Explanation
of the Table Top Exercise
A Table Top exercise is a group discussion guided by
a simulated disaster. Emphasis will be placed upon
a low stress, yet thorough, group problem solving process. The
scenario will be discussed on another page.
All participants will fill their normal day-to-day roles as
if they were at their own workplace. A few of the participants
may need to role play certain key positions. There will be an
attempt to define everyone's roles and responsibilities as if
it were a real disaster.
Do not offer solutions that are too easy, unless the reality
of the situation would warrant an easy solution. Most questions
will be answered by the facilitator as:
- "How does that action affect you?"
- "Would you be affected by that decision?"
- "Can you see a different approach to that problem that
you might be able to help with?"
- "Do we really want to do that?"
The facilitator's job is to help you come
up with the solutions.
Also, if problem statements are brought up prematurely by the
participants, work through that problem at that time. Always
try to "seize the moment" and discuss any subject the group
brings up. The flexibility of the group "brainstorming/problem
solving" is always better if left somewhat alone. The facilitator
does not have the final say in any matter.
It is important to remember one thing: if only one
issue is solved, then the exercise is a success. The
goal is quality, not quantity.
Not all of the questions in each of the problem statements
will be addressed. They are only an indication of the concepts
that we will be discussing. The agenda will not be rigid and
will not necessarily follow the outline, but will reflect more
of the conversation and discussion generated by the group.
Objectives
- Participants will define what their roles and responsibilities
are.
- Participants will demonstrate the ability to set priorities
and identify major tasks, functions, and operations in response
to a disaster.
- Participants will identify and organize procedures for evacuation
of the student population - both the school and the school
grounds.
- Participants will identify critical information and recording
methods to document costs and what happened during the response.
- Participants will identify any problems with the communications
system currently in place.
Scenario
It is approximately 9:30 am on the second Thursday in November.
The principal has just sat down in his/her office to take care
of a problem with one of the fourth grade students. All classes
have settled into their daily routines. Suddenly, severe ground
shaking takes place for approximately 30-45 seconds. As everyone
hides under their desk, the light fixture and false ceilings
collapse in the room around them. You can hear children crying.
As the shaking stops, you find children hurt; some with minor
injuries, others severely.
The temperature outside is 50 degrees; it is sunny. The wind
is from the west at 15 miles per hour.
Problem Statements:
- The following classrooms cannot exit through their classroom
doors - all their doors are jammed shut: 15, 16, 17, 18, 19,
20.
- After evacuating, the following teachers discover that they
are missing children:
- Ruth Ann Henderson 2 students
- Betsy Thurgood 1 student
- Russ Bender 2 students (last seen in Resource)
- Jean Allred 2 students (last seen in Resource)
- It has been discovered that Dody Zaugg's class has evacuated,
but where is Dody?
- None of the kitchen staff is outside. Do they know where
to evacuate to, or are they missing?
- Angela Pectol announces that she is going home to check
on her baby.
- The roads are impassible. Are we going to release the students,
or do we find a shelter? Do we accept responsibility for the
students?
Questions to Drive Discussions
These questions are used to drive the discussion. Do not ask
the questions, unless the discussion has stagnated. They are
questions to make the employees think about different issues
involved with evacuating an entire student population. If you
think of other questions, please feel free to use them.
- Did everyone remember to duck, cover, and hold? Did the
teachers?
- What did the teachers say to the students to calm them?
- How do we know who has been evacuated or not? Did we take
rolls with us, or did we try to do this from memory?
- When we found that some staff and students were missing,
how did we find them? How did we get them out? Are there crowbars
or something else in the classrooms that can be used to help
open doors that are jammed shut?
- Did we set up a first aid station to treat injuries? Who
will be in charge? Who will help? Where do we get the supplies
from?
- What did we do to quiet and calm the students once we got
them outside? Was someone in charge of singing songs or doing
something else with them?
- Who called the Superintendent? Who called the fire and police
departments?
- Did everyone remember to line up 500 feet away from the
building? Did they remember to evacuate walking as far away
from the building as possible?
- How did we contact the parents? Do we have a phone tree
in place? Do we have an alternate method of contacting parents?
Who calls the radio and TV stations to disseminate the information?
- How did the release of the students go? Did we have traffic
jams? Did those who were on the release cards pick up the
students K through 8?
- Did you need to use buses to evacuate the students? Who
was responsible for calling bus transportation?
- Did you miss more than a couple of hours of school? Are
you going to need to make up the time?
- Where is your secondary site? If the weather is bad, where
will you take your students to get them out of the elements?
- Do you have food, water, and other supplies on hand to take
care of the 10% of your student population that will not be
picked up?
- Is the Red Cross going to use your building as a shelter?
Who do you contact? How will you turn over the building? Who
will inspect the building? Can you turn your students over
to the Red Cross when they arrive? Can the Red Cross use your
building if you have students in it?