor or administration representative The above
representatives are recommended, but if all of them are not available it should not hinder the progress
of the planning process. It is important to note that plans are not used when prepared by only one
person. To be effective, emergency response requires trust, coordination, and cooperation among those
responsible for different activities. The planners need to know that personnel are capable of performing
the different aspects of the plan. For example, when you call the fire department you expect them to
respond immediately and perform as needed. You trust them to do what is needed based on the
circumstances. A team approach encourages participation and gets more people invested in the process.
The school coordinator must define the purpose of the team, determine membership, and obtain the
authority to take the necessary steps to develop the plan. This should be in writing to enhance the
visibility and stature of the planning process. A GUIDE TO CONTINGENCY PLANNING FOR SCHOOLS 4 At
the first meeting the following must be accomplished: · Identify the different members of the planning
team - this provides for a broad perspective on the items in the plan. · Assign specific responsibilities –
these can correspond to different parts of the plan and be used as objectives · Establish a time-line for
completion of the plan and its various components · Establish ways to facilitate communications
between the members of the planning team (i.e., e-mail, phone, fax, etc.) · Identify the resources
needed for the planning process (i.e. typing, copying, etc.) · Ensure the planning team knows about the
available resources and how to access them · Establish a policy of only holding meetings when absolutely
necessary A GUIDE TO CONTINGENCY PLANNING FOR SCHOOLS 5 Step 3 – Review and Coordination
Review existing plans and policies within the school/school system that may enhance, conflict or
otherwise impact your plan or the planning process. Examples of plans and policies you may want to
look at include: · Fire evacuation plan · Security procedures · Employee manuals · Risk management plan
· Safety and Health program · Other emergency plans The plans and policies listed should be assembled,
but do not necessarily have to be reviewed prior to Step 4. Refer to these plans/policies as needed
during the development process. Step 4 – Plan Development The planning team should use the Model
Contingency Plan and Evacuation Procedures for Schools (included as a part of this booklet) as their
guide in developing their plan. One suggested approach to the planning process is to have each team
member accept responsibility for the preparation of one or more sections of the model plan. The entire
planning team must approve all sections of the plan before it is final. A GUIDE TO CONTINGENCY
PLANNING FOR SCHOOLS 6 7 MODEL CONTINGENCY PLAN & EVACUATION PROCEDURES FOR (name of
school) Prepared by the Hollywood Fire Department for District XI LEPC MODEL CONTINGENCY PLAN &
EVACUATION PROCEDURES 8 9 Section 1 - General Information School Description Purpose Scope
Section 2 - Contact Information School Emergency Coordinators Other Important Contacts Emergency
Telephone Numbers Section 3 - Authority Lines of Authority Directing Emergency Activities Plan Review
Process Section 4 - Notification Procedures Fires Hazardous Materials Incidents Other Emergencies
Section 5 - Evacuation Procedures Evacuation Capability Immediate Evacuation Delayed Evacuation
Points of Safety Initiating Evacuation Alarms or Signals Accountability Posting of Procedures and Routes
Section 6 - Sheltering Procedures Section 7 - Training Drills Training in Procedures Section 8 -
Attachments Maps and Diagrams Incident Command Structure (ICS) Emergency Equipment/Supplies List
MODEL CONTINGENCY PLAN & EVACUATION PROCEDURES 10 MODEL CONTINGENCY PLAN &
EVACUATION PROCEDURES 11 SECTION 1 - GENERAL INFORMATION This section provides a description
of the school and helps identify any potential problems unique to the school. This information will be of
great value in the planning process of emergency response agencies. It will also provide the planning
team with crucial information needed to develop other parts of the plan. SCHOOL DESCRIPTION · Exact
name and physical location of the school (street address and, if available, the geographic location
expressed in degrees latitude and longitude). The exact name of the school is needed so responders can
easily identify the school and avoid confusion with other schools that may have similar names. The street
address should be the actual physical location of the school. If there is more than one address for various
parts of the school then that should be specified. The school location expressed in degrees latitude and
longitude will enable the precise placement of the school location on maps created by various computer
geographical plotting programs. Emergency planners can use this information to establish evacuation
routes, impact areas, etc. · Mailing address (if different from physical location) If the school's mailing
address is different from its physical address then it should be listed here. This enables the different
agencies involved in planning and response to send information to the school as needed. MODEL
CONTINGENCY PLAN & EVACUATION PROCEDURES 12 · Description of the School Facility A brief
description of the school will assist planners in determining the impact a hazardous materials incident
would have on the school and the most appropriate response (evacuation or sheltering-in-place). The
description should include: · Type of school – public, private, technical school, etc. · Grades and ages
served – elementary (Grades K-5), middle, etc. · Number of students – total number of students enrolled
or the maximum number on campus at any one time · Number of staff and other personnel – total
number of teachers and staff, including resource (police) officers and any other personnel likely to be
present at the school. Include personnel involved in adult education classes or other specialty programs,
if offered. · Number of special needs students – indicate the number of students and identify their
special needs · Occupancy - divide the day into time blocks, using a 24- hour format (i.e., 0600-1600,
1600-1800, 1800-2200, 2200- 0600), and indicate the number of people (not just students) present
during each time period. At certain times of the day the number of students present may be much
greater than at other times. · Days of the week when occupied and periods during the year (Is there
school on Saturday or Sunday? What months of the year is school in session?) – do not list days that are
not ordinarily scheduled. MODEL CONTINGENCY PLAN & EVACUATION PROCEDURES 13 · Physical
Description Describing the physical structure will allow you to determine the layout of the school and
allow you to determine whether it can be used for shelter-in-place if evacuation is not possible. The
physical description should include: · Number of buildings – identify the total number of buildings;
identify whether the buildings are freestanding or attached; if attached, how are they connected (if
passageways are used between buildings specify whether they are enclosed or open); describe the type
of construction (i.e., concrete block or wood-frame) · Number of stories – for each building (this can
assist in relocating students upward for leaks involving toxic gases that are heavier than air.) · Number of
classrooms – per building, etc. · Specialty areas (describe) – labs, cafeteria, etc. PURPOSE · State the
mission or goal of the plan. The plan should identify the type of hazardous materials incidents that can
impact the school and describe the actions necessary to protect the students and other personnel. State
any statutory requirements satisfied by the plan and indicate that it is part of the school's overall disaster
plan. You may also wish to include a brief statement such as: "This plan is for the purpose of defining the
policies and procedures, responsibilities, authority, and specific duties of personnel in the event an
emergency situation should occur that would affect the school and its operation." MODEL CONTINGENCY
PLAN & EVACUATION PROCEDURES 14 SCOPE · Completion Date - the date the plan is finalized will
become the annual review and renewal date. · Utilization - List the events that will trigger the activation
of the plan (i.e., alarm received from fixed facility; detection of hazardous material; warning phoned to
school; accident on-site, etc.) · Signature - Include the signature(s) of the person(s) who prepared the
plan and the person(s) submitting the plan (i.e., planning team coordinator, school principal or the
person that prepared it.) · Distribution List - Include a list of plan recipients (maintain return receipts). At
a minimum, copies of the plan should be sent to: · Local Fire Department · Local Police Department ·
School Board · Local Emergency Planning Committee (LEPC) MODEL CONTINGENCY PLAN & EVACUATION
PROCEDURES 15 SECTION 2 - CONTACT INFORMATION SCHOOL EMERGENCY COORDINATORS Provide
contact information for at least two different persons that can serve as School Emergency Coordinators.
Include their names, positions, home addresses, and all contact phone numbers (home, office, pager,
mobile phone, etc.) OTHER IMPORTANT CONTACTS · Names and phone numbers of others that are not
emergency contacts, including: · Safety Officer, if not listed as an Emergency Coordinator. · School
principal · Others that may be able to provide assistance in an emergency. (i.e., a secretary with
knowledge of where certain information is located, or the plumbing company.) Names may be added
throughout the planning process as persons are identified that may be able to provide information or
skills that are needed. All methods of contacting individuals should be listed including alternate
numbers, pagers, cell phones, etc. EMERGENCY TELEPHONE NUMBERS Emphasis should be placed on
dialing ‘911’ for all emergencies. Additional contact numbers for various organizations, accompanied by
a description of the assistance they can provide, may also be listed in this section of the plan. MODEL
CONTINGENCY PLAN & EVACUATION PROCEDURES 16 Include the following (at a minimum): · Fire* ·
Police* · Ambulance/medical* · Local hospital · Environmental clean-up contractors *list as ‘911’, but
include all numbers that need to be dialed (as required from your phone system). The agencies listed are
examples of those that you may wish to include in your plan, but your list should not be restricted to
them. MODEL CONTINGENCY PLAN & EVACUATION PROCEDURES *In Broward County the senior fire
official of the jurisdiction has the overall authority during a hazardous materials emergency incident. 17
SECTION 3 - AUTHORITY LINES OF AUTHORITY Diagram the lines of authority and reporting structure,
especially as it applies in an emergency. For example: The larger the school, the larger the hierarchical
pyramid will be. List the roles and responsibilities of those in authority (i.e., the principal will be in
charge of all spill containment activities until the arrival of the Fire Department.) Include a brief
statement such as: "In the event of a hazardous material release and/or threat, the highest-ranking fire
officer* has the authority to direct all operations including ordering the evacuation of the school."
DIRECTING EMERGENCY ACTIVITIES Describe who will be directing each activity during the emergency.
Start with a broad perspective and narrow activities down to very specific limited actions. Activities
should be as specific as possible to help reduce confusion. (Using laminated cards describing the duties
of each person may be beneficial.) Principal Assistant Principal Emergency Coordinator School Safety
Officer Teachers MODEL CONTINGENCY PLAN & EVACUATION PROCEDURES 18 Remember to designate
alternates in case the primary person is not available. · Alerting · Who receives the alarm? · Who verifies
it? How? · Who verifies that the alarm has been forwarded to all persons at the school? · Evacuation ·
Who is responsible overall? for notification? for accountability? · Who verifies evacuees at assembly
points? · Who is responsible for relaying information to first responders? · Who is in charge of security of
the school and students? · Shelter-In-Place PLAN REVIEW PROCESS Describe your plan review process
(the plan should be reviewed annually). Identify the person(s) responsible for reviewing the Emergency
Contingency Plan and their authority to approve the plans. The Review Committee, if different from the
original Planning Committee, has the advantage of a different perspective, but the disadvantage of not
having indepth knowledge of the planning process. Define a time period for the review process and
describe the elements of the plan that will be reviewed, (i.e., areas identified as needing improvement
or revision as a result of drill exercises). MODEL CONTINGENCY PLAN & EVACUATION PROCEDURES 19
SECTION 4 - NOTIFICATION PROCEDURES One of the critical components in emergency planning for
hazardous material incidents is determining how your school will be alerted to the fact that an incident is
taking place. In some instances an incident may be obvious, but in other cases it may only be apparent
when children start exhibiting signs and symptoms of chemical exposure. Identify those places where
hazardous materials incidents may take place and make sure there is a mechanism in place to alert the
school of an incident. For example, the emergency plan for a water treatment plant should include
telephone notification of the neighboring school, in addition to calling ‘911’ and the State Warning Point,
in the event of a release of chlorine gas or other hazardous material. The water treatment plant might
also utilize direct reporting monitors/alarms, lights and sirens depending on the distance from the
school. Another notification method would be to ensure that the ‘911’ Dispatch Center has premise
warnings stating that the school will be alerted if a hazardous material incident occurs in a given
geographical area. Emergency notification procedures should describe, in detail, how employees
recognize an emergency, notify others, and response steps (in order of priority). FIRES Describe the
alarm system. What type of alarm is used (audible siren, bell, buzzer accompanied by strobe light, etc.)?
Is the system monitored or does it require someone to call '911'? How are fires reported? How are
students, workers, and visitors notified? How is the Fire Department alerted? Emphasize calling '911' and
describe how to MODEL CONTINGENCY PLAN & EVACUATION PROCEDURES 20 activate the fire alarm.
Describe any special procedures for dialing out. HAZARDOUS MATERIALS INCIDENTS Describe how the
hazardous materials incident alarm can be differentiated from the fire alarm. How is the alarm sounded?
Are there evacuation signals? How is the alarm initiated and by whom? Is the fixed facility capable of
sounding the alarm or other notification throughout the school? How will school administrators know
that everyone has been alerted? OTHER EMERGENCIES Notification procedures for other types of
emergencies, (i.e., medical emergencies, criminal activity, or natural disasters) should be established and
in place. Responses to different types of emergencies should be integrated into one plan to be effective
and avoid confusion. Include any special notifications to be made within the school (i.e., asking staff to
turn off equipment). This is especially important if the school has a kitchen, laboratory, shop or similar
areas. Include a method for contacting students, parents, and teachers en route to the school as well as
during normal school attendance hours. This may be through the local media (public radio and
television), automatic phone alert systems, and two-way radio communication with school buses. List
the different methods of notification to be used. Be specific as to how the notification will be done;
include names and contact numbers as appropriate. (i.e., Whom do you call to get something on the
radio immediately?) MODEL CONTINGENCY PLAN & EVACUATION PROCEDURES 21 SECTION 5 -
EVACUATION PROCEDURES EVACUATION In order to move all the people from a threatened area to a
safer place, there must be enough time for people to be warned, prepare, and leave an area. If there is
enough time, evacuation is the best protective action. Evacuees should be moved to a definite place, by
a specific route, far enough away from the threatened area so they will not have to be moved again if
conditions change. Evacuation Planning Considerations · Proximity of the hazardous material facility ·
School population and special needs population · Time required to evacuate or shelter-in-place · Building
types and availability · Ability to control evacuation · Accountability of students (use color-coded cards) ·
Weather conditions and their effects · Practice drills · Designated assembly locations · Use of a modified
Incident Command Structure EVACUATION CAPABILITY Determine the amount of time it takes to
evacuate the school and describe how the Evacuation Capability was determined. The Evacuation
Capability can be based on calculations, but should be verified with drills. What if any special resources
will be needed (such as special vehicles to move the disabled)? Remember, evacuation is just moving
people from a place where they are potentially in danger to an area that is safer. MODEL CONTINGENCY
PLAN & EVACUATION PROCEDURES 22 When calculating the evacuation capability it is helpful to start
with a diagram or floor plan of the school and surrounding area. First, identify where people are located
in the facility and group them by location (i.e., 25 people in the administration building). Next, determine
the relocation site, keeping in mind the source of the hazard and how to distance people from it.
Determine an evacuation route from the starting point to the point of safety noting any obstructions (i.e.
fences) that may be encountered. You may then measure the time required to evacuate along that path.
The speed of evacuation will be controlled by the slowest person. The type of hazardous material
involved will affect the evacuation distance and time available for evacuation to avoid dangerous levels
of exposure. IMMEDIATE EVACUATION Describe the Immediate Evacuation procedure, step-by-step.
Immediate Evacuation requires all personnel to leave a certain area at once. The personnel will move to
a point of safety where they assemble for accountability. In some cases, this may be a temporary point of
safety until the evacuees can be located to another point of safety at a location more remote from the
danger. Due to the urgency of an immediate evacuation, it should be stated in the plan that evacuees are
not to try and use their vehicles. Vehicle use in an immediate evacuation can create a traffic jam and
endanger personnel. If a considerable distance is involved in reaching a point of safety, then it is
preferable to have a staged evacuation. In a staged evacuation, evacuees assemble at intermittent sites
(points of safety) along the evacuation route to be accounted for prior to moving on to the final point of
safety. An MODEL CONTINGENCY PLAN & EVACUATION PROCEDURES 23 example would be a shopping
mall six blocks away as the final assembly area. Due to the distance involved, there would be one or
more points of safety on the way there. DELAYED EVACUATION Describe the Delayed Evacuation
procedure, step-by-step. In a delayed evacuation there is sufficient time for personnel to assemble and
evacuate in groupings with or without transportation. The key to this type of evacuation is sufficient
notice to allow evacuees time to assemble and leave the area prior to being exposed to hazardous
materials above an acceptable level. The time frames that would be acceptable must be determined.
Once time frames are known, you can calculate the amount of time available for assembling, loading and
relocating. A combination of delayed and immediate evacuation often works best. POINTS OF SAFETY
Assembly areas, including alternate sites, must be identified and marked on reference maps and
diagrams. Points of safety are not the same as shelter-in-place. Shelterin-place is used when evacuation
is not an option or impractical. Points of safety may be outdoors or inside facilities such as malls and
shopping centers, that can provide protection from the environment. Parking lots of malls and similar
facilities can make excellent points of safety. MODEL CONTINGENCY PLAN & EVACUATION PROCEDURES
24 Hazardous materials incidents are usually protracted, lasting several hours at a minimum. When
selecting points of safety, consider traffic hazards, weather conditions, and other safety concerns. Points
of safety used for fire evacuations may not be safe in the event of a hazardous materials incident.
INITIATING EVACUATION Identify individuals (either by name or by a description of their position) with
the authority to initiate an evacuation. Under what conditions or circumstances can the evacuation plan
be activated? Can a student give the order for an evacuation if they are aware of a hazardous materials
incident? Generally several people should have the authority to initiate an evacuation to make sure one
of them is always present. A hazardous material emergency is not the same as a fire alarm. Fires require
an immediate relocation of personnel to a point of safety to avoid the danger of products of combustion.
By activating a fire alarm, anyone can initiate evacuation. While the most direct route out of the school is
used in the event of fire, in a hazardous materials incident this may place students or staff in greater
danger. Hazardous materials incidents often require much greater evacuation distances. ALARMS OR
SIGNALS Describe the alarms or signals used to signify emergency conditions. If there is more than one
type, describe each one and their meanings. MODEL CONTINGENCY PLAN & EVACUATION PROCEDURES
25 All schools are required to have a fire alarm with very specific audible and visual requirements. A way
of alerting all persons (students and faculty) of a hazardous materials incident must be developed. One
method of achieving this is to an alert tone followed by announcements describing what is happening
and the actions that should be taken. This method requires an intercom or similar system. Other
methods may include buzzers and runners to notify people. It is recommended that some type of notice
be posted throughout the facility to explain the difference between a fire alarm and a hazardous
material alarm. ACCOUNTABILITY Establish a system to keep track of all persons evacuated in the event
of an emergency. Accountability is a critical element of the plan. An accountability system requires the
designation of a responsible person to verify that each evacuee is at the designated assembly location
within a specified time period. A simple list and sign system is recommended for schools. If an evacuee is
unaccounted for, communication to the appropriate personnel will initiate an expeditious search for the
missing person. It is recommended that a roster of students be maintained in each classroom. The list
may be kept inside a plastic folder that can be marked, yet provide protection from adverse weather
conditions. The roster can be mounted on a clipboard that includes a two-sided laminated card, one side
red and the other green. The red side could be marked “missing student” and the green side could have
“all accounted for” on it. The card can be held up on the MODEL CONTINGENCY PLAN & EVACUATION
PROCEDURES 26 clipboard to let response personnel or other staff know that everyone has been
accounted for. Under no circumstances, should staff return to a hazardous area to locate missing
personnel. Instead, emphasis should be on notifying appropriate personnel. The Emergency Coordinator
for the school should notify the emergency responders of any missing students or staff. POSTING OF
PROCEDURES AND ROUTES Post evacuation procedures and routes in readily visible spots throughout
the school. Alternate routes can also be identified in case the primary route cannot be used. Postings
should be easily understood and readily identified. Combining fire evacuation routes with hazardous
materials evacuation procedures (using alternate paths) can help facilitate the planning process. The
main differences would be the assembly areas or points of safety. MODEL CONTINGENCY PLAN &
EVACUATION PROCEDURES 27 SECTION 6 - SHELTERING PROCEDURES SHELTER-IN-PLACE (SIP) Shelter-In-
Place refers to seeking shelter within a structure and remaining there until the danger of exposure to
hazardous materials subsides. SIP is used when an evacuation cannot be performed or would involve a
greater risk than remaining in place. SIP requires the directing of personnel to remain inside a suitable
protective structure, close all doors and windows, and shut down all HVAC (heating/ventilation/air
conditioning) systems. Additional sealing of doors and windows may be required, along with relocation
to upper floors of the building. Communications must be maintained to keep sheltered personnel
advised of any changes in conditions. Determine who has the authority, and the parameters used, to
make the decision to shelter-in-place. Identify the types of hazards that will permit sheltering-inplace
and determine if the school buildings will provide adequate sheltering against those hazards. The
information received from the hazardous material fixed facility will allow you to determine the types of
hazardous materials you will most likely be exposed to. Some types of hazards do not allow you to safely
shelter-in-place (i.e. highly flammable or explosive gases.) For a building to be used for sheltering-in-
place, it should be of solid construction with minimal openings that can be sealed from the outside
environment. Buildings with a large number of windows are usually not a good choice. Generally,
multiple story structures are better than single story buildings since moving to upper floors may provide
MODEL CONTINGENCY PLAN & EVACUATION PROCEDURES 28 some degree of protection from
vapors/gases that are heavier than air. Buildings should be posted with readily visible labels designating
them as shelters. Determine the amount of shelter needed (the entire building or just a portion of it) and
the amount of time it will take to seal. Determine the materials that will be needed to prepare the
structure for SIP and identify where and how they will be stored. Sealing the building from the outside
will usually require the use of some type of sealant (i.e. tape, silicone caulk, etc.). Consult with property
maintenance and engineering to determine if ventilation and other systems can be isolated and shut
down or sealed from the outside. If needed, provide training on preparing the shelter (properly sealing
windows and doors, shutting down ventilation systems, etc.). Determine how access to the shelter will
be controlled once windows and doors have been sealed. Develop guidelines for sheltering-in-place and
post them in the shelter. Include a means for sheltered persons to communicate with the outside and
emergency responders. It is recommended that a phone or radio be available for communications.
Calculate the maximum length of time that sheltered persons will be able to remain sealed inside the
shelter. Factors to be considered: · Internal volume, in cubic feet, of the shelter or room · Number of
people who will be sheltered (generally based on room capacity) · Average air consumption rate (in cubic
feet per some period of time) · Average carbon dioxide production rate (percentage over time per
person) MODEL CONTINGENCY PLAN & EVACUATION PROCEDURES 29 Utilize a shelter-in-place group
leader’s checklist: · Maximum number of evacuees · Maximum length of time the shelter may be used ·
Location of sealing supplies · Location of communications equipment · Location of all controls for the
ventilation system If needed, determine off-site shelter locations that will protect evacuees from
inclement weather. MODEL CONTINGENCY PLAN & EVACUATION PROCEDURES 30 SECTION 7 - TRAINING
DRILLS Describe how records are maintained. All drills should be recorded in writing and the plan should
describe where and who maintains the records. Describe how post drill evaluations will be conducted.
Generally, the Planning Team will evaluate the drill but other designated personnel can be used. A
written report of the evaluation should be produced and forwarded to the principal, school board and
other interested parties. TRAINING IN PROCEDURES Describe the specific process that will be used to
familiarize and educate all staff on the use of the plan. Identify staff training requirements and needs, as
they will be implementing the plan. Include specific training required for personal protective equipment
(PPE) or other emergency equipment including radios. Staff must physically demonstrate the proper use
of all PPE and radio communication equipment. MODEL CONTINGENCY PLAN & EVACUATION
PROCEDURES 31 SECTION 8 - ATTACHMENTS MAPS AND DIAGRAMS · School site · Evacuation routes ·
Surrounding area with fixed facilities and assembly areas · Aerial photographs (optional) Make sure all
structures and important features are properly labeled. INCIDENT COMMAND STRUCTURE (ICS) · ICS
Organizational chart · Checklists The emergency contingency plan should include a diagram of the
organization structure for identifying those in charge and responsible for the critical components of the
plan, see illustration. Emergency Director Communications (internal & external) Logistics Evacuation
Sheltering Accountability MODEL CONTINGENCY PLAN & EVACUATION PROCEDURES 32 Checklists of
duties and responsibilities for each position in the Incident Command Structure should be developed for:
· Emergency Director - in command and control of all aspects of the emergency until relieved by the local
Fire Department Incident Commander. (The Emergency Director and Principal can be one and the same.)
· Communications/Notification - person responsible for the notification system and public information
procedures for the school · Logistics · Evacuation · Sheltering · Accountability EMERGENCY
EQUIPMENT/SUPPLIES LIST List all emergency equipment and its location. · Firefighting equipment; · Spill
cleanup equipment, brooms, etc.; · First aid equipment; · Personal Protective Equipment (PPE); · Shelter-
In–Place supplies; · Communication equipment; · Evacuation materials; Inspection should be performed
at least one once a month or more often. A record of all inspections should be maintained. The
procedure for repair or replacement should be included with names and phone numbers of contacts.

A Guide to
District XI Local Emergency Planning Committee

Hazardous Materials Emergency Preparedness (HMEP) Grant

2000-01 Planning Project

Contingency Planning for School

Co

ntingency Planning for Schools

A GUIDE TO

CONTINGENCY PLANNING

FOR SCHOOLS

District XI Local Emergency Planning Committee

Hazardous Materials Emergency Preparedness (HMEP) Grant

2000-01 Planning Project

A GUIDE TO CONTINGENCY PLANNING FOR SCHOOLS

About This Guide

This guide is intended to provide step-by-step direction on

creating, maintaining and implementing an emergency

contingency plan for a school. The guide can be used for

any size school utilizing the principles presented. The guide

uses a series of steps to provide an organized logical

approach to the planning process. Step one is to determine

whether there are one or more hazardous materials facilities

within 1,500 feet of the school. The local fire department

should be contacted to assist in getting information about

hazardous materials facilities. Once it is determined that the

school is near a hazardous material facility then a plan can

be prepared. Step two will involve establishment of a

planning team to actually develop the plan. The third step

involves review of any current plans and the contingency

plans from the hazardous materials facilities. This will allow

a hazard analysis of what the potential threats and

determine the best way to address them. The fourth and

final step is the actual preparation of the contingency plan

and evacuation procedures. The finished plan will establish

the mechanism for maintaining the plan and how to

implement it.

This guide is not a “fill-in-the-blanks” emergency

contingency plan; each school has unique aspects to it,

whether it is the student body, the type of school or the

hazards present. To ensure the emergency contingency plan

for the school is effective when needed, the school staff must

be stakeholders in the planning process.

A GUIDE TO CONTINGENCY PLANNING FOR SCHOOLS

ii

Introduction

The Local Emergency Planning Committee (LEPC) is

responsible for planning for hazardous material emergencies

in the community, including helping to coordinate plans of

local response agencies with local facility plans. Thousands

of chemicals are developed each year and many of these

chemicals are classified as hazardous. Hazardous chemicals

are all around us, being used in different businesses and

transported from one place to another. Facilities that use,

store or manufacture certain hazardous materials in

specified quantities must prepare emergency contingency

plans. A contingency plan is a document setting out an

organized, planned, and coordinated course of action to be

followed when human health or the environment is

threatened. Even though the hazardous materials facility

may be required to have a contingency plan, the school

needs to have one also.

The accidental release of hazardous materials, a fire or

similar event can present a serious threat to a school. Every

year, schools and students are threatened by hazardous

materials incidents. In recent years the number of incidents

appears to have increased, although this may be due to

better reporting procedures. Some schools are more at risk

due to their location near hazardous materials facilities. Any

school within 1,500 feet of (and in some instances, a school

outside this range) such a facility should have its own

contingency plan. The 1,500 foot distance is based on a

percentage of the initial isolation distances for large spills of

chemicals listed in the North American Emergency Response

Guidebook. The local fire department will be able to

identify hazardous materials facilities within 1,500 feet of a

school.

A GUIDE TO CONTINGENCY PLANNING FOR SCHOOLS

iii

Planning for hazardous material incidents differs from other

types of emergency planning. Unlike hurricane planning,

there is usually little, if any, advanced warning. Following

the fire evacuation plan in a hazardous materials incident

may expose students to greater concentrations of toxic

products, putting them in more danger, than if they had

been sheltered-in-place or followed evacuation plans

specifically designed to be used in a hazardous materials

emergency.

A GUIDE TO CONTINGENCY PLANNING FOR SCHOOLS

iv

A GUIDE TO CONTINGENCY PLANNING FOR SCHOOLS

Step 1 – Identify Hazardous Material Facilities

Contact your local fire department to obtain the names and

locations of any hazardous materials facilities within 1,500

feet of your school. Also, ask for the name, rank, position and

phone number of a contact person at the local fire department that

can assist you in the planning process.

The information about the hazardous material facility

should include:

· An exact street address

· The name of the business and emergency manager

(manager or owner if no emergency manager has been

designated)

· A contact person and phone number for information

about their emergency contingency plan

· A copy of their emergency contingency plan, if available

· A listing of the hazardous chemicals used, the quantity

of each and their methods of storage

· Warning system (how they alert those persons off site of

an emergency)

· A diagram of the facility marking the location(s) of

hazardous materials, especially those stored in bulk

· A hazard or risk analysis, if available

Once you have identified the hazardous material facilities

near your school it is important to designate one person at

the school as the coordinator for the planning process. The

coordinator must be given sufficient authority to assemble

the planning team and sufficient resources for the planning

process. This should be obtained in writing from the

principal. The person given this important responsibility

must also be committed to the process and the final objective

of having a workable plan.

A GUIDE TO CONTINGENCY PLANNING FOR SCHOOLS

Other sources of information on hazardous material facilities

in your area are:

· Local Emergency Planning Committee (LEPC)

(staffeed by your Regional Planning Council)

District XI (Broward, Miami-Dade, and Monroe counties)

3440 Hollywood Boulevard, Suite 140

Hollywood, FL 33021

(954) 985-4416

Contact: Alex Schore

· Local and State environmental regulatory agencies

Broward County Department of Planning &

Environmental Protection

218 SW 1st Avenue

Fort Lauderdale, FL 33301-1814

(954) 357-6595

Contact: Nick Kontax

Florida Department of Environmental Protection

P. O. Box 21564

Fort Lauderdale, FL 33335-1564

(954) 467-5970

· Local emergency management agency

Broward County Division of Emergency Management

201 NW 84th Avenue

Plantation, FL 33324

(954) 831-3900

A GUIDE TO CONTINGENCY PLANNING FOR SCHOOLS

Step 2 – Establish the Planning Team

The school coordinator for the planning process needs to set

up an initial planning meeting with the following:

· The principal or designee

· The school resource officer (police)

· Local Fire Department representative

· LEPC representative

· Facility maintenance

· Parent/teacher representative

· School Public Information representative

· School counselor or administration representative

The above representatives are recommended, but if all of

them are not available it should not hinder the progress of

the planning process.

It is important to note that plans are not used when prepared

by only one person. To be effective, emergency response

requires trust, coordination, and cooperation among those

responsible for different activities. The planners need to

know that personnel are capable of performing the different

aspects of the plan. For example, when you call the fire

department you expect them to respond immediately and

perform as needed. You trust them to do what is needed

based on the circumstances. A team approach encourages

participation and gets more people invested in the process.

The school coordinator must define the purpose of the team,

determine membership, and obtain the authority to take the

necessary steps to develop the plan. This should be in

writing to enhance the visibility and stature of the planning

process.

A GUIDE TO CONTINGENCY PLANNING FOR SCHOOLS

At the first meeting the following must be accomplished:

· Identify the different members of the planning team -

this provides for a broad perspective on the items in the

plan.

· Assign specific responsibilities – these can correspond to

different parts of the plan and be used as objectives

· Establish a time-line for completion of the plan and its

various components

· Establish ways to facilitate communications between

the members of the planning team (i.e., e-mail, phone, fax,

etc.)

· Identify the resources needed for the planning process

(i.e. typing, copying, etc.)

· Ensure the planning team knows about the available

resources and how to access them

· Establish a policy of only holding meetings when

absolutely necessary

A GUIDE TO CONTINGENCY PLANNING FOR SCHOOLS

Step 3 – Review and Coordination

Review existing plans and policies within the school/school

system that may enhance, conflict or otherwise impact your

plan or the planning process.

Examples of plans and policies you may want to look at

include:

· Fire evacuation plan

· Security procedures

· Employee manuals

· Risk management plan

· Safety and Health program

· Other emergency plans

The plans and policies listed should be assembled, but do

not necessarily have to be reviewed prior to Step 4. Refer to

these plans/policies as needed during the development

process.

Step 4 – Plan Development

The planning team should use the Model Contingency Plan

and Evacuation Procedures for Schools (included as a part of

this booklet) as their guide in developing their plan. One

suggested approach to the planning process is to have each

team member accept responsibility for the preparation of

one or more sections of the model plan. The entire planning

team must approve all sections of the plan before it is final.

A GUIDE TO CONTINGENCY PLANNING FOR SCHOOLS

MODEL

CONTINGENCY PLAN

&

EVACUATION PROCEDURES

FOR

(name of school)

Prepared by the Hollywood Fire Department

for District XI LEPC

MODEL CONTINGENCY PLAN & EVACUATION PROCEDURES

Section 1 - General Information

School Description

Purpose

Scope

Section 2 - Contact Information

School Emergency Coordinators

Other Important Contacts

Emergency Telephone Numbers

Section 3 - Authority

Lines of Authority

Directing Emergency Activities

Plan Review Process

Section 4 - Notification Procedures

Fires

Hazardous Materials Incidents

Other Emergencies

Section 5 - Evacuation Procedures

Evacuation Capability

Immediate Evacuation

Delayed Evacuation

Points of Safety

Initiating Evacuation

Alarms or Signals
Accountability

Posting of Procedures and Routes

Section 6 - Sheltering Procedures

Section 7 - Training

Drills

Training in Procedures

Section 8 - Attachments

Maps and Diagrams

Incident Command Structure (ICS)

Emergency Equipment/Supplies List

MODEL CONTINGENCY PLAN & EVACUATION PROCEDURES

10

MODEL CONTINGENCY PLAN & EVACUATION PROCEDURES

11

SECTION 1 - GENERAL INFORMATION

This section provides a description of the school and helps

identify any potential problems unique to the school. This

information will be of great value in the planning process of

emergency response agencies. It will also provide the

planning team with crucial information needed to develop

other parts of the plan.

SCHOOL DESCRIPTION
· Exact name and physical location of the school

(street address and, if available, the geographic location

expressed in degrees latitude and longitude).

The exact name of the school is needed so responders

can easily identify the school and avoid confusion with

other schools that may have similar names. The street

address should be the actual physical location of the

school. If there is more than one address for various

parts of the school then that should be specified. The

school location expressed in degrees latitude and

longitude will enable the precise placement of the school

location on maps created by various computer

geographical plotting programs. Emergency planners

can use this information to establish evacuation routes,

impact areas, etc.

· Mailing address (if different from physical location)

If the school's mailing address is different from its

physical address then it should be listed here. This

enables the different agencies involved in planning and

response to send information to the school as needed.

MODEL CONTINGENCY PLAN & EVACUATION PROCEDURES

12
· Description of the School Facility

A brief description of the school will assist planners in

determining the impact a hazardous materials incident

would have on the school and the most appropriate

response (evacuation or sheltering-in-place).

The description should include:

· Type of school – public, private, technical school, etc.

· Grades and ages served – elementary (Grades K-5),

middle, etc.

· Number of students – total number of students enrolled

or the maximum number on campus at any one time

· Number of staff and other personnel – total number of

teachers and staff, including resource (police) officers

and any other personnel likely to be present at the

school. Include personnel involved in adult education

classes or other specialty programs, if offered.

· Number of special needs students – indicate the number

of students and identify their special needs

· Occupancy - divide the day into time blocks, using a 24-

hour format (i.e., 0600-1600, 1600-1800, 1800-2200, 2200-

0600), and indicate the number of people (not just

students) present during each time period. At certain

times of the day the number of students present may be

much greater than at other times.

· Days of the week when occupied and periods during the

year (Is there school on Saturday or Sunday? What months

of the year is school in session?) – do not list days that are

not ordinarily scheduled.

MODEL CONTINGENCY PLAN & EVACUATION PROCEDURES

13

· Physical Description

Describing the physical structure will allow you to

determine the layout of the school and allow you to

determine whether it can be used for shelter-in-place if

evacuation is not possible.

The physical description should include:

· Number of buildings – identify the total number of

buildings; identify whether the buildings are freestanding or attached; if attached, how are they

connected (if passageways are used between

buildings specify whether they are enclosed or

open); describe the type of construction (i.e.,

concrete block or wood-frame)

· Number of stories – for each building (this can assist

in relocating students upward for leaks involving

toxic gases that are heavier than air.)

· Number of classrooms – per building, etc.

· Specialty areas (describe) – labs, cafeteria, etc.

PURPOSE

· State the mission or goal of the plan.

The plan should identify the type of hazardous materials

incidents that can impact the school and describe the

actions necessary to protect the students and other

personnel. State any statutory requirements satisfied by

the plan and indicate that it is part of the school's overall

disaster plan. You may also wish to include a brief

statement such as: "This plan is for the purpose of defining

the policies and procedures, responsibilities, authority, and

specific duties of personnel in the event an emergency

situation should occur that would affect the school and its

operation."

MODEL CONTINGENCY PLAN & EVACUATION PROCEDURES

14

SCOPE

· Completion Date - the date the plan is finalized will

become the annual review and renewal date.

· Utilization - List the events that will trigger the

activation of the plan (i.e., alarm received from fixed

facility; detection of hazardous material; warning phoned to

school; accident on-site, etc.)

· Signature - Include the signature(s) of the person(s) who

prepared the plan and the person(s) submitting the plan

(i.e., planning team coordinator, school principal or the person

that prepared it.)

· Distribution List - Include a list of plan recipients

(maintain return receipts).

At a minimum, copies of the plan should be sent to:

· Local Fire Department

· Local Police Department

· School Board

· Local Emergency Planning Committee (LEPC)

MODEL CONTINGENCY PLAN & EVACUATION PROCEDURES

15

SECTION 2 - CONTACT INFORMATION

SCHOOL EMERGENCY COORDINATORS

Provide contact information for at least two different

persons that can serve as School Emergency Coordinators.

Include their names, positions, home addresses, and all

contact phone numbers (home, office, pager, mobile phone,

etc.)

OTHER IMPORTANT CONTACTS

· Names and phone numbers of others that are not

emergency contacts, including:

· Safety Officer, if not listed as an Emergency

Coordinator.

· School principal

· Others that may be able to provide assistance in an

emergency. (i.e., a secretary with knowledge of where certain

information is located, or the plumbing company.)

Names may be added throughout the planning process as

persons are identified that may be able to provide

information or skills that are needed. All methods of

contacting individuals should be listed including alternate

numbers, pagers, cell phones, etc.

EMERGENCY TELEPHONE NUMBERS

Emphasis should be placed on dialing ‘911’ for all

emergencies. Additional contact numbers for various

organizations, accompanied by a description of the

assistance they can provide, may also be listed in this section

of the plan.

MODEL CONTINGENCY PLAN & EVACUATION PROCEDURES

16

Include the following (at a minimum):

· Fire*

· Police*

· Ambulance/medical*

· Local hospital

· Environmental clean-up contractors

*list as ‘911’, but include all numbers that need to be

dialed (as required from your phone system).

The agencies listed are examples of those that you may wish

to include in your plan, but your list should not be restricted

to them.

MODEL CONTINGENCY PLAN & EVACUATION PROCEDURES

*In Broward County the senior fire official of the jurisdiction has the overall

authority during a hazardous materials emergency incident.

17

SECTION 3 - AUTHORITY

LINES OF AUTHORITY

Diagram the lines of authority and reporting structure,

especially as it applies in an emergency. For example:

The larger the school, the larger the hierarchical pyramid

will be.
List the roles and responsibilities of those in authority (i.e.,

the principal will be in charge of all spill containment activities

until the arrival of the Fire Department.) Include a brief

statement such as: "In the event of a hazardous material release

and/or threat, the highest-ranking fire officer* has the authority to

direct all operations including ordering the evacuation of the

school."

DIRECTING EMERGENCY ACTIVITIES

Describe who will be directing each activity during the

emergency.

Start with a broad perspective and narrow activities down to

very specific limited actions. Activities should be as specific

as possible to help reduce confusion. (Using laminated cards

describing the duties of each person may be beneficial.)

Principal

Assistant Principal

Emergency Coordinator

School Safety Officer Teachers

MODEL CONTINGENCY PLAN & EVACUATION PROCEDURES

18

Remember to designate alternates in case the primary person

is not available.
· Alerting

· Who receives the alarm?

· Who verifies it? How?

· Who verifies that the alarm has been forwarded to

all persons at the school?

· Evacuation

· Who is responsible overall? for notification? for

accountability?

· Who verifies evacuees at assembly points?

· Who is responsible for relaying information to first

responders?

· Who is in charge of security of the school and

students?

· Shelter-In-Place

PLAN REVIEW PROCESS

Describe your plan review process (the plan should be reviewed

annually). Identify the person(s) responsible for reviewing

the Emergency Contingency Plan and their authority to

approve the plans. The Review Committee, if different from

the original Planning Committee, has the advantage of a

different perspective, but the disadvantage of not having indepth knowledge of the planning
process.
Define a time period for the review process and describe the

elements of the plan that will be reviewed, (i.e., areas

identified as needing improvement or revision as a result of drill

exercises).

MODEL CONTINGENCY PLAN & EVACUATION PROCEDURES

19

SECTION 4 - NOTIFICATION PROCEDURES

One of the critical components in emergency planning for

hazardous material incidents is determining how your

school will be alerted to the fact that an incident is taking

place. In some instances an incident may be obvious, but in

other cases it may only be apparent when children start

exhibiting signs and symptoms of chemical exposure.

Identify those places where hazardous materials incidents may take

place and make sure there is a mechanism in place to alert the

school of an incident. For example, the emergency plan for a

water treatment plant should include telephone notification

of the neighboring school, in addition to calling ‘911’ and the

State Warning Point, in the event of a release of chlorine gas

or other hazardous material. The water treatment plant

might also utilize direct reporting monitors/alarms, lights

and sirens depending on the distance from the school.

Another notification method would be to ensure that the

‘911’ Dispatch Center has premise warnings stating that the

school will be alerted if a hazardous material incident occurs

in a given geographical area.

Emergency notification procedures should describe, in detail, how

employees recognize an emergency, notify others, and response

steps (in order of priority).

FIRES

Describe the alarm system. What type of alarm is used

(audible siren, bell, buzzer accompanied by strobe light,

etc.)? Is the system monitored or does it require someone to

call '911'? How are fires reported? How are students,

workers, and visitors notified? How is the Fire Department

alerted? Emphasize calling '911' and describe how to

MODEL CONTINGENCY PLAN & EVACUATION PROCEDURES

20

activate the fire alarm. Describe any special procedures for

dialing out.

HAZARDOUS MATERIALS INCIDENTS

Describe how the hazardous materials incident alarm can be

differentiated from the fire alarm. How is the alarm sounded?

Are there evacuation signals? How is the alarm initiated and

by whom? Is the fixed facility capable of sounding the alarm

or other notification throughout the school? How will

school administrators know that everyone has been alerted?

OTHER EMERGENCIES

Notification procedures for other types of emergencies, (i.e.,

medical emergencies, criminal activity, or natural disasters) should

be established and in place. Responses to different types of

emergencies should be integrated into one plan to be

effective and avoid confusion.

Include any special notifications to be made within the school (i.e.,

asking staff to turn off equipment). This is especially important

if the school has a kitchen, laboratory, shop or similar areas.

Include a method for contacting students, parents, and teachers en

route to the school as well as during normal school attendance

hours. This may be through the local media (public radio

and television), automatic phone alert systems, and two-way

radio communication with school buses. List the different

methods of notification to be used. Be specific as to how the

notification will be done; include names and contact

numbers as appropriate. (i.e., Whom do you call to get

something on the radio immediately?)

MODEL CONTINGENCY PLAN & EVACUATION PROCEDURES

21

SECTION 5 - EVACUATION PROCEDURES

EVACUATION

In order to move all the people from a threatened area to a

safer place, there must be enough time for people to be

warned, prepare, and leave an area. If there is enough time,

evacuation is the best protective action. Evacuees should be

moved to a definite place, by a specific route, far enough

away from the threatened area so they will not have to be

moved again if conditions change.

Evacuation Planning Considerations

· Proximity of the hazardous material facility

· School population and special needs population

· Time required to evacuate or shelter-in-place

· Building types and availability

· Ability to control evacuation

· Accountability of students (use color-coded cards)

· Weather conditions and their effects

· Practice drills

· Designated assembly locations

· Use of a modified Incident Command Structure

EVACUATION CAPABILITY
Determine the amount of time it takes to evacuate the

school and describe how the Evacuation Capability was

determined. The Evacuation Capability can be based on

calculations, but should be verified with drills. What if any

special resources will be needed (such as special vehicles to move

the disabled)?

Remember, evacuation is just moving people from a place

where they are potentially in danger to an area that is safer.

MODEL CONTINGENCY PLAN & EVACUATION PROCEDURES

22

When calculating the evacuation capability it is helpful to

start with a diagram or floor plan of the school and

surrounding area. First, identify where people are located in

the facility and group them by location (i.e., 25 people in the

administration building). Next, determine the relocation site,

keeping in mind the source of the hazard and how to

distance people from it. Determine an evacuation route

from the starting point to the point of safety noting any

obstructions (i.e. fences) that may be encountered. You may

then measure the time required to evacuate along that path.

The speed of evacuation will be controlled by the slowest

person. The type of hazardous material involved will affect

the evacuation distance and time available for evacuation to

avoid dangerous levels of exposure.

IMMEDIATE EVACUATION

Describe the Immediate Evacuation procedure, step-by-step.

Immediate Evacuation requires all personnel to leave a

certain area at once. The personnel will move to a point of

safety where they assemble for accountability. In some

cases, this may be a temporary point of safety until the

evacuees can be located to another point of safety at a

location more remote from the danger.

Due to the urgency of an immediate evacuation, it should be

stated in the plan that evacuees are not to try and use their

vehicles. Vehicle use in an immediate evacuation can create

a traffic jam and endanger personnel.

If a considerable distance is involved in reaching a point of

safety, then it is preferable to have a staged evacuation. In a

staged evacuation, evacuees assemble at intermittent sites

(points of safety) along the evacuation route to be accounted

for prior to moving on to the final point of safety. An

MODEL CONTINGENCY PLAN & EVACUATION PROCEDURES

23

example would be a shopping mall six blocks away as the

final assembly area. Due to the distance involved, there

would be one or more points of safety on the way there.

DELAYED EVACUATION

Describe the Delayed Evacuation procedure, step-by-step.

In a delayed evacuation there is sufficient time for personnel

to assemble and evacuate in groupings with or without

transportation. The key to this type of evacuation is

sufficient notice to allow evacuees time to assemble and

leave the area prior to being exposed to hazardous materials

above an acceptable level.

The time frames that would be acceptable must be

determined. Once time frames are known, you can calculate

the amount of time available for assembling, loading and

relocating.

A combination of delayed and immediate evacuation often

works best.

POINTS OF SAFETY

Assembly areas, including alternate sites, must be identified

and marked on reference maps and diagrams.

Points of safety are not the same as shelter-in-place. Shelterin-place is used when evacuation is not
an option or

impractical. Points of safety may be outdoors or inside

facilities such as malls and shopping centers, that can

provide protection from the environment. Parking lots of

malls and similar facilities can make excellent points of

safety.

MODEL CONTINGENCY PLAN & EVACUATION PROCEDURES

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Hazardous materials incidents are usually protracted,

lasting several hours at a minimum. When selecting points

of safety, consider traffic hazards, weather conditions, and

other safety concerns. Points of safety used for fire

evacuations may not be safe in the event of a hazardous

materials incident.

INITIATING EVACUATION

Identify individuals (either by name or by a description of their

position) with the authority to initiate an evacuation. Under

what conditions or circumstances can the evacuation plan be

activated? Can a student give the order for an evacuation if they

are aware of a hazardous materials incident?

Generally several people should have the authority to

initiate an evacuation to make sure one of them is always

present. A hazardous material emergency is not the same as

a fire alarm. Fires require an immediate relocation of

personnel to a point of safety to avoid the danger of

products of combustion. By activating a fire alarm, anyone

can initiate evacuation. While the most direct route out of

the school is used in the event of fire, in a hazardous

materials incident this may place students or staff in greater

danger. Hazardous materials incidents often require much

greater evacuation distances.

ALARMS OR SIGNALS

Describe the alarms or signals used to signify emergency

conditions. If there is more than one type, describe each one and

their meanings.

MODEL CONTINGENCY PLAN & EVACUATION PROCEDURES

25

All schools are required to have a fire alarm with very

specific audible and visual requirements. A way of alerting

all persons (students and faculty) of a hazardous materials

incident must be developed. One method of achieving this

is to an alert tone followed by announcements describing

what is happening and the actions that should be taken.

This method requires an intercom or similar system. Other

methods may include buzzers and runners to notify people.

It is recommended that some type of notice be posted

throughout the facility to explain the difference between a

fire alarm and a hazardous material alarm.

ACCOUNTABILITY

Establish a system to keep track of all persons evacuated in

the event of an emergency.

Accountability is a critical element of the plan. An

accountability system requires the designation of a

responsible person to verify that each evacuee is at the

designated assembly location within a specified time period.

A simple list and sign system is recommended for schools.

If an evacuee is unaccounted for, communication to the

appropriate personnel will initiate an expeditious search for

the missing person.

It is recommended that a roster of students be maintained in

each classroom. The list may be kept inside a plastic folder

that can be marked, yet provide protection from adverse

weather conditions. The roster can be mounted on a

clipboard that includes a two-sided laminated card, one side

red and the other green. The red side could be marked

“missing student” and the green side could have “all

accounted for” on it. The card can be held up on the

MODEL CONTINGENCY PLAN & EVACUATION PROCEDURES

26

clipboard to let response personnel or other staff know that

everyone has been accounted for.

Under no circumstances, should staff return to a hazardous

area to locate missing personnel. Instead, emphasis should

be on notifying appropriate personnel. The Emergency

Coordinator for the school should notify the emergency

responders of any missing students or staff.

POSTING OF PROCEDURES AND ROUTES

Post evacuation procedures and routes in readily visible

spots throughout the school. Alternate routes can also be

identified in case the primary route cannot be used. Postings

should be easily understood and readily identified.

Combining fire evacuation routes with hazardous materials

evacuation procedures (using alternate paths) can help

facilitate the planning process. The main differences would

be the assembly areas or points of safety.

MODEL CONTINGENCY PLAN & EVACUATION PROCEDURES

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SECTION 6 - SHELTERING PROCEDURES

SHELTER-IN-PLACE (SIP)

Shelter-In-Place refers to seeking shelter within a structure

and remaining there until the danger of exposure to

hazardous materials subsides. SIP is used when an

evacuation cannot be performed or would involve a greater

risk than remaining in place. SIP requires the directing of

personnel to remain inside a suitable protective structure,

close all doors and windows, and shut down all HVAC

(heating/ventilation/air conditioning) systems. Additional

sealing of doors and windows may be required, along with

relocation to upper floors of the building. Communications

must be maintained to keep sheltered personnel advised of

any changes in conditions.

Determine who has the authority, and the parameters used,

to make the decision to shelter-in-place.

Identify the types of hazards that will permit sheltering-inplace and determine if the school
buildings will provide

adequate sheltering against those hazards.

The information received from the hazardous material fixed

facility will allow you to determine the types of hazardous

materials you will most likely be exposed to. Some types of

hazards do not allow you to safely shelter-in-place (i.e. highly

flammable or explosive gases.)

For a building to be used for sheltering-in-place, it should be

of solid construction with minimal openings that can be

sealed from the outside environment. Buildings with a large

number of windows are usually not a good choice.

Generally, multiple story structures are better than single

story buildings since moving to upper floors may provide

MODEL CONTINGENCY PLAN & EVACUATION PROCEDURES

28

some degree of protection from vapors/gases that are

heavier than air. Buildings should be posted with readily

visible labels designating them as shelters.

Determine the amount of shelter needed (the entire building or

just a portion of it) and the amount of time it will take to seal.

Determine the materials that will be needed to prepare the

structure for SIP and identify where and how they will be

stored. Sealing the building from the outside will usually

require the use of some type of sealant (i.e. tape, silicone caulk,

etc.).

Consult with property maintenance and engineering to

determine if ventilation and other systems can be isolated

and shut down or sealed from the outside. If needed, provide

training on preparing the shelter (properly sealing windows and

doors, shutting down ventilation systems, etc.).

Determine how access to the shelter will be controlled once

windows and doors have been sealed.

Develop guidelines for sheltering-in-place and post them in

the shelter. Include a means for sheltered persons to

communicate with the outside and emergency responders.

It is recommended that a phone or radio be available for

communications.

Calculate the maximum length of time that sheltered

persons will be able to remain sealed inside the shelter.

Factors to be considered:

· Internal volume, in cubic feet, of the shelter or room

· Number of people who will be sheltered (generally

based on room capacity)

· Average air consumption rate (in cubic feet per some

period of time)

· Average carbon dioxide production rate (percentage

over time per person)

MODEL CONTINGENCY PLAN & EVACUATION PROCEDURES

29

Utilize a shelter-in-place group leader’s checklist:

· Maximum number of evacuees

· Maximum length of time the shelter may be used

· Location of sealing supplies

· Location of communications equipment

· Location of all controls for the ventilation system

If needed, determine off-site shelter locations that will protect

evacuees from inclement weather.

MODEL CONTINGENCY PLAN & EVACUATION PROCEDURES

30

SECTION 7 - TRAINING

DRILLS

Describe how records are maintained. All drills should be

recorded in writing and the plan should describe where and

who maintains the records.

Describe how post drill evaluations will be conducted.

Generally, the Planning Team will evaluate the drill but

other designated personnel can be used. A written report of

the evaluation should be produced and forwarded to the

principal, school board and other interested parties.

TRAINING IN PROCEDURES

Describe the specific process that will be used to familiarize

and educate all staff on the use of the plan.

Identify staff training requirements and needs, as they will

be implementing the plan. Include specific training required

for personal protective equipment (PPE) or other emergency

equipment including radios. Staff must physically

demonstrate the proper use of all PPE and radio

communication equipment.

MODEL CONTINGENCY PLAN & EVACUATION PROCEDURES

31

SECTION 8 - ATTACHMENTS

MAPS AND DIAGRAMS

· School site

· Evacuation routes

· Surrounding area with fixed facilities and assembly areas

· Aerial photographs (optional)

Make sure all structures and important features are properly

labeled.

INCIDENT COMMAND STRUCTURE (ICS)

· ICS Organizational chart

· Checklists

The emergency contingency plan should include a diagram

of the organization structure for identifying those in charge

and responsible for the critical components of the plan, see

illustration.

Emergency
Director

Communications

(internal & external)

Logistics

Evacuation

Sheltering

Accountability

MODEL CONTINGENCY PLAN & EVACUATION PROCEDURES

32

Checklists of duties and responsibilities for each position in

the Incident Command Structure should be developed for:

· Emergency Director - in command and control of all

aspects of the emergency until relieved by the local Fire

Department Incident Commander. (The Emergency

Director and Principal can be one and the same.)

· Communications/Notification - person responsible for

the notification system and public information

procedures for the school

· Logistics

· Evacuation

· Sheltering

· Accountability
EMERGENCY EQUIPMENT/SUPPLIES LIST

List all emergency equipment and its location.

· Firefighting equipment;

· Spill cleanup equipment, brooms, etc.;

· First aid equipment;

· Personal Protective Equipment (PPE);

· Shelter-In–Place supplies;

· Communication equipment;

· Evacuation materials;

Inspection should be performed at least one once a month or

more often. A record of all inspections should be

maintained. The procedure for repair or replacement should

be included with names and phone numbers of contacts.

What Is Rip Rapping, And How

Does It Prevent Erosion?
April 29, 2023 by Eastcoast Sitework
Erosion is one of the most destructive forces on our planet, and it can have a
devastating effect on both natural and man-made structures. Fortunately, there are
measures that can be taken to prevent erosion from happening or at least minimize its
damage. One such measure is called rip rapping, which involves placing large rocks
along the banks of rivers or other waterways to help protect them from being eroded
away by water currents.

Get A Rip Rap Quote >

Rip rapping has proven to be an effective method of erosion protection, as it creates a
barrier that impedes the flow of water while also providing stability for riverbanks and
shorelines against strong currents. Angular stone and smaller rocks come together
with filter material to protect soil and vulnerable slopes. In this article we’ll look at
how rip rapping works and why it’s important in helping prevent erosion.

What Is Rip Rapping?

Rip rapping is an effective way to prevent soil erosion, and it has been used for
centuries to protect grade stabilization structures and waterways from the effects of
wave action. It involves placing large rocks in strategic locations along a shoreline or
river bank, forming a barrier that protects the area from erosion caused by waves or
moving water when storm drains aren’t enough. Uniform riprap also absorbs energy
from incoming waves, reducing their power and further protecting the shoreline or
surrounding landscape. In addition to preventing erosion, rip rapping can also be used
to create habitats for aquatic species as well as access points for swimming and
fishing.

Benefits Of Using Rip Rapping As An

Erosion Control Measure
Cost-Effective:
Riprapping is a popular method used to protect soil and protect shorelines from the
damaging effects of waves and currents. Rock riprap involves laying large stones or
concrete blocks along a shoreline to provide a barrier against erosion. Although the
initial costs of riprapping can be significant, it is generally considered a cost-effective
solution in the long run.

Riprap is durable and can last for decades without requiring significant maintenance,
saving money over time. Additionally, by protecting the shoreline from erosion, riprap
can prevent costly damage to nearby infrastructure and property. Overall, riprapping
is a proven and reliable way to protect shorelines and ensure long-term cost savings.

Long-Lasting Solution:
Rip rapping may seem like a simple solution, but it is incredibly effective in
preventing soil erosion, protecting riverbanks, and stabilizing slopes. By layering
sturdy rocks or concrete slabs along the vulnerable edges, rip rapping creates a
durable barrier that redirects water flow and sustains the natural landscape. Unlike
other erosion control methods that require frequent maintenance or costly repairs, rip
rapping can withstand the test of time and harsh weather conditions.
The benefits of rip rapping extend beyond practicality, as it also adds a touch of
natural beauty to the surroundings. With its long-lasting and environmentally friendly
qualities, rip rapping is undoubtedly a wise choice for both public and private
landowners looking to safeguard their property while preserving the environment.

Aesthetically Pleasing:
Rip rapping is an aesthetically pleasing approach to erosion control. The use of natural
materials, like angular stone, blends in with the surrounding environment, increasing
its appeal. In contrast, concrete walls can be an eyesore, negatively impacting the
beauty of the environment they are supposed to protect.

Wildlife Habitat:
Rip rapping provides habitat for wildlife. Many animals, such as fish, use rocky
habitats for shelter, feeding, and spawning. The rocks used in rip rapping can also
become home to a variety of invertebrate species, serving as a stepping stone for a
diverse range of wildlife.

Easy Installation:
Riprap installations have never been easier. This effective means of protecting other
shoreline structures from erosion and wave damage can now be done quickly and
efficiently. In the past, this process was time-consuming and labor-intensive, but with
the advances in technology and equipment, it can now be accomplished in a fraction
of the time.

With easy-to-use machinery and a team of experienced professionals, the installation

process will be hassle-free. Smaller rocks can even be moved by hand although
uneven surfaces could make that a bit difficult. With the added benefit of its
durability, rip rapping is the perfect solution for your waterfront property. Trust us to
protect your shore from the elements, and allow you to enjoy your waterfront worry-
free.
Where to use it for Erosion Control
Erosion can wreak havoc on our soil and waterways, causing damage that can take
years to repair. Fortunately, there is a solution that can help combat this issue: rip
rapping. This technique involves placing large rocks or boulders along the banks of
rivers, lakes and streams to protect them against the powerful forces of erosion.

Rip rapping is especially effective in areas where natural vegetation has been removed
or disturbed, leaving the soil exposed and vulnerable to erosion. While it may not be
the best solution in every situation, rip rapping is a cost-effective and
environmentally-friendly means of erosion control that can prove invaluable in
protecting our natural resources.

As A Flexible Solution
Whether it’s a riverbank, shore, or canal, well graded riprap is an effective solution in
protecting infrastructure from erosion caused by water currents. Grouted riprap, also
known as rock armor or rubble, consists of interlocking stones positioned in a sloping
formation that deflects the force of waves and stream flow. The beauty of rip rap is its
flexibility in adapting to the needs of the site.

For example, some areas may require larger boulders for added strength, while others
may require finer rocks for a more natural look. Rip rap can also be implemented in
different patterns and configurations to control water flow and enhance the aesthetic
of the site. With so many options, it’s no wonder rip rapping has become a go-to
solution in addressing coastal erosion and water current protection.

Steep Slope Solutions

Have you ever wondered if rip rapping works on steep slopes? Many people may
assume that this erosion control technique is only effective on more gentle inclines,
but research has shown that it can also work wonders on steeper slopes. Rip rapping
involves placing large rocks or other materials along the base of eroding slopes, which
helps to absorb any incoming water and redirect its flow. This process can be
particularly useful on steep slopes, where the water velocity can be even greater and
more damaging. In fact, rip rapping can be especially effective in preventing
landslides and other forms of slope failure, making it a valuable tool for erosion
control in many different settings.
What Filter Material Is Used In Rip
Rap?
The answer is a combination of different materials that work together to provide
stability and filtration. These materials can range from natural stone, such as granite
or limestone, to synthetic materials like geotextile fabric or plastic mesh. Each
material serves a specific purpose, with the natural stones providing the physical
structure and the synthetic materials filtering out fine particles. Whether you’re
considering using rip rap for a commercial or residential erosion control project,
understanding the filter materials involved can help you make informed decisions and
achieve optimal results.

What’s the difference between Graded,

Grouted and Uniform riprap?
Graded riprap and uniform riprap are two types of stone used for erosion control and
slope stabilization. While both types of riprap serve the same purpose, they differ in
their appearance and how they are installed.

Graded riprap
This is a type of stone that is sorted by size and placed in layers, with the largest
stones at the bottom and smaller stones at the top. The graded layers create a stable
slope that is less likely to erode or shift over time. The larger stones at the bottom help
to distribute the weight of the stone and prevent the smaller stones from settling into
the soil. Graded riprap is typically used in areas with high water flow or strong waves,
such as along shorelines or in riverbanks.

Grouted riprap
Grouted riprap is a type of erosion control technique that involves the use of a cement
grout mixture to bind and stabilize riprap stones or boulders. The riprap stones are
first placed in a desired pattern, and then a cement grout mixture is pumped through
the voids to fill and stabilize the structure.

The grout mixture typically consists of cement, water, and sometimes additional
materials such as sand or fly ash. The grouting process helps to prevent the riprap
stones from shifting or moving due to water flow, wave action, or other environmental
factors, and can provide additional stability to the overall structure.

Grouted riprap is often used in high flow areas or in situations where significant
erosion control is necessary.
Uniform riprap
This is a type of stone that is all the same size and shape. Uniform riprap is usually
installed in a single layer, making it faster and easier to install than graded riprap.
However, because the stones are all the same size, they are more likely to shift and
settle over time, particularly in areas with high water flow or strong waves. Uniform
riprap is often used in areas where erosion control is needed but where water flow is
not as strong, such as in small streams or drainage ditches.

Graded riprap is typically used in areas with high water flow or strong waves, while
uniform riprap is used in areas where water flow is not as strong. Graded riprap is
sorted by size and placed in layers, while uniform riprap is all the same size and shape
and is usually installed in a single layer. Both types of riprap can be effective for
erosion control and slope stabilization, but the choice of which to use will depend on
the specific needs of the site.

Final Thoughts About Using Riprapping

For Erosion Control
Rip rapping is an effective and cost-effective solution for erosion control. It requires
minimal maintenance, blends in with the environment, provides habitat for wildlife,
and can be installed quickly and easily. While it may not always be the best option in
every situation, rip rapping is a great way to protect our natural resources from further
damage caused by soil erosion. With proper planning and implementation of this
technique, we can help preserve our shorelines and waterways while creating
concentrated runoff and habitats that benefit both humans and nature alike.