Emergency Operations Plan (EOP)

Workshops occurred: June 6 at 1:30 and 3:00 and June 7 at 9:00 and 10:45.

Attendees: each workshop included 3 to 11 individuals.  In addition, each workshop included 2 OES staff, 2 Witt O’Brien’s staff, and a captioner.  The workshops on June 6 included ASL interpreters.

Discussion:

Sessions included questions discussed as a group as well as breakout sessions when the group was divided into two as group size allowed. Below are general topics that came out of the discussions:

• Not all buildings are accessible, especially older buildings.
• The need to be cognizant of terminology and definitions and that some people prefer different terminology (i.e., “people with disabilities” versus “individuals with disabilities”).
• Not everyone with a disability identifies as such.  Focus language on needs that people might have (rather than asking if someone has a disability, ask if they need assistance evacuating). Some people have invisible disabilities, making it difficult to determine who might need additional assistance.
• Be aware of concerns about sensory overload, neuro diversity, flashing lights, sounds, etc.
• Include student groups and people with disabilities in preparedness efforts as much as possible. Advocacy groups are not always the expert on a particular disability or individuals working for these groups might not have firsthand experience of what it is like to live with a disability.
• It is harder to account for everyone in a hybrid environment.  Staff, faculty, students, floor wardens, etc. should be aware of the needs of those in their building.  Faculty can consider including steps to take during an emergency as part of the syllabus.
• Technologies or resources discussed: Echo Smart Pen, channels on Microsoft Teams specific to emergency information, Web AIM, blue emergency poles on campus, and AI Notetaker.
• SFSU organizations: Association of Students, Student Affairs, Division of Equity and Community Inclusion, DPRC, Office of International Programs, Alumni Association, Center for Equity and Excellence in Teaching and Learning, Residential Life, DREAM, SF Rising (the Student Chapter), Blind Posse, BERC, CAPS, Bargaining Units, and the Longmore Institute (Tiger Talks on YouTube).
  • Community Event Spaces – could assist with providing space to do a town hall.
  • DPRC is a good resource for technical support, but not the level of intimacy that you will get with student groups.
  • Use student groups, forums, etc. to get messages out about preparedness (Campus Leadership Forum, Academic Senate, Staff Council) – they are a conduit to constituents.

Recommendations and/or items to include in the EOP:

• Consider holding a town hall or forum where students can voice their opinions.  Recommendations for OES to be available and involved in the student community to develop a long-term relationship.
• Discuss resources (equipment, supplies, trainings, etc.) available on campus and ensure staff, faculty, and students are aware of these resources before an emergency occurs. Consider developing a resource catalogue.  Ensure list of resources includes mental health resources.  As necessary, develop and conduct training on how to utilize these resources safely and effectively.
• Ensure outreach material and alert systems are accessible to all (color, font, language, audio, visual, ASL interpreters, captioners, etc.).
• Utilize AARs and past events to inform future events. 
• Ensure procedures and protocols are in place for each building and that resources available to each building are in a known and easily accessible location. Exercise plans to ensure they work.
• Provide training at new employee orientation, new student orientation, and on a continuing basis.
• Discuss with ITS the process to put a banner on the top of the app that includes emergency messages – consider developing a survey to push out to students through the app to get more feedback.