LM May 2023

It is natural to be overwhelmed physically, emotionally and psychologically following a significant event. For those who have never been through it, there is an initial feeling of shock and disbelief. It becomes even more complicated when the event affects you, personally, in the loss of material possessions or perhaps your entire dwelling, as evidenced by three of my superintendent colleagues who lost their homes in Washington’s tornado outbreak in 2014. Imagine the stress placed on these individuals in attempting to run school districts while simultaneously attempting to care for their own families! It is extremely difficult to see any length of time into the future when the immediate concern is where you might find a place to live and provide for your own family. Every natural disaster is unique in its own right. Tornadoes, in particular, are unpredictable in scope, location, strength,

• Does the community know they have access to the school in the event school officials are not reachable? Communication can be difficult or impossible. • Are the buses usable? Are school bus drivers reachable? Can buses be used to transport both injured and non injured to triage centers, assuming roads are passable? • Are generators available and operable, to provide light and/or heating and cooling (depending on the time of year)? • Has the district contacted insurance? Is someone taking pictures of damage? Is someone logging conversations and documents for insurance purposes? • Is someone keeping track of hours worked by school personnel? This can be used later for state or federal

assistance (IEMA or FEMA), which could fill the gaps in coverage from insurance, minus the deductible. • Is someone designated to handle returning calls, texts and other messages from people simply wanting to see how the school is doing and to offer assistance? • Can any part of the school be opened to outside agencies and/or businesses to temporarily relocate? • Do first responders have access to school resources (copy machines, fax machines, computers, restrooms, etc.), if needed?

direction and time on the ground. Because of their unpredictable nature, recovering from such events becomes unique, each with its own individual set of circumstances. The Elmwood tornado in 2010, for example, decimated the business district. Recent tornadoes in the greater Peoria area destroyed residential areas. Situations require different thought processes and approaches to recovery efforts. However, there are common themes. The following is a list of things for school superintendents, and all school leaders, to consider in the wake of a tornado:

Step 1—Assessment The first 48 hours

48 hours

Step 2—Communication The first 48 hours

1

48 hours

2

Law enforcement and government officials will take over at some point, usually in the first hour or two following the event. Leading up to that takeover, school officials need to first consider the extent of injuries and/or fatalities and then the damage to school property by asking these questions: • Has the school been damaged? If not, can it serve as a community center or triage center?

• Does the school have power? If not, what means of communication will be used to reach parents? • Are landline phones down? Are cell phones working? If voice data is out, can school officials send texts?

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LM May 2023