Greg Akin, Chief Operations Officer

1. Vulnerability Assessments 66th SESPTC – West Virginia Greg Akin, Chief Operations Officer

2. Overview • Threat Assessment Overview • Understanding THIRA • The Threat Assessment Process • Assessing Your Hazards • Vulnerability Assessment • Summary

3. Threat Assessment Overview The intent of a Threat Assessment plan is to: • Capitalize on our current safety and security protection measures • Identify and define our planning process and preparedness goals; i.e. target hardening; emergency communications/mass notification; interoperable communications; cyber security; training and exercise requirements • Provide guidance to all school sites and support facilities in terms of security protection • Define, identify and recommend possible improvements or enhancements to our security infrastructure and assets; and • Develop protocols to identify priorities each year to increase our safety and security infrastructure needs

4. Understanding THIRA THIRA Process • Identify the Threats and Hazards of Concern: Based on a combination of experience, forecasting, subject matter expertise, and other available resources, identify a list of the threats and hazards of primary concern to the community • Give the Threats and Hazards Context: Describe the threats and hazards of concern, showing how they may affect the community • Establish Capability Targets: Assess each threat and hazard in context to develop a specific capability target for each core capability identified in the National Preparedness Goal. The capability target defines success for the capability • Apply the Results: For each core capability, estimate the resources required to achieve the capability targets through the use of community assets and mutual aid, while also considering preparedness activities, including mitigation opportunities

5. The THIRA Process

6. Five Preparedness Mission Areas • The core capabilities are relevant to all five preparedness mission areas: • Prevention: Prevent, avoid, or stop an imminent, threatened, or actual act of terrorism • Protection: Protect our citizens, residents, visitors, and assets against the greatest threats and hazards in a manner that allows our interests, aspirations, and way of life to thrive • Mitigation: Reduce the loss of life and property by lessening the impact of future disasters • Response: Respond quickly to save lives; protect property and the environment; and meet basic human needs in the aftermath of a catastrophic incident • Recovery: Recover through a focus on the timely restoration, strengthening, and revitalization of infrastructure, housing, and a sustainable economy, as well as the health, social, cultural, historic, and environmental fabric of communities affected by a catastrophic incident

7. Core Capabilities by Mission Area

8. The Threat Assessment Process Types of Threats and Hazards: • Natural hazards: which result from acts of nature, such as hurricanes, earthquakes, tornadoes, animal disease outbreak, pandemics, or epidemics • Technological hazards: which result from accidents or the failures of systems and structures, such as hazardous materials spills or dam failures • Human-caused incidents: which result from the intentional actions of an adversary, such as a threatened or actual chemical attack, biological attack, or cyber incident

9. Threats and Hazards

10. The Process: Keep it Simple • What can occur? • How often it is likely to occur? • The damage it is likely to cause • How it is likely to affect the school and community? • How vulnerable is the school or community to the threat?

11. Assessing Your Hazards • Address All Hazards • As you begin the planning process, you need to think about the potential hazards your school faces: • Bomb threats • Child snatching by noncustodial parents • Drugs & weapons on campus • Environmental toxins • Student or faculty injury caused by students or intruders • Severe Weather • Flooding issues • Cold Weather • Hot Weather

12. Types of Hazards Work from the “Big Picture” • Community hazards • Neighborhood hazards • Structural & nonstructural hazards

13. Community Hazards • Weather-related hazards • Crime-related hazards • Commercial/Industrial facility hazards • Transportation corridor hazards Factors exacerbating Community Hazards • The school, either directly or indirectly • The time it takes for responders to begin providing assistance

14. Neighborhood Hazards • Trees or brush near the building may present a fire or wind hazard • Overgrown shrubbery may provide cover for people who do not belong on school property • A gas station near the school could present potential fire, explosion, and Hazmat dangers • A fast food restaurant across a busy street from a school may cause students to run into traffic, or may draw strangers who present hazards to the school

15. Structural & Nonstructural Hazards • Structural Hazards: These hazards include the building, roof, & other structures • Nonstructural Hazards: These hazards include unanchored or poorly anchored equipment & furnishings; furniture blocking egress, improper storage and laboratory & cleaning chemicals

16. Nonstructural Hazards • Nonstructuralelements include any items installed after the supporting structure of the school is complete • How to Identify Potential Hazards • Preparing for Hazard Identification • Assessing School Grounds Hazards • Assessing Building & Classroom Hazards • Assessing Potential Evacuation Route Hazards • Assessing Potential Neighborhood/Community Hazards

17. Analyze the Hazard • After identifying potential hazards, school officials can begin to analyze the risks that each hazard presents • The likelihood that a hazard will occur • The potential for death, injury, or property damage if the hazard occurs

18. Example THIRA

19. Vulnerability Assessment

20. Summary • An emergency or disaster may occur at any time, with little or no warning • The succession of events in an emergency is not predictable; hence, our safety and security plans will serve only as guidelines and may require on-the-spot adjustments in order to meet the requirements of the incident or event • An incident that affects one of our school sites is likely to affect the surrounding schools, community and possibly the county; therefore, we should plan to manage all incidents with limited external resources • Planning and preparedness must be based on an all-hazards approach, to include planning and preparation for any activity that may come our way • Test our plans and staff to ensure they work

21. Vulnerability Assessment

22. Questions?