COMPREHENSIVE SAFE SCHOOL PLAN for Vanden High School

COMPREHENSIVE SAFE SCHOOL PLAN FOR Vanden High School

TRAVIS UNIFIED SCHOOL DISTRICT 2013-2014

Comprehensive Safe School Plan School Information and Assurances Pages

County: Solano

School District: Travis Unified School District

School Site Name: Vanden High School

Address: 2951 Markley Lane Telephone: 707-437-7333

Principal’s Name: Sandi Reese Name or title of committee preparing the Safe School: Plan (EC 32280, EC 35147)

Vanden High School Safety Committee Names of committee member and their roles:

NAME POSITION/ROLE William Sarty Assistant Principal, Committee Chairperson Elizabeth Ruvalcaba Foreign Language Instructor Allison Johnson PE Instructor Hollis Huvar JROTC Instructor Andy San Juan English Instructor Ron Van Sant Counselor Doug Green Science Instructor John Gonzales Social Science Instructor Denis Waldron Math Instructor Laura Jennings Special Education Instructor Lucilia Vanderlaan Campus Monitor Patricia Pelfrey Library Ralph Shott Head Custodian David Draim Visual/Performing Arts Donte Roper Student

As required by Education Code (EC) Section 35294.2, the school’s Comprehensive Safe School Plan was reviewed and amended prior to March 1 of this school year.

A public meeting was held on ______February 12, 2014 at (date and time)

Vanden High School’s Library to allow public the opportunity to participate in the adoption of this Safe School Plan. (EC 35294.8) The agenda and the minutes of this school site public meeting in which the plan was adopted follow this page.

Pursuant to EC Section 35294.6, ______Vanden High School adopted its (school name) February 12, 2014 comprehensive Safe School Plan on ______. As (month, day, & year) required by EC 35294.8, this date was prior to March 1 of the present school year.

A report of the status of the Safe School Plan will be included in the annual School Accountability Report Card. (EC 32286).

Signature of Safety Committee Chair

Signature of Site Principal

COMPREHENSIVE SAFE SCHOOL PLAN

Mission Statement:

Vanden High School is a community committed to building personal and academic excellence, civic responsibility, and lifelong learning. Our Expected School Wide Learning Results are to develop personal Growth, academic proficiency, community responsibility, and employability skills among all of our students.

Vision Statement:

The vision of Vanden High School is to maintain a safe environment for all students, staff and the surrounding community. Through gathering data and observations, from both students and staff, the Safety Committee strives to address school-wide challenges dealing with social and physical environment and prevent future problems.

School Profile:

Campus: Vanden High School is on 47 acres. Vanden began a modernization in 2005 in order to accommodate growth. We have 74 rooms and five new state of the art buildings on campus with beautiful landscaping. The buildings are as follows; A, C, D, E, F1, F2, H, K, L, M, N, P, Q, R, S, Z, Gym, Shubin, and Library. The campus also has a library media center, and computer center. Outdoor facilities include tennis courts, basketball courts, softball and baseball diamonds, football stadium, modern track and field, and a cement platform stage in the plaza, 2 staff parking lots facing Markley Lane and the recent upgraded parking lot on DeRonde Rd. for students. The buildings and grounds are on a regular maintenance schedule. The buildings are asbestos free with fire alarms, sprinkler systems and a security camera system.

Student Demographics: (Data collected as of 10/23/13 unless otherwise noted)

Student Enrollment: 1622 Boys: 779 48 % Girls: 843 52%

Type A Students—parent(s) active duty on base – 138 Type B Students—parent(s) active duty off base - 204 (Data on Type A and Type B collected 01/23/13)

Average Daily Attendance 2012-13 School Year September 97.79% First 2 months of 2013-14 October 97.06%

Ethnic Breakdown: The following list shows how many students there are on campus representing different ethnicities: American Indian or Alaskan Native – 21 Chinese- 13 Japanese- 14 Koreans- 3 Vietnamese- 7 Laotian- 3 Other Asian- 41 Hawaiian- 12 Guamanian- 8 Samoan- 2 Pacific Islander- 9 Filipino- 206 (12%) Hispanic or Latino- 186 (11%) African American- 319 (19%) White- 749 (45%)

Languages: Vanden has many students who either speak another language themselves, or live in households where family members speak another language. These students have backgrounds in 17 different languages.

English 1,438 Spanish 90 Vietnamese 4 Cantonese 5 Korean 3 Filipino (Tagalog) 61 Mandarin (putonghu 2 Japanese 4 French 0 Lao 3 Arabic 4 Indonesian 0 Punjabi 10 Cebuano (Visayan) 0 Taiwanese 0 Mien (Yao) 0 Other Non English 5

School Totals:

EL 23 OTHER 1612

In addition to the diversity in ethnic background and languages, it should also be noted that there are 147students eligible for free lunch and 82 reduced at the time of this report.

Teaching Staff: Department Part time (PT) Full time (FT) Total English 4 8 12 Visual/Performing Arts 1 4 5 Foreign Language 1 6 7 Mathematics 1 10 11 Physical Education 1 4 5 Science 1 9 10 Social Science 2 8 10 Special Education 0 7 7 Career Technical Education 0 7 7 Opportunity 1 0 1 Librarian 0 1 1

Non-Teaching Staff: Position Part time (PT) Full time (FT) Total Administrators 0 3.4 3.4 Counselors 1 3 4 Activities Director 1 0 1 Athletic Director 1 1 Attendance Clerks 0 2 2 Campus Monitors 3 2 5 Career Center Technician 0 0 0 Counseling Technician 0 2 2 Computer Technician 0 1 1 Custodian 2 3 5 Food Services 8 0 8 Health Technician 1 0 1 Instructional Aides 6 0 6 Library Media Technician 1 0 1 Psychologist 0 1 1 Registrar 0 1 1 School Resource Officer 0 1 1 Secretaries 0 2 2 Speech Therapist 0 1 1 Student Body Accounting Clerk 1 0 1

Athletic Head Coaches: On-Campus Off- Campus 9 6 Programs and Activities: Vanden has a long history of academic success, but academics are not the only focus on campus. There are a variety of co-curricular and extra-curricular activities available for students to participate in should they so choose. There are also several organizations for parents to participate in. Special Education: Resource Specialist Program, Special Day Class, Speech, Vocational Preparation/transitions, study skills Specialized Projects: Opportunity program AF JROTC AP Courses: Calculus, Government, Biology, English Literature & Composition, English Language & Composition, US History, Spanish, Art, Statistics, World History, Physics Solano Co. Regional Occupational Program Response to Intervention (RTI) Workability Additional Activities: Athletic Teams: Football - JV, V Volleyball - JV, V Cross Country – Boys and Girls Wrestling - JV, V Basketball – Boys and Girls JV, V Softball - JV, V Baseball - JV, V 7

Tennis – Boys and Girls JV, V Track - Boys and Girls JV, V Golf - Boys and Girls AFJROTC – Aerospace, Awareness Presentation Team, Color Guard, Academic Competition, Health and Wellness Core Band: Marching, Symphonic, Jazz, Wind Ensemble, Drum Line, Steel Drum, Color Guard Drama Conflict Management Student Council Academic Clubs: French Club, German Club, Latin Club, Spanish Club, Academic Decathlon, Art Club, National Honors Society, Journalism, Peer Tutoring, Drama, Design Publishing (yearbook), Future Homemakers of America, Virtual Enterprise, Robotics, Tri M Music Honors Society, Peace Jam, Latino Unidos and Student 2 Student, Choir Activity Clubs: Interact, Lifestyles Club, Best Buddies, Crafty Vikes, Asian Pacific Islanders Club, Social Dance, Black Student Union, Paint Ball Club, Gay and Straight Alliance, Heavy Metal Guild, Gardening, Rhetorician’s, Fashion, American Sign Language, Harry Potter, Weightlifting, National Honor Society, JSA, Peer Tutoring, Interact, Key Club, Dodgeball, Drama, BSU, Paintball, Freshmen Class, Sophomore Class, Junior Class, Senior Class Sober Grad Night Music Boosters Vanden Boosters (Including Bingo) Journalism Yearbook (Design Publishing)

COMPREHENSIVE SCHOOL SAFETY PLAN

Assessment of school crime committed on the school campus and at school-related activities. (EC32282)

Data Sources:  Safe Schools Survey—Staff Questionnaire  Safe School Survey—Student Questionnaire  Suspension Records

Assessment of school crime:

Based on the review and discussion of the data sources above, we have identified goals and activities to meet those goals:

Decrease crime on campus, particularly theft, fights, harassment. Encourage cooperation and tolerance to reduce incidence of harassment. Encourage staff to discuss issues in class as appropriate and reinforce importance of reporting crime and tolerance, Make students aware through discussion how to report this information. Promote use of Conflict Management program and explore the creation of an anti-bullying program/club. 8

Student Accountability Data 2013-2014

Suspensions

Arson 1 Assault 8 Alcohol 2 Academic Dishonesty 2 Computer Use Violation 1 Defiance 10 Disruptive Behavior 17 Dress Code 1 Drugs 2 Fighting 22 Marijuana 13 Obscene Act 1 Possession of Stolen Property 1 Possession of Pornography 1 Public Urination 1 Profanity directed at staff 13 Profanity 6 Theft 3 Threat 2 Tobacco 5 Sexual Harassment 2 Vandalism 1

Specific Defiant Behaviors:

Cell phone violation 12 Failure to attend detention 14 Failure to attend Saturday School 6 Refusal to go to office 2 Refusal to give up prohibited item 7 Refusal to give name/wrong name 2

Total Suspensions 2009-2010 203 2010-2011 152 2011-2012 138

Reported Incidents of Academic Dishonesty: 2009-2010 35 2010-2011 60 2011-2012 41

Truancy Letters Year 11-12 10-11 09-10 1st Truancy 283 283 194 Letter 2nd Truancy 105 105 117 Letter 3rd Truancy 16 19 47 Letter

COMPREHENSIVE SAFE SCHOOL PLAN

Identify strategies and programs that provide or maintain a high level of school safety, such as the following (ED35294.21

Strategies:  Gang intervention  Conflict resolution  Peer counselors or peer mediation  After-school activity programs  Probation or law enforcement support  Positive Behavior Support Plans  Community/parent partnerships  Truancy identification and referral to SARB

229 responses

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Summary

What grade is your child in?

Grade 9 56 24% Grade 10 68 30% Grade 11 43 19% Grade 12 43 19% I have students in multiple Grades 19 8%

My child is...

Male 107 47% Female 107 47% I have students of both gender attending 15 7%

My child/children most closely identify with the following race or ethnicity

American Indian/Alaskan Native 4 2% Filipino 22 10% Asian 13 6% African American/Black 20 9% Hispanic/Latino/Latina 29 13% Pacific Islander 6 3% Two or more races 45 20% Not Applicable or Decline to state 90 39%

Vanden High School is a safe place for my child.

Strongly Agree 93 40% Agree 128 55% Disagree 3 1% Strongly Disagree 2 1% Don't Know 5 2%

Vanden High School provides students with healthy food choices.

Strongly Agree 20 9% Agree 108 47% Disagree 24 10% Strongly Disagree 7 3% Don't Know 70 31%

Vanden High School treats all students with respect.

Strongly Agree 51 22% Agree 143 62% Disagree 9 4% Strongly Disagree 4 2% Don't Know 22 10%

Vanden High School clearly tells students in advance what will happen if they break school rules.

Strongly Agree 113 49% Agree 106 46% Disagree 0 0% Strongly Disagree 4 2% Don't Know 6 3%

Vanden High School enforces school rules equally for my child and all students.

Strongly Agree 64 28% Agree 105 46% Disagree 14 6% Strongly Disagree 4 2% Don't Know 42 18%

Vanden High School communicates the importance of respecting all cultural beliefs and practices.

Strongly Agree 61 27% Agree 100 44% Disagree 6 3% Strongly Disagree 4 2% Don't Know 58 25%

Vanden High School promotes academic success for all students.

Strongly Agree 95 41% Agree 114 50% Disagree 9 4% Strongly Disagree 2 1% Don't Know 9 4%

Vanden High School encourages all students to enroll in challenging classes regardless of their race, ethnicity or nationality.

Strongly Agree 72 31% Agree 100 44% Disagree 11 5% Strongly Disagree 0 0% Don't Know 46 20%

Vanden High School keeps me well informed about school activities.

Strongly Agree 136 59% Agree 86 38% Disagree 3 1% Strongly Disagree 3 1% Don't Know 1 0%

Vanden High School keeps me well informed about my child's progress in school.

Strongly Agree 98 43% Agree 109 48% Disagree 19 8% Strongly Disagree 2 1% Don't Know 1 0%

Vanden High School encourages me to be an active partner with the school in educating my child.

Strongly Agree 62 27% Agree 134 59% Disagree 23 10% Strongly Disagree 1 0% Don't Know 9 4%

Vanden High School provides instructional materials that reflect me child's culture, ethnicity and identity.

Strongly Agree 18 8% Agree 77 34% Disagree 18 8% Strongly Disagree 4 2% Don't Know 112 49%

Vanden High School provides quality counseling or other ways to help students with social or emotional needs.

Strongly Agree 42 18% Agree 105 46% Disagree 11 5% Strongly Disagree 0 0% Don't Know 71 31%

Vanden High School is an inviting place for students to learn.

Strongly Agree 65 28% Agree 152 66% Disagree 5 2% Strongly Disagree 0 0% Don't Know 7 3%

Vanden High School allows input and welcomes parents' contributions.

Strongly Agree 56 24% Agree 126 55% Disagree 17 7% Strongly Disagree 1 0% Don't Know 29 13%

Vanden High School provides quality activities/programs that meet my child's interests, talents, and special needs.

Strongly Agree 74 32% Agree 128 56% Disagree 17 7% Strongly Disagree 1 0% Don't Know 9 4%

Vanden High School has well maintained facilities.

Strongly Agree 53 23% Agree 135 59% Disagree 26 11% Strongly Disagree 5 2% Don't Know 10 4%

Vanden High School motivates students to learn.

Strongly Agree 70 31% Agree 134 59% Disagree 9 4% Strongly Disagree 1 0% Don't Know 15 7%

Vanden High School has a supportive learning environment for my child.

Strongly Agree 65 28% Agree 144 63% Disagree 10 4% Strongly Disagree 1 0% Don't Know 9 4%

Vanden High School actively seeks the input of parents before making important decisions.

Strongly Agree 38 17% Agree 97 42% Disagree 29 13% Strongly Disagree 7 3% Don't Know 58 25%

Alcohol use/abuse is a problem at Vanden High School.

Strongly Agree 6 3% Agree 19 8% Disagree 56 24% Strongly Disagree 27 12% Don't Know 121 53%

Drug use/abuse is a problem at Vanden High School.

Strongly Agree 12 5% Agree 40 17% Disagree 45 20% Strongly Disagree 25 11% Don't Know 107 47%

Physical fighting between students is a problem at Vanden High School.

Strongly Agree 3 1% Agree 11 5% Disagree 79 34% Strongly Disagree 32 14% Don't Know 104 45%

Racial/ethnic conflict between students is a problem at Vanden High School.

Strongly Agree 2 1% Agree 12 5% Disagree 84 37% Strongly Disagree 35 15% Don't Know 96 42%

Students who disrespect staff are a problem at Vanden High School.

Strongly Agree 9 4% Agree 37 16% Disagree 60 26% Strongly Disagree 15 7% Don't Know 108 47%

Gang activity is a problem at Vanden High School.

Strongly Agree 1 0% Agree 4 2% Disagree 83 36% Strongly Disagree 41 18% Don't Know 100 44%

Weapons on campus are a problem at Vanden High School.

Strongly Agree 0 0% Agree 4 2% Disagree 79 34% Strongly Disagree 43 19% Don't Know 103 45%

Vandalism is a problem at Vanden High School.

Strongly Agree 2 1% Agree 10 4% Disagree 91 40% Strongly Disagree 35 15% Don't Know 91 40%

Bullying on campus is a problem at Vanden High School.

Strongly Agree 8 3% Agree 28 12% Disagree 60 26% Strongly Disagree 22 10% Don't Know 111 48%

Bullying associated with social media (Facebook, Instagram, Twitter, etc.) is a problem at Vanden High School.

Number of daily responses

Our school’s strategy to maintain a positive SCHOOL CLIMATE:

Our Goal: To create a campus environment that supports the mission and vision of the school and district: essentially, “to develop tolerance for the diversity of others, to develop personal growth, academic proficiency, community responsibility and employability skills”.

Areas of pride:

Academic · Strong academic environment: Vanden’s 2011 API score was 832 ranking it first out of 18 high schools in Solano County. In 2009 Awarded California Distinguished School. · Student awards ceremonies for seniors and underclassman at the end of the year. · Renaissance program that acknowledges both academic achievements and character growth in students whose performance has improved on the STAR test. · National Honor Society rewards students with excellent academic and community service achievements · Provide continuous communication with parents and students regarding attendance, grades and graduation status through Aeries Home2School. · Working towards closing the achievement gap of Vanden’s struggling students through a comprehensive, on-going Response to Intervention (RTI) Program. Our subgroups, African American and Latino, showed significant growth in closing the achievement gap, although the struggle continues. · Visual and performing arts won an Art award this year. · General education and special education teachers coordinate with students and parents to provide coordinated academic support for struggling students. · Peer Tutoring program provides academic support for students in all subjects.  There are procedures in place for emotionally disserted (ED) students on campus. Teachers receive a copy of the behavior support plan; the behavior plans must be followed as written first, and if students continue to be unsafe, our Ed teacher, his aide, both assistant principals, and all campus monitors are trained in Nonviolent Crisis Intervention (NCI) procedures.  New policy on academic integration and cheating promotes teacher reporting and discourages students from cheating.

Extracurricular/Organizational · Vanden is a campus where many students in different groups co-mingle and accept each other despite differences. · Variety of athletic, extracurricular and co curricular program. Also an increase in the number of campus clubs. · Award-winning music, visual and performing arts, robotics, virtual enterprise, academic decathlon and JROTC programs.

· Student handbook that clearly outlines expected behavior and consequences coupled with informative presentations ensure behavior expectations and consequences are clear and thoroughly understood. · Saturday school program that provides a consequence for students who fail to meet expectations. · Use of positive behavior contracts and behavior support plans resulting from collaboration with parents, teachers, and students. · Attendance personnel that work with administration to support the truancy policy and monitor absences and tardies, making students responsible and accountable for their behavior. · A single lunch period decreases the number of tardies and class cuts and increases the availability of student access to club meetings, teachers, and other school activities. · Established and successful conflict management program intervenes when students have disagreements in order to prevent escalation of problems. · Site safety committee that meets regularly to examine potential problems and recommend solutions to district and school personnel. · Continual use of an electronic marquee to provide information to all community members about upcoming events. Student council promotes school involvement by sponsoring a variety of activities such as spirit weeks, lunchtime activities, and rewards for excellence of the students and staff. Class recruitment is an attempt to encourage more of the student body to get involved with their class and school in general. · Visual staff presence during passing periods and lunch; accessibility of staff before school, during lunch, and after school. · Teacher websites allow for continued communication with students and parents · Distribution and discussion of nuts and bolts to promote greater consistency in rule enforcement and managing student behavior. · Surveillance cameras to monitor activities on campus during school and after hours to help prevent mischief and vandalism. · Signature practice of shared decision-making, exceptional leadership team visibility and transparency. · Breakfast meal service is offered to a number of students each day. · Students create mural and other art exhibitions to beautify the campus environment year-round. · Cleaner campus resulting from increased recycling efforts. · All soda and sugar drinks machines removed: only water, juice, and sports drinks are offered, along with fundraising programs that promote healthier foods. · Provide after-school opportunities for staff and students to increase physical fitness. · Suspensions reduced from levels in previous years.

Community · Reputation in the community for having a structured environment that provides students with the readiness for college. · Strong AFJROTC program provides students with links to the business community. · Strong Virtual Enterprise program provides structural leadership environment · Parental and community involvement in school activities such as fundraisers, Sober Grad Night, and several booster organizations. · Partnership with Solano community college to provide paths to fulfill academic requirements and provide enrichment.

Areas of improvement: · Increase the number of trained staff members in CPR and first aid. · Explore the possibility of having an AED unit on campus and have staff trained in its use. · Continue to promote a cleaner exterior campus as well as clean and safe building interiors · Continue efforts towards reducing the number of fights, theft, profanity and drug use on campus with the continuous help from conflict management, ROSP officer, campus monitors and teachers and staff. · Improve student nutrition: enforce the wellness plan. · Administration, teachers, and staff will enforce school rules consistently. · Staff development that supports continual growth and education for staff in safety related matters. · Encourage clubs to complete their school service project by hosting a campus clean-up or support for the safety committee. · Increase emotional safety and professionalism by creating professional communication expectations among staff members as well as between student and staff through the use of mutual respect and just listening to each other. · Continue to improve awareness and effectiveness of the WETIP gang awareness program.

Our School’s Strategy to maintain a positive PHYSICAL CLIMATE:

School Grounds: Vanden High School is located on 42 acres. There are 3 parking lots surrounding the buildings. Athletic fields include 4 softball fields, 2 baseball fields, tennis courts, and a football stadium with track. There are additional sports facilities at Golden West available for use including a soccer practice field, softball field and half mile track..

School Buildings and Classrooms: The buildings include Administration/Little Theater/Counseling Office (Z), A, C, E, F1, F2, S, H, M, N, P Q, R classrooms, band room, snack bar, D cafeteria/ASB Accounts Office, Library, K Auto Shop, L Portables, Shubin Building, B Multi-purpose bldg, and G Gymnasium.

Internal Security Procedures: Vanden High School currently has 2 full time (8 hour ) campus monitors and 3 part-time campus monitors. There is also a Fairfield Police Department School Resource Officer (SRO), who is shared among Vanden High School, Golden West Middle School, and Travis Education Center. The SRO makes his office on the Vanden High School campus. The SRO and the campus monitors have walkie-talkies for communication between themselves and the school administration.

In 2007- 08 security cameras were added to the campus to aide supervision during school and after hours. Additional security lighting and fencing was added as well to enhance monitoring procedures. In 2010, additional cameras were installed to expand coverage areas, infrared generators were added for low light areas and recording in black/white at nighttime.

Our Goal: To work as a school/community to maintain the current physical environment and to improve and expand the facilities to accommodate growth.

Areas of Pride:  The custodial staff promptly removes graffiti on exterior walls, tables and restroom areas.  Completion of 6 new classroom wings and other facility restoration during 2006- 2007.  New student parking lot (2007)  Landscaping and improved grounds around new wings  Upgraded emergency alarm system and PA system (2006)  Restoration of multi-purpose room  Access to substitutes for campus monitors when they are absent.  Security cameras added in (2008). Additional cameras (2009-2010).  Increased security lighting on campus (2008). Additional lighting with automated controls and internet monitoring (2010).  New football stadium facility (turf and fencing for safety)  New stadium lighting; brighter and more energy efficient (2010)  New track surface and event stations 31

 New storage areas for athletics  Resurfacing of the tennis courts / new fencing and bleachers  Removal of all lockers that were obstructing views and walkways (2009)  Added lighting in Quad area, beside Shubin and North side of Tennis Courts (2010)  New CAD facility (2010)  Updated/remodeled climate control in Administrative buildings, Gymnasium and S complex  Proactive measures prior to rainy season; cleaned gutters and completed numerous blacktop projects to remove dirt areas (2010)  Successfully redesigned procedures near Athletic Stadium to allow for an additional 100 parking spaces (2011)  Additional signage on buildings identifying building names (2011)

Desired Changes:  Upgrade the Shubin building  Support restoration of custodial services  Continue assessment of safety issues of old facilities and grounds (e.g. leaking ceilings, missing weather stripping, doors leaking, birds and bees in the classrooms)  Expand hours of campus monitors, increase staffing of campus monitors  Accessibility improvements to facilities: Thresholds, Door handles, and Sinks.  Establish reasonable climate control in buildings for all seasons  Post signs by class phones so students understand how to request emergency services (e.g. contact school secretary to call 911).

COMPREHENSIVE SAFE SCHOOL PLAN

Required components:

Procedures for reporting child abuse

 Staff members are aware that they are mandatory reporters. As issues arise, administration, counselors and the school psychologist assist staff in reporting incidence of child abuse.  Appendix: . PC 11164 et seq . BP AR 5141.4 Child Abuse Prevention and Reporting

Disaster Procedures—

 Fire Drill Form  Emergency Response Binder  Initial Response to Emergencies—Evacuation Flipchart  Incident Command Chain—district  Incident Command Chair--Site  Incident Response Committees  Checklists for Incident Response Committees o Forms  Emergency Telephone Numbers o Site Phone Tree o Community Emergency Numbers  School Maps with NIMS Designations . EC 32001 Fire Warning Systems; Sounding Alarm; Fire Drills . BP AR 3516 Disaster Plan . BP AR 1330 Use of School Facilities . AR 3516.1 Fire Drills and Fires . AR 3516.2 Bomb Threat . BP 3516.5 Emergency Schedules . AR 3516.3 Earthquake Emergency Procedure System . BP 3516.5 Emergency Schedules . BP AR 3543 Transportation Safety and Emergencies

Vanden High School

Emergency Evacuation Status Check

Please be prepared to give this form to an administrator or campus monitor minutes after you line up at your designated area.

Teacher: ______Date: ______

Room # ______

# of students enrolled in the class ______

# of students present in class today ______

# of students present at this drill ______

Names of students who are absent today:

Names of students that are present today, but failed to line up:

Names of students who did not cooperate during the evacuation:

Names of students who lined up with you, but should have reported somewhere else:

Name of Student Teacher that will report this student missing:

TRAVIS UNIFIED SCHOOL DISTRICT

EMERGENCY PREPAREDNESS MANUAL

This document is of EXTREME importance. It contains specific instructions in the event of real or potential emergency. Review the contents and keep this manual in view for INSTANT access and review.

FOR IMMEDIATE HELP WITH LIFE OR DEATH SITUATIONS:

CALL EXTENSION 00 or 9ll from a land-line phone Office # ext 8001

YOU ARE AT: Vanden High School PHONE # (707) 437-7333

ADDRESS: 2951 Markley Lane, Fairfield, CA 94533

……………………………………………………………………………………

GENERAL INFORMATION

In developing the Emergency Preparedness Manual, it has become apparent that schools must have, in addition to a signal to evacuate the building, a signal indicating that students and staff outside the building on school grounds must move quickly indoors. Many examples would illustrate the need for a pre- determined signal for each school such as a threatening individual, severe weather, etc. EVACUATION PROCEDURES:

ALL CLEAR: VERBAL OR TONE COMMAND

Duck, Drop Take Cover: Verbal Command

Stay In (Shelter In Place): Verbal Command Used for Chemical Spill, Wildland Fires, And Civil Disturbance. Lockdown: Verbal or Bell Tones (see lock down procedures)

Leave Building: Fire Bell Signal

Stay Out: Verbal Command

Go Home: Verbal Command - Issued by Superintendents Office

EMERGENCY RESPONSE TEAM MEMBERS Principal: Incident Commander (IC)

ERT Leader: Direct ERT, Assistant Principal, rumor control, communication.

Building & Safety: Gas, electrical, water shut off, building and safety and inspection, direct emergency vehicles.

Search & Rescue: Search and rescue for trapped, missing or injured individuals.

Accountability: Maintains list of missing and extra students/adults: Oversees orderly checkout post, crowd control.

Check Out Post: Maintain student emergency cards, daily sign-out sheets, visitors log. Verify student release and maintains sign out log.

First Aid/Triage: Maintain portable first aid kit, set up aid station, keep list of injured and those transported to medical facility.

Student/Staff Safe Rooms: Stress Debriefing areas, observation areas.

Parent Liaison: Meet and direct parents, provide information and crowd control.

Public Information Officer: Coordinate with IC to release incident information in a timely manner.

BOMB THREAT

DO NOT USE HAND HELD RADIOS / CELL PHONES - THEY MAY DETONATE THE BOMB

DO NOT TURN ON, OR OFF, ANY LIGHT SWITCHES, HEAT, OR AIR CONDITIONING AS YOU DEPART YOUR AREA

Note: A bomb threat is usually a hoax or prank. Nevertheless, threats must be handled quickly and effectively.

1. Person receiving bomb threat phone call or message will notify the administrator in charge immediately.

2. Principal will initiate Action: “Leave Building” using the intercom, public address, or bell system.

3. Students and staff will not remove any personal or non-personal items belongings from the room.

4. Principal will call (or direct office personnel to call): a. 911 b. Superintendent, or Assistant Superintendent(s) (437-4604)

5. Staff will take roll. Hold up OK or NEED HELP sign

6. Principal will supervise inspection / search of facilities with local departments.

7. Upon the completion of inspection / search, the principal may: a. Authorize reoccupation of the facilities by initiating the “ALL CLEAR”. b. Initiate Action: “STAY OUT” or “GO HOME”.

Action: “LEAVE BUILDING”

BOMB THREAT

CHEMICAL ACCIDENT

CHEMICAL ACCIDENTS OF DISASTER MAGNITUDE COULD INCLUDE TANK/TRUCK ACCIDENTS INVOLVING LARGE QUANTITIES OF TOXIC GASSES. SHOULD A CHEMICAL ACCIDENT OCCUR, THE FOLLOWING ACTIONS WILL BE TAKEN:

Notify school office.

School office will call 911

Implement Action: “Shelter IN PLACE”, all students and staff return to classrooms.

Close all windows and doors, shut off heating and cooling system at circuit breakers or Main PGE electric panel for the site. Place wet clothing at bottom of door(s).

Take roll: Place “I’m OK” / “Need Help” sign in visible window.

Communicate emergency status information to office.

If appropriate, Principal will initiate Action: “LEAVE BUILDING” or “GO HOME”, or “ALL CLEAR”.

If “LEAVE BUILDING” or “GO HOME”, follow directions given by local law or fire agency personnel.

Take roll, hold up “OK” / “NEED HELP” sign

Principal will direct other action as required.

Students and staff should not return to the school site until fire department officials declare the area safe. Action: “SHELTER IN PLACE”

CHEMICAL ACCIDENT

CIVIL DISTURBANCE; VIOLENCE, GUNMAN / INTRUDER ON CAMPUS

PERSONS RECEIVING GUN OR VIOLENCE INFORMATION ON CAMPUS BY TELEPHONE, E-MAIL, OR OTHER MESSAGE WILL IMMEDIATELY NOTIFY SCHOOL OFFICE.

Sound “LOCK DOWN” on intercom, public address system, or by use of bell system. (2 Short Bells / One Long Bell) If away from a building, all students and staff are to immediately lie flat. If near a building, students and staff are to return to the nearest classroom.

Principal will call (or direct office staff to call) 911.

Lock doors, stay away from windows and doors.

DO NOT approach gunman! Law Enforcement will handle.

Find a safe hiding place; get down on the floor.

Take roll.

Access office E-MAIL for emergency status information.

OFFCE E-MAIL ADDRESS: ______

Stay put until “ALL CLEAR” sound: “THREE LONG BELLS”.

Action: “LOCK DOWN” CIVIL DISTURBANCE, VIOLENCE, GUNMAN / INTRUDER

EARTHQUAKE

Note: Earthquakes usually strike without warning. Generally the initial shock is the most severe. Occasionally subsequent shocks may be more severe than the initial tremor.

A. If inside school building:

1.The teacher or staff member in authority will implement Action: “DUCK---TAKE COVER”.

2.Try to avoid areas where there are large panels of glass and/or heavy suspended light fixtures.

3.Implement Action: “LEAVE BUILDING” when the earthquake is over and tremors have subsided. Go to an area away from trees, power poles, etc.

4.Maintain control of students. DO NOT RUN!

5.Avoid touching electrical wires and metal objects such as chain link fences.

6.Render first aid as required.

7.Take roll. Hold up “OK” or “NEED HELP” sign.

8.Principal will initiate Action: “STAY OUT”. Do not return to buildings until authorized officials have declared them safe and “ALL CLEAR” command is given. Principal will instruct custodians or other staff members to guard entrances so that no one re-enters buildings.

9.Principal may initiate Action: “GO HOME” only after being authorized by superintendent.

Action: “DUCK / DROP---TAKE COVER” EARTHQUAKE / OVER FOR MORE

B. If outside on school grounds:

1.The staff member in authority implements Action: “DROP---TAKE COVER”.

2.The safest place is in the open. Stay there until the earthquake is over.

3.Move away from buildings, playground equipment, utility poles, signs, trees, metal fences, exposed wires and wet areas.

4.DO NOT RUN!

5.Follow procedures 4 through 10 under “If inside school building”.

C. If on school bus:

1.If possible, the bus driver will pull to the side of the road away from any buildings and issue Action: “DROP---TAKE COVER”.

2.Set Brakes.

3.Shut off engine.

4.Wait until the earthquake is over.

5.Follow procedures 4 through 5 “If inside school building”.

………………………………………………………………………………………………………….

EXPLOSION OR THREAT OF EXPLOSION

In the event of an explosion or the threat of an explosion, such as those caused by leaking gas or a faulty boiler within a school building, the following will be accomplished: A. Explosion: 1. Action: “DROP -----TAKE COVER”.

2. If the explosion occurred within the building or threatens the building, the staff should immediately implement Action: “LEAVE BUILDING”.

3. Move to an area of safety as far away from any structure as possible and maintain control of students.

4. Render first aid as required.

5. School office will immediately CALL 911 and notify the district office.

6. Use fire extinguisher if appropriate. (Note: Staff should be aware of locations and proper use of fire extinguishers.)

7. Take roll. Hold up “OK” / “NEED HELP” sign.

8. School office will notify utility companies.

9. The principal will direct further action as necessary.

10. Students and staff should not return to the school until fire department officials declare the area safe.

B. Threat of explosion: 1. Activate the evacuation alarm. This will automatically implement Action: “LEAVE BUILDING”.

2. Follow procedures 3 through 10 under “EXPLOSION” (Above).

Action: “DROP --- TAKE COVER” EXPLOSION

FALLEN AIRCRAFT

ACTION WILL DEPEND ON THE SIZE OF THE AIRCRAFT, THE NATURE OF THE CRASH, AND ITS EXACT LOCATION. IF SAFE TO BE KEPT IN A BUILDING, ALL STUDENTS SHOULD BE KEPT IN A BUILDING UNDER SUPERVISION.

A. If an aircraft falls near the school, the following will be accomplished:

1. All students and staff will do Action: “SHELTER IN PLACE”.

2. School office will immediately CALL 911 and notify the district office.

B. If an aircraft falls on a portion of the school, the following will be accomplished:

1. Staff will evacuate students from buildings as Action: “LEAVE BUILDING”, to a safe area.

2. All students and staff will be kept a safe distance, up-wind, allowing for possible explosion.

3. School office will immediately CALL 911 and notify the district office.

4. Treat injured, take roll, hold “OK” / “NEED HELP” sign.

Action: “DROP---TAKE COVER” or “LEAVE BUILDING”

FALLEN AIRCRAFT

FIRE

ALL FIRES, LARGE OR SMALL, HAVE THE POTENTIAL TO CAUSE INJURY AND LOSS OF PROPERTY.

Staff will initiate Action: “LEAVE BUILDING” using the fire alarm signal.

Principal will call (or direct office personnel to call): 911 land line phone only Fairfield: 428-7300 Vacaville: 449-5200 Travis fire Dept. 911 cell phone use: 424-4911 2. non-emergency ONLY: 424-3886 District Office 437-4604

Use fire extinguishers if appropriate. (Note: Staff should be aware of locations and proper use of fire extinguishers)

Keep access roads open for emergency vehicles.

Staff will take roll. Hold up “OK” or “NEED HELP” sign.

Principal will instruct the office to notify the utility companies.

The principal may: Initiate Action: “ALL CLEAR”, if the fire department declares the building safe. Initiate Action: “STAY OUT” or “GO HOME” if building is unfit to re-enter.

Action: “LEAVE BUILDING” FIRE

FLOOD

THE EXTENT OF THE FLOOD AND THE EXTIMATED TIME BEFORE IT ARRIVES WILL DISTATE THE COURSE OF ACTION TO BE TAKEN.

A. Notification to activate one or more of the following actions will be provided by the County OES (Office of Emergency Services) or the Superintendents office.

1. Initiate Action: “STAND BY”.

2. Initiate Action: “GO HOME”.

3. Initiate Action: “LEAVE BUILDING”.

4. Initiate Action: “DIRECTED TRANSPORTATION”.

5. On official request Action: “CONVERT SCHOOL”.

Action: “STAND-BY” FLOOD

SEVERE STORM / WINDSTORM

THE INTENSITY AND DURATION OF THE STORMS WILL DICTATE WHICH OF THE FOLLOWING ACTIONS WILL BE TAKEN:

Implement Action: “SHELTER IN PLACE”.

Students and staff should be assembled inside buildings.

Close windows and blinds.

Remain near an inside wall if possible.

Evacuate classrooms bearing full force of wind.

Keep tuned to one of the suggested local radio stations: _KUIC 95.3 FM__ for the latest advisory information.

Take roll. Place “OK / “NEED HELP” sign in window.

If necessary / possible, school office will call 911, the district office, and / or the district maintenance office.

School office will notify utility company of any breaks or suspected breaks in utility services.

Action: “SHELTER IN PLACE” SEVERE STORM / WINDSTORM

WAR A. Strategic Warning: 1. Description and meaning: a. A notification that enemy initiated hostilities may be imminent. b. Dissemination will be by news media (radio, television, and local newspapers). c. No estimate can be made of the duration of a strategic warning condition. d. The warning time may be limited to just minutes.

2. The following will be accomplished:

a. District office will contact the school offices. b. Principal will implement Acton: “GO HOME” on instructions from the superintendent. c. School office will notify the district office when this has been accomplished.

B. Attack Imminent: 1. Description and meaning:

a. Receipt of warning from the Alert Warning System (AWS) radio. b. Confirmed information that hostile forces have been detected and are committed to an attack against the North American continent, or c. Confirmed information that an allied nation or a United States Territory or possession has been attacked with nuclear weapons. Or d. Confirmed information that an attack has taken place within the North American continent.

2. Dissemination: a. District office monitors AWS and/or receives confirmed information from an appropriate agency. b. District office notification made to principal.

3. The following will be accomplished:

a. Action: “DROP—TAKE COVER”.

b. Turn on a battery operated radio and tune to a station that is part of the AWS. c. Take roll and place “OK” or “NEED HELP” sign in window. d. Staff and students remain under cover until other action is advised or directed by Principal. Action: “GO HOME” / “SHELTER IN PLACE” WAR

IX GAS LEAK

GAS LEAKS, LARGE OR SMALL, HAVE THE POTENTIAL TO CAUSE EXPLOSION, PERSONAL INJURY AND LOSS OF PROPERTY.

ALL GAS LEAKS ARE REPORTED DIRECTLY TO THE SITE ADMINISTRATOR. a. Recommendation is “SHUT OFF GAS” immediately at nearest location to building and call TUSD maintenance department 707-437-8231 or emergency radio contact with maintenance.

Administrator or designee will initiate Action: “LEAVE BUILDING”. Principal will call (or direct office personnel to call): District Office

Keep access roads open for emergency and district vehicles.

Staff will take roll. Hold up “OK” or “NEED HELP” sign.

Principal will instruct the office to notify the utility company PG&E.

1-800-743-5000

The principal may: Initiate Action: “ALL CLEAR”, if the fire department, PG&E and/or TUSD maintenance Supervisor or designee declare the building(s) safe.

Initiate Action: “STAY OUT” or “GO HOME” if building is unfit to re-enter.

Action: “LEAVE BUILDING”

Interagency Liaison Public Information Michelle Richardson Incident Commander Officer Back-up: Curriculum Dir. Kate Wren Gavlak Jim Bryan Back-up Carol Ueckert Safety Manager Back-ups: Jim Bryan David Florez Michelle Richardson Back-up: Curriculum Dir. /Anna Pimentel The Leaders—Overall emergency policy and coordination including public information, safety and coordination with other agencies.

Finance/Admin Logistics Operations Planning/Intelligence Anna Pimentel Michelle Richardson David Florez Sue Brothers Back-up: Pam Smith Back-up: Anna Pimentel Back-up: Michael Back-up: Carol Ueckert Harrington

Record Keeping Supplies & Communication Student Situation Status Pam Smith Staffing Transportation s Releases/Staff Sankaran Iyer Back-up: Dave Sue Carlson Deb Oien Accounting Shandra Kerwin Socorro Hettick/Luis Back-up: Lead Lisa Pimentel Danyel Conolley Ed Services Antonio Batiza Bus Driver, Earl Rick Marx Jamie Metcalf Secretary Becky Boyd Back-up: Rick Mack Sara Smith Perry Light Search & Orlando Rescue Delacruz First Aid Team D. Taylor/V. Tim Carroll The Getters—Get support, DeLaFuente David Perry Back-up: High Damon Murrin Documentation The Payers and supplies, equipment and School/Middle M. Harrington Jovan School Health Roberto Ordonez Madrillejos Trackers—Monitor Specialists Back-up: Lorie costs and assist with Hoeft The Doers—tactical Assembly/ Vickie Jackson recovery response teams--Tactical is Shelter Team Maintenance/ Kelly Hatcher Fire/Site defined as, “Any skillful Becky Boyd Security method to gain an end. Lisa Martin Michael Sara Smith Harrington Done or made for the Keith Bechere purpose of trying to Anthony Lewis The Thinkers— Crises Marc Miller achieve an immediate or Intervention Information gathering and Carol Ueckert actions plans. short-term aim.” Barb Fraser Betty Moody

Vanden Emergency Response Teams The Vanden Emergency Response Teams (ERT) are designed to be deployed into action if the need arises on campus. During a massive casualty incident (MCI) where there is significant structural damage, all teams would be assembled and deployed. Other incidence with fewer or no injuries or structural damage would require fewer teams. These decisions will be made by the Incident Commander (IC) and will communicated should the need arise. All staff members should be prepared at a moments notice to fulfill their assigned role.

It is important that all team members understand their role during an emergency and be prepared to make decisions to best protect themselves and others.

Incident Commander: Sandi Reese (Management)

SCRIBE/Agency Liaison: Margaret Comer

Planning and Accountability: Sandi Reese

Communications/Status Board: Marleen Hurst

Safety Officers: Marian Collins and Hollis Huvar

Request: Carmen Ryan Reunion Gate: Darcel Poche-Tucker

Request Gate Reunion Gate Theresa Travaglini Patty Pelfrey Trisha Carr KC Seidlitz

Operations: Bill Sarty

Facilities/Utilities: Ralph Shott Serapio Cortez Judy Fernandez Il Ho

Damage Assessment/Fire Suppression: John Poe and Sherman Martinez

Mark Nowag Merope Leano Doug Green Larry Sepulvida

Search and Rescue: LeVon Haynes

Mike Souza Bruce Tipton Rick Vaiuso Adam Lundy Keri Butler Stan Lewis David Kenyon Kevin Ratterman

Logistics: Rob Roberton

Supplies and Equipment: Luci Vanderlaan and Sandy Brown

Assembly Areas/Classrooms: Meaghan Sussman

Jennifer Thompson Marissa St.Louis Keilani Carrasco Galvin Lam Jorge Salas Amy Hernandez David Draim George Wales Mary Centeno Katy Green Brenda Vinet Marilyn Lewis Sarah Nelson Chris Kuchinski Julie Kane John Gonzales Sandra Sanchez Marsha Morris Rickey Peterson Jacqueline Johannessen Mary McIntyre Judi Ruggiero Brent Manuel Denis Waldron Andrew Wren Lisa Leone Jim Marianno Christine Bierwirth Hannah Tyndal Patricia Bernal Joanne Scott Carol May Ryan Adams Sandra Dick Linda Odelson Kathy Roberson Rebecca McKee Jezabel Leslie Tracy Adan Patricia Moses Sue DeMille

Psychological First Aid: Colleen Estes

Francine Caires Pam Duncan Katherine Beltramo Ron Van Sant Gerald Salcido

First Aid/Medical: Carmen Ryan

Chris Benoit Norm DePonte Lloyd Wilson Denise D’Andrea Andy San Juan Aimee Korynta Roberto Herrera Jerry Eaton Linda Triplett

Keep this document with your emergency packet. Contact Sandra Reese immediately should you have any questions about your assigned role.

Vanden High School Phone Tree

Sandi Reee Principal will call other 2 administrators to contact all department heads. Department heads will contact their members.

Name Contacted Notes Bill Sarty Yes / MSG Linda Triplett Yes / MSG Lucilia Vanderlaan Yes / MSG Rob Robertson Yes / MSG LeVon Haynes Yes / MSG Merope Leano Yes / MSG Michael Pena Yes / MSG Kristin Shields Yes / MSG Margaret Comer Yes / MSG Francine Caires Yes / MSG Adam Lundy Yes / MSG Andrew Wren Yes / MSG

Bill Sarty Yes / MSG Keilani Carrasco Yes / MSG Colleen Estes Yes / MSG Amanda Carter Yes / MSG Pam Duncan Yes / MSG Rickey Peterson Yes / MSG Jim Marianno Yes / MSG Leslie Speck Yes / MSG Theresa Travaglini Yes / MSG Ralph Shott Yes / MSG Keri Butler Yes / MSG

Margaret Comer Yes / MSG Marleen Hurst Yes / MSG Trisha Carr Yes / MSG Darcel Poche-Tucker Yes / MSG Patty Pelfrey Yes / MSG Carmen Ryan Yes / MSG

Ralph Shott Yes / MSG Il Ho Yes / MSG Judy Fernandez Yes / MSG Serapio Cortez

Tamara Zakreewski Yes / MSG Connie Nichols Yes / MSG Yuko Lindsey Yes / MSG Joane Powers Yes / MSG 56

Yasuno Nicholson Yes / MSG Christina Grenert Yes / MSG Dawn Lundholm Yes / MSG Sandra Long Yes / MSG

Pam Duncan Yes / MSG Katherine Beltramo Yes / MSG Ron Van Sant Yes / MSG Gerald Salcido Yes / MSG Marleen Hurst Yes / MSG KC Seidlitz Yes / MSG Jenny Clark Yes / MSG

Jenn Roush Yes / MSG Aimee Korynta Yes / MSG Andrew Wren Yes / MSG Andy San Juan Yes / MSG Chris Benoit Yes / MSG Jennifer Thompson Yes / MSG Mike Souza Yes / MSG Rebecca McKee Yes / MSG Cindy Porter Yes / MSG

Brittney Hansen Yes / MSG Marissa St. Louis Yes / MSG Bruce Tipton Yes / MSG Susan DeMille Yes / MSG Bernard Phelan

Keilani Carrasco Yes / MSG Amy Hernandez Yes / MSG Mary Centeno Yes / MSG Julie Kane Yes / MSG Denis Waldron Yes / MSG Mark Nowag Yes / MSG Mary McIntyre Yes / MSG Rick Vaiuso Yes / MSG David Long Yes / MSG

Adam Lundy Yes / MSG Jorge Salas Yes / MSG Chris Kuchinski Yes / MSG Elaine Smith Yes / MSG Roberto Herrera Yes / MSG Galvin Lam Yes / MSG Jerry Eaton Yes / MSG

Jim Marianno Yes / MSG Sarah Nelson Yes / MSG Stan Lewis Yes / MSG Meaghan Sussman Yes / MSG 57

Vanden Emergency Response Teams

Yvonne Garcia Yes / MSG David Kenyon Yes / MSG John Gonzales Yes / MSG Brenda Vinet Yes / MSG Judi Ruggiero Yes / MSG Patricia Moses Yes / MSG Linda Triplett Yes / MSG Lisa Leone Yes / MSG John Poe Yes / MSG Hollis Huvar Yes / MSG Marian Collins Yes / MSG Sherman Martinez Yes / MSG Brent Manuel

Kristin Shields Yes / MSG Denise D'Andrea Yes / MSG Doug Green Yes / MSG Kristin Bump Yes / MSG Larry Sepulvida Yes / MSG Marilyn Lewis Yes / MSG Marsha Morris Yes / MSG Liz Roman Yes / MSG Sydney Milton Yes / MSG

Francine Caires Yes / MSG Laurie Schrader Yes / MSG Michael Haworth Yes / MSG Sheena Urmaza Yes / MSG Ryan Adams Yes / MSG Connie Ludwig Yes / MSG Leslie Speck Yes / MSG Tracy Adan Yes / MSG Sandra Dick Yes / MSG Joanne Scott Yes / MSG Nancy Massey Yes / MSG Kathy Roberson Yes / MSG Lynn Wanberg Yes / MSG Tony Sawhill Yes / MSG Susan Coffman Yes / MSG

Keri Butler Yes / MSG Norm Deponte Yes / MSG Lloyd Wilson Yes / MSG Kevin Ratterman Yes / MSG

The Vanden Emergency Response Teams (ERT) are designed to be deployed into action if the need arises on campus. During a massive casualty incident (MCI) where there is significant structural damage, all teams would be assembled and deployed. Other incidence with fewer or no injuries or structural damage would require fewer teams. These decisions will be made by the Incident Commander (IC) and will communicated should the need arise. All staff members should be prepared at a moments notice to fulfill their assigned role.

It is important that all team members understand their role during an emergency and be prepared to make decisions to best protect themselves and others.

Incident Commander: Sandi Reese(Management)

SCRIBE/Agency Liaison: Margaret Comer

Planning and Accountability: William Sarty

Communications/Status Board: Marleen Hurst

Safety Officers: Marian Collins and Hollis Huvar

Request: Carmen Ryan Reunion Gate: Darcel Poche-Tucker

Request Gate Reunion Gate Theresa Travaglini Patty Pelfrey Trisha Carr KC Seidlitz

Operations: Bill Sarty

Facilities/Utilities: Ralph Shott Serapio Cortez Judy Fernandez Il Ho

Damage Assessment/Fire Suppression: John Poe and Sherman Martinez

Mark Nowag Merope Leano Doug Green Larry Sepulvida Rick Trefz

Search and Rescue: LeVon Haynes

Mike Souza Bruce Tipton Rick Vaiuso Adam Lundy Keri Butler Norm DePonte Stan Lewis David Kenyon

Kevin Ratterman

Logistics: Rob RobertsoN

Supplies and Equipment: Luci Vanderlaan, Sandy Brown

Assembly Areas/Classrooms: Meaghan Sussman

Bernard Phelan Marissa St. Louis Keilani Carrasco Galvin Lam Jorge Salas Amy Hernandez Jennifer Thompson Sue DeMille Mary Centeno Kristin Bump Brenda Vinet Marilyn Lewis Aron Hale Chris Kuchinski Julie Kane John Gonzales Ryan Adams Marsha Morris Rickey Peterson Jim Marianno Mary McIntyre Judi Ruggiero Brent Manuel Andrew Wren Lisa Leone Joann Scott Denis Waldron Sandra Dick Lynne Wanberg Kathy Roberson Rebecca McKee Tracy Adan Patricia Moses David Long

Psychological First Aid: Colleen Estes

Francine Caires Pam Duncan Katherine Beltramo Ron Van Sant Gerald Salcido

Leslie Speck

First Aid/Medical: Robin Frankel

Chris Benoit Lloyd Wilson Denise D’Andrea Andy San Juan Aimee Korynta Jerry Eaton Roberto Herrera Linda Triplett

Keep this document with your emergency packet. Contact Sandi Reese immediately should you have any questions about your assigned role.

Teacher Responsibilities

California Government Code, Chapter 8, Section 3100 states: “…all public employees are hereby declared to be disaster service workers subject to disaster service activities as may be assigned to them by their superiors or by law.” In accordance with these provisions, all staff members are considered “disaster service workers” during emergencies and must remain on site to carry out assigned responsibilities.”

School staff should be familiar with emergency procedures and any assigned responsibilities. During an emergency, staff will serve on response teams and implement response procedures. If a teacher has been assigned to a position in the following list, the teacher will first accompany the students to the Assembly Area, where they will be reassigned to another teacher. The teacher will then carry out assigned responsibilities.

Teacher Responsibilities: Student Care

Responsibilities:  Assess situation and remain calm.  If ground is shaking, lead Duck, Cover, and Hold On. The staff needs to speak  Calm, direct, and give aid to students. Assist seriously injured students if with one voice. Only the possible. Public Information  Lockdown or Shelter in Place: Officer will release  If gunfire or explosions are heard, get everyone to lie flat on the floor. information to parents or  If Shelter in Place is activated, follow procedures for a lock down. the general public.  Evacuation:  Check with buddy teacher and assist as necessary.  Take first aid kit (including any other emergency supplies you may have available) and roll book.  Evacuate to assigned emergency zone. If that area is hazardous, evacuate to the closest, safest area until further instructed.  Use safest route, alert for hazards; quickly and quietly.  Door closed but unlocked for Search & Rescue access.  Assembly Area:  Instruct students to line up in alphabetical order in their zone.  Take attendance and complete “Student Accounting Form.” Someone will be by to pick up your form.  Supervise and reassure students.  Administer first aid as necessary, or send student to First Aid area with a “buddy.”  Keep documentation on students who are sent to other areas (name, time left, reason, time returned)  Be alert for latent signs of injury/shock in all students.  Student Release:  Student runners will bring form requesting student.  Note that student has left on the Student Accounting Form.  Student will accompany runner to release area.  If parent demands child, breaking release procedure, make appropriate notations, describing incident, on accountability form. Avoid confrontations.

Personnel: All teachers and substitute teachers Assembly Location Inside: Classrooms Outside: Zones

Equipment / Supplies  Class lists  Supplies Student Information Sheets or Emergency Cards  First Aid kit and classroom kit (if available)  Forms:  Student Accounting Form  Clipboard  Pen or pencil  flashlight/batteries

TEACHERS WITH CLASSES:

1. Lead students through proper drop drill if appropriate.

2. Ascertain the extent of any injuries. Tape the “NEED HELP” sheet on the outside of the door if there are any injured people inside. Tape the “I’m Okay” sheet on the outside of the door if the classroom is calm and managed.

If evacuation is necessary:

3. Evacuate classroom in a calm, orderly manner.

4. Escort class to the evacuation zone and take roll.

5. Complete an Accountability Report sheet for your class—--include students/staff needing mental health counseling.

6. Supervise and reassure your students throughout the emergency.

7. Keep all of your students with you for student location/reunion purposes.

8. Involve your students in activities that will keep them busy and maintain order.

TEACHERS WITHOUT CLASSES: Immediately report to an administrator and assist as directed.

INSTRUCTIONAL ASSISTANTS: Report to the administrator in your zone. Assist as instructed.

GENERAL RESPONSIBILITIES: 1. If a disaster were to strike during school hours, our primary responsibility is to ensure the safety and security of our students. We can expect student flight and panic to some degree, however, most students will look to us for their safety and proper actions in a disaster. As staff and professionals, we must set the example of calm and fight the “flight” urge.

2. Due to the fact that most of us have our own families and our concern for them will be great, once we have established control here, we will initiate a relief system. This system will allow certain employees to leave, unite with their loved ones, take care of things, and then return (if requested) to relieve others to do the same until all of our students have been united with their families.

Management

During an emergency, the Incident Commander is responsible for directing response actions from a designated Command Post. To effectively direct response actions, the Incident Commander must constantly assess the situation and develop and implement appropriate strategies. The Incident Commander must be familiar with the available resources, accurately document all response actions, and effectively communicate response strategies to others participating in the response. This function is typically directed by the Principal, as the Incident Commander. The Principal is assisted in carrying out this function by a Public Information Officer, Safety Coordinator, and Agency Liaison.

Management School Principal-Administrator

Responsibilities: The Incident Commander (IC) is solely responsible for emergency/disaster operations and shall remain at the Command Post (CP) to observe and direct all operations. Act as Safety Officer to make sure that the safety of students and staff and others on the site is the highest priority.  If appropriate to the situation a qualified available person may be assigned. Lead by example: your behavior sets tone for staff and students. NOTE: The positions of Information Officer, Liaison Officer, and Safety Officer can also be performed by the IC/EOC Director. Personnel: Sandi Reese The Incident Commander at the school site is most obviously the principal, but in his/her absence, it could be the assistant principal, the secretary, or the librarian. The EOC Director at the district is likely to be the superintendent or another high- ranking official; however, the job could be done by any trained administrator designated in the chain of command. Team Assembly Location Inside: Principal’s Office Outside: Main Quad Team Members will initially meet at the inside location. If the inside location is unavailable, Team Members will meet at the outside location. Start-up Actions:  Obtain your personal safety equipment; i.e., hard hat, vest, clipboard (with job description sheet).  Assess type and scope of emergency.  Determine threat to human life and structures.  Implement emergency/disaster plan and hazard specific procedures.  Develop and communicate an incident action plan with objectives and a time frame to meet those objectives.  Activate functions (assign positions) as needed.  Fill in “Incident Assignments” form  Appoint a backup or alternate IC Operational Duties Continue to monitor and assess total school situation:  View site map periodically for Search & Rescue progress and damage assessment information.  Check with chiefs for periodic updates.  Reassign personnel as needed. Report (through Communications) to school district on status of students, staff, campus as needed. (Site Status Report) Develop and communicate revised incident action plans as needed. Begin student release when appropriate. NOTE: No student should be released until student accounting is complete. Never send students home before the end of the regular school day unless directed by the Superintendent of Schools, except individuals on request of parent/guardian. Authorize release of information. Utilize your back up; plan and take regular breaks, 5-10 minutes/hour, relocate away from the CP. Plan regular breaks for all staff and volunteers. Take care of your caregivers! Release teachers as appropriate per district guidelines. By law, during a disaster, teachers become “disaster workers.” 65

Remain on and in charge of your campus until redirected or released by the Superintendent of Schools. Closing Down: Authorize deactivation of sections, branches, or units when they are no longer required. At the direction of the Superintendent of Schools, deactivate the entire emergency response. If the Fire Department or other outside agency calls an “All Clear,” contact the district before taking any further action. Ensure that any open actions not yet completed will be taken care of after deactivation. Ensure the return of all equipment and reusable supplies to Logistics. Close out all logs. Ensure that all logs, reports, and other relevant documents are completed and provided to the Documentation Unit. Proclaim termination of the emergency and proceed with recovery operations if necessary. Equipment / Supplies Campus map Job description clipboards Supplies: Master keys Command post tray (pens, etc.) Staff & student rosters School district radio Disaster response forms Campus 2-way radios Emergency/disaster plan AM/FM radio (battery) Duplicate rosters (2 sets) Bullhorn Tables & chairs (if CP is outdoors) Vests (if available) Campus Emergency Planning Guidelines Flashlights/batteries

Management Public Information Officer (PIO)

Responsibilities: The public has the right and need to know important information related to emergencies/disaster at the school site as soon as it is available. The Public Information Officer (PIO) acts as the official spokesperson for the school site in an emergency situation. If a school district PIO is available, he/she will be the official spokesperson. A school site-based PIO should only be used if the media is on campus and the district PIO is not available or forthcoming. News media can play a key role assisting the school in getting emergency/disaster related information to the public (parents). Information released must be consistent, accurate, and timely. Personnel: Designate by position the individual who will be the Public Information Officer/Spokesperson for the school, with one or two alternates.  District Personnel in communication with IC

Team Assembly Location Inside: District Office Team Members will initially meet at the inside location. If the inside location is unavailable, Team Members will meet at the outside location. Start-up Actions:  Determine a possible “news center” site as a media reception area (located away from the Command Post and students). Get approval from the Incident Commander (IC).  Identify yourself as the “PIO” (vest, visor, sign, etc.)  Consult with district PIO to coordinate information release.  Assess situation and obtain statement from IC. Tape-record if possible.  Advise arriving media that the site is preparing a press release and approximate time of its issue.  Open and maintain a position log of your actions and all communications. If possible, tape media briefings. Keep all documentation to support the history of the event. Operational Duties  Keep up-to-date on the situation.  Statements must be approved by the IC and should reflect: • Reassurance — EGBOK — “Everything’s going to be OK.” • Incident or disaster cause and time of origin. • Size and scope of the incident. • Current situation — condition of school site, evacuation progress, care being given, injuries, student release location, etc. Do not release any names. • Resources in use. • Best routes to school if known and appropriate. • Any information school wishes to be released to the public.  Read statements if possible.  When answering questions, be complete & truthful, always considering confidentiality & emotional impact. Avoid speculation, bluffing, lying, talking “off the record,” arguing, etc. Avoid use of the phrase “no comment.”  Remind school site/staff volunteers to refer all questions from media or waiting parents to the PIO.  Update information periodically with IC.  Ensure announcements & other information are translated into other languages as needed.  Monitor news broadcasts about incident. Correct any misinformation heard. 67

 Closing Down:  At the Incident Commander’s direction, release PIO staff no longer needed. Direct staff members to sign out through Timekeeping.  Return equipment and reusable supplies to Logistics.  Close out all logs. Provide logs and other relevant documents to the Documentation Unit. Equipment / Supplies  ID vest  Battery operated AM/FM radio  Paper/pencils/marking pens  Scotch tape/masking tape  Scissors  School site map(s) and area maps • 8-1/2 x 11 handouts • Laminated poster board size  for display  Forms: Disaster Public Information Release Work Sheet • Sample Public Information Release • School Profile or School Accountability Report Card (SARC) Flashlights/batteries

Communications: Challenges and Suggested Responses

Challenge Response Day One Rumor Control Clear and frequent communication. Crisis communicators A common reaction to fear is to generate rumors or stories to should be involved, visible, and convey leadership. fill in information that is not available. Making an uninformed Survivors, victims' families, and local citizens will look to the declaration about information can be empowering for school for leadership. Its presence will help calm fears and frightened individuals. Crises are fertile ground for rumors, rumor mongering. and rumors are unfortunately self-perpetuating.

Phone Line Jams Use combination two-way radio/cell phones and if possible Natural disasters and major news making events can create keep one line open to the district office. If a connection is massive phone traffic, jamming cellular connections. made, don't hang up, just put the phone down for use later.

Media Intrusion Determine and maintain a perimeter around the school that School crises can create a crush of media, often making it media may not cross. Ask for law enforcement help in hard to distinguish parents and students from journalists. policing violators. Violators may later be denied access to Helicopters and cameras stationed outside the school official school or law enforcement briefings. provide live coverage that can put many lives at risk.

Scattering of Schools and School Staff Establish pre-identified locations (reunion areas) that Acting on instinct, staff and students facing danger flee the students and staff should retreat to in the event of an building, often not knowing where they are running. This emergency. Ensure that a procedure has been established makes it difficult to ensure that students are moving toward for releasing students to parent or guarding care; the safety, not danger, and makes it difficult to account for procedure should be able to account for when and into students and staff. Parents who come to school often cannot whose custody the child was released. Provide information find their children and panic ensues. Natural disasters can about dispersed colleagues and students. disperse children, families, and entire communities. Recent disasters have spawned effective people (and even pet) locator systems that often involve Internet communication.

Media Mistakes Fact verification. Establish trust before the crisis strikes. Provide as much In the absence of information and the pressure of live information as you can as quickly as you can without coverage, verification of facts is often sacrificed for good speculating or releasing unverified information. Even if all pictures and sound. you can say are a few sketchy sentences, you can communicate your concern and compassion and the action being taken to investigate. Advise media of the potential destructiveness of being wrong.

Day Two Challenge Response Potential for Eroded Credibility Implement trust-building, fear-reducing, credibility-fixing When bad things happen, past behavior is used to predict behaviors. Suggestions: Provide advance information. future actions. When past behaviors are considered good Ask for input from all, even perceived opponents. Listen and helpful, the current and future behaviors don't match carefully. Demonstrate you've heard, adjust action. Stay in those expectations, there is a loss of credibility. touch. Speak in plain language. Bring victims/involuntary participants into the decision making process. Constant Need for Information Organize separate all-school staff and all-community The need for a constant streaming of information to the meetings to provide information and opportunity to express community is enormous. Questions and anxieties can concerns. Immediately implement information channels escalate. that are accessible to all members of the community and media -- an interactive web site for questions and answers, a crisis response hotline, and a regularly updated fact sheet.

Panic and Alienation Drop-in centers should be made available in several Normal routines and support systems are suspended and locations throughout the community for parents, students, survivors can feel very alone and panicked. teachers and others to receive information, counseling, and contact with other grieving members of the school and community.

Media Feeding Frenzies Implement a system for coordinating and responding to Reporters are scrambling for pictures of students, interviews media and set parameters for coverage. with school staff and students, and sometimes implement specious means of gaining access to schools and hospitals.

Day Three and Beyond Community Feelings - Bitterness and Blame Victims and Care must be taken to sustain open, responsive victims' families and the school community may feel bitter communication lines with all facets of the school and may take action that causes divisiveness. There may community, particularly the victims and their families. also be a tendency to place blame or emphasize simplistic Liaisons to victims should make frequent contact with the solutions to violence or community crisis. families and be responsive to their concerns and needs. In addition, affirming community-wide activities should be scheduled to allow citizens to contribute to memorials and expressions of compassion.

Victims' Feelings - Anxiety, Frustration, Anger Promote the understanding that victims have a special Victims (of varying degrees) declare their needs are not mentality and their perception and behavior is altered in being met or considered and resist solutions. ways that are fundamentally predictable. Victims designate themselves and determine when they are not longer victims. Anxiety and Media Interest in Return to School Establish drop-in support groups within school during lunch Anxieties escalate around returning to school. There is a hour and before and after school. Carefully plan re-entry heightened media interest in covering the first day back. and make adequate counseling support available. Communicate well first day plans and set limits with the media.

EMERGENCY PUBLIC INFORMATION

A. Designate by position the individual who will be the Public Information Officer/Spokesperson for the school, with two alternates.

B. The following radio and television stations, with their contact numbers (phone, fax, email), will be utilized by the school for disseminating pertinent school information:

C. The following school telephone numbers will be designated for use by parents/guardians during an emergency/disaster:

Contact name Telephone # Margaret Comer (707) 437-7333

D. Identify any staff who speak foreign languages for answering the above designated phone(s) should there be any parents/guardians who speak English poorly or not at all.

Language Name Telephone # Spanish Jorge Salas (707) 437-7333

E. The student handbook briefly explains the procedures to be followed by the school in the event of a disaster. Included in this handbook are the local radio and television stations that will disseminate school information, as well as the designated school telephone number(s) that parents can call during an emergency/disaster. These procedures may be updated periodically, with parent newsletters or mailings being utilized to get any necessary updated information to parents.

F. Media briefings will be conducted as necessary at (location) District Office, with alternate locations at TEC.

MEDIA CONTACT NUMBERS Telephone # Radio Stations Radio Station Telephone # KUIC 446-0200

TAFB Information: 423-7300 TAFB Police 424-3294 TAFB Security 424-2800

Newspapers Paper Telephone # Vacaville Reporter 448-2200

Television Stations Television Station Telephone # KCRA Channel 3 916-441-4050 KTXL - Fox 40 916-454-4598 Comcast 707-448-8480 KRON 4 415-441-4444

Management Safety Officer

Responsibilities: The Safety Officer ensures that all activities are conducted in as safe a manner as possible under the circumstances which exist. Personnel: Marian Collins and Hollis Huvar (report to Sandi Reese)

**please see Allyson to obtain a radio and supplies backpack** Team Assembly Location Inside: Cafeteria Outside: Cafeteria Quad Team Members will initially meet at the inside location. If the inside location is unavailable, Team Members will meet at the outside location. Start-up Actions:  Check in with Incident Commander for situation briefing.  Obtain necessary equipment and supplies from Logistics.  Put on position identifier, such as vest, if available.  Open and maintain a position log. Maintain all required records and documentation to support the history of the emergency or disaster. Document:  Messages received  Action taken  Decision justification and documentation  Requests filled Operational Duties  Monitor drills, exercises, and emergency response activities for safety.  Identify and mitigate safety hazards and situations.  Stop or modify all unsafe operations.  Ensure that responders use appropriate safety equipment.  Think ahead and anticipate situations and problems before they occur.  Anticipate situation changes, such as severe aftershocks, in all planning.  Keep Sandi Reese advised of your status and activity and on any problem areas that now need or will require solutions. Closing Down:  When authorized by IC, deactivate the unit and close out all logs. Provide logs and other relevant documents to the Documentation Unit.  Return equipment and reusable supplies to Logistics. Equipment / Supplies  Vest or position identifier, if available  Supplies: Hard hat, if available  Clipboard, paper, pens  Two-way radio, if available  Flashlights/batteries

Management Liaison Officer

Responsibilities: The Liaison Officer serves as the point of contact for Agency Representatives from assisting organizations and agencies outside the school district and assists in coordinating the efforts of these outside agencies by ensuring the proper flow of information.

Personnel: Sandi Reese and Margaret Comer

Team Assembly Location Inside: Principals’ Office Outside: Main Quad Team Members will initially meet at the inside location. If the inside location is unavailable, Team Members will meet at the outside location.

Start-up Actions:  Check in with Incident Commander (IC) for situation briefing.  Determine your personal operating location and set up as necessary.  Obtain necessary equipment and supplies from Logistics.  Put on position identifier, such as vest, if available.  Open and maintain a position log. Maintain all required records and documentation to support the history of the emergency or disaster. Operational Duties  Brief Agency Representatives on current situation, priorities and incident action plan.  Ensure coordination of efforts by keeping IC informed of agencies’ action plans.  Provide periodic update briefings to Agency Representatives as necessary.

Closing Down:  At the Incident Commander’s direction, deactivate the Liaison Officer position and release staff no longer needed. Direct staff members to sign out through Timekeeping.  Return equipment and reusable supplies to Logistics.  Close out all logs. Provide logs and other relevant documents to the Documentation Unit.

Equipment / Supplies  Vest or position identifier, if available  Supplies: Two-way radio, if available  Clipboard, paper, pens  List of phone numbers for local agencies  Flashlights/batteries

Planning/Intelligence

During an emergency, SEMS Planning and Intelligence involves the use of various methods to efficiently gather information, weigh and document the information for significance, and actively assess the status of the emergency. This understanding and knowledge about the situation at hand is vital to the effective management of a response. Under SEMS, this function is supported by two staff members, one involved with “Documentation” and the other with “Situation Analysis.” In TUSD schools, “Situation Analysis” may be performed by a “Communications” position. Both of these positions, if assigned at the discretion of the Principal, will report directly to the Incident Commander (Principal) unless a Planning/Intelligence Chief is assigned.

Planning/Accountability

Responsibilities: Situation Analysis Planning/Intelligence is responsible for the collection, evaluation, documentation and use of information about the development of the incident and the status of resources. Maintain accurate site map. Provide ongoing analysis of situation and resource status.

Personnel: Certificated or classified staff member can perform this function. These people must be able to use communications equipment, gather information in a timely manner, and weigh it for significance. Sandi Reese

Team Assembly Location Inside: Assistant Principal’s Office Outside: Main Quad Team Members will initially meet at the inside location. If the inside location is unavailable, Team Members will meet at the outside location. Start-up Actions:  Check in with Planning/Intelligence Chief for situation briefing.  Obtain necessary equipment and supplies from Logistics.  Put on position identifier, such as vest, if available.  Determine whether there will be a Finance/Administration Section. If there is none, the Documentation Clerk will be responsible for maintaining all records of any expenditures as well as all personnel time keeping records. Operational Duties  Records: Maintain time log of the Incident, noting all actions and reports.  Record content of all radio communication with district Emergency Operations Center (EOC).  Record verbal communication for basic content.  Log in all written reports.  File all reports for reference (file box).  Important: A permanent log may be typed or rewritten at a later time for clarity and better understanding. Keep all original notes and records—they are legal documents.

 Student and Staff Accounting:  Receive, record, and analyze Student Accounting forms.  Check off staff roster. Compute number of students, staff, and others on campus for Situation Analysis. Update periodically.  Report missing persons and site damage to Command Post.  Report first aid needs to medical team leader.  File forms for reference.

Closing Down:  Close out all logs and turn all documents into Documentation.  Return equipment and reusable supplies to Logistics. Equipment / Supplies  Paper, pens, dry-erase pens, tissues  Job description clipboards  Large site map of campus, laminated or covered with Plexiglas  File box(es)  Map of county or local area  Flashlights/batteries

Planning/Accountability Communications Group

Responsibilities: This unit is responsible for establishing, coordinating, and directing verbal and written communications within the school disaster site.

The Communications position is responsible for the analysis of emergency information, identifying potential changes in emergency conditions, and maintaining the “status board.” Personnel: Communications Staff Member: Julie Moresi

School staff member with campus two way radio, supported by student or disaster volunteer runners, and, if available, a Disaster volunteer who is a qualified amateur radio operator. Team Assembly Location Inside: Assistant Principal’s office Outside: Main Quad Team Members will initially meet at the inside location. If the inside location is unavailable, Team Members will meet at the outside location. Start-up Actions:  Set up Communications station in a quiet location with access to the Command Post (CP).  Turn on radios and advise CP when ready to accept traffic. Operational Duties  Communicate with district EOC per district procedure. At the direction of the Incident Commander (IC), report status of students, staff, and campus, using Site Status Report Form.  Receive and write down all communications within school site.  Use runners to deliver messages to the IC with copies to the Plans/Intelligence Chief.  Maintain Communications Log: date/time/originator/recipient  Direct the media or the public to the Public Information Officer.  Monitor AM/FM radio for local emergency news: 98.3

Closing Down:  Close out all logs, message forms, etc. and turn them over to Documentation.  Return all equipment and unused supplies to Logistics.

Equipment / Supplies  2-way radios with spare batteries for each  District emergency Handheld radio  District emergency phone roster  Job description clipboard paper, pens  Table and chairs AM/FM radio  File boxes, tote tray for outgoing messages  Forms: Site Status Report  Message forms  Flashlights/batteries

Communications: Challenges and Suggested Responses

Use combination two-way radio/cell phones and if possible Phone Line Jams keep one line open to the district office. If a connection is Natural disasters and major news making events can create made, don't hang up, just put the phone down for use later. massive phone traffic, jamming cellular connections.

Determine and maintain a perimeter around the school that media may not cross. Ask for law enforcement help in Media Intrusion policing violators. Violators may later be denied access to School crises can create a crush of media, often making it official school or law enforcement briefings. hard to distinguish parents and students from journalists. Helicopters and cameras stationed outside the school provide live coverage that can put many lives at risk. Scattering of Schools and School Staff Establish pre-identified locations (reunion areas) that Acting on instinct, staff and students facing danger flee the students and staff should retreat to in the event of an building, often not knowing where they are running. This emergency. Ensure that a procedure has been established makes it difficult to ensure that students are moving toward for releasing students to parent or guarding care; the safety, not danger, and makes it difficult to account for procedure should be able to account for when and into students and staff. Parents who come to school often cannot whose custody the child was released. Provide information find their children and panic ensues. Natural disasters can about dispersed colleagues and students. disperse children, families, and entire communities. Recent disasters have spawned effective people (and even pet) locator systems that often involve Internet communication.

Operations

Under SEMS, all emergency response actions are implemented under the Operations function. This function is supported by staff performing first aid, crisis intervention, search and rescue, site security, damage assessment, evacuations, and the release of students to parents. Within TUSD, these activities are performed by the following teams, under the direct supervision of the Incident Commander (Principal), unless an Operations Chief is assigned: First Aid/Medical Team; Security/Utilities Team; Assembly Area Team; Psychological First Aid Team; Supply/Equipment Team; Request Gate Team; Reunion Gate Team; Fire Suppression/HazMat Team; and Search and Rescue Teams.

Operations Medical Team Leader

Responsibilities: The Medical Team Leader is responsible for the provision of emergency medical response, first aid, and counseling. Informs the Operations Chief or Incident Commander (IC) when the situation requires health or medical services that staff cannot provide. Ensures that appropriate actions are taken in the event of deaths. Personnel:  Robin Frankel Team Assembly Location Inside: Girls Locker Room Outside: Outside of Shubin Team Members will initially meet at the inside location. If the inside location is unavailable, Team Members will meet at the outside location. Start-up Actions:  Establish scope of disaster with IC and determine probability of outside emergency medical support and transport needs.  Make personnel assignments. If possible, assign a minimum of two people to Triage, two to Immediate, two to Delayed, and two to Psychological.  Set up first aid area in a safe place, away from students and parents, with access to emergency vehicles. Obtain equipment/supplies from the container.  Assess available inventory of supplies & equipment.  Review safety procedures and assignments with personnel.  Establish point of entry (“triage”) into treatment area.  Establish “immediate” and “delayed” treatment areas.  Set up a separate Psychological First Aid area if staff levels are sufficient. Operational Duties  Oversee care, treatment, and assessment of patients  Ensure caregiver and rescuer safety  Latex gloves for protection from body fluids; replace with new gloves for each new patient.  Make sure that accurate records are kept.  Provide personnel response for injuries in remote locations or request Transport Team from Logistics.  If needed, request additional personnel from Logistics.  Brief newly assigned personnel.  Report deaths immediately to Operations Chief.  Keep Operations Chief informed of overall status.  Set up morgue, if necessary, in cool, isolated, secure area; follow guidelines.  Stay alert for communicable diseases and isolate appropriately.  Consult with Student Care Director regarding health care, medications, and meals for students with known medical conditions (diabetes, asthma, etc.).

Closing Down:  At the Incident Commander’s direction, release Medical staff no longer needed. Direct staff members to sign out through Timekeeping.  Return equipment and reusable supplies to Logistics.  When authorized by IC, deactivate the section and close out all logs. Provide logs and other relevant documents to the Documentation Unit. Equipment / Supplies  Equipment/ First Aid Supplies: See list below  Job description clipboards  Marking pens  Stretchers  Blankets  Vests, if available 81

 Quick reference medical guides  Tables & chairs  Ground cover/tarps  Staff and student medication from health office  Forms: Notice of First Aid Care Medical Treatment Victim Log  Flashlight/batteries

Recommended First Aid Supplies: 4 x 4” compress: 1000 per 500 students Plastic basket or wire basket stretchers 8 x 10” compress: 150 per 500 students or backboards: 1.5/100 students Kerlix bandaging: 1 per student Scissors, paramedic: 4 per campus Ace wrap: 2-inch: 12 per campus Tweezers: 3 assorted per campus 4-inch: 12 per campus Triage tags: 50 per 500 students Triangular bandage: 24 per campus Latex gloves: 100 per 500 students Cardboard splints: 24 each, sm, med. Lg. Oval eye patch: 50 per campus Steri-strips or butterfly bandages: 50/campus Tapes: 1” cloth: 50 rolls/campus Aqua-Blox (water) cases: 2” cloth: 24 per campus 0.016 x students + staff = # cases Dust masks: 25/100 students (for flushing wounds, etc.) Disposable blanket: 10 per 100 students Neosporin: 144 squeeze packs/campus First Aid Books: 2 standard and 2 advanced per campus Hydrogen peroxide: 10 pints/campus Space blankets: 1/student and staff Bleach, 1 small bottle Heavy duty rubber gloves, 4 pair Black, Red, Yellow Tape Duct Tape Large Pads

Operations First Aid Team

Responsibilities: Use approved safety equipment and techniques to provide emergency medical response, first aid, and counseling Personnel: Chris Benoit Norm Deponte Lloyd Wilson Andy San Juan Denise D’Andrea Aimee Korynta Jerry Eaton Roberto Herrera Linda Triplett

Team Assembly Location Inside: Boys Locker Room Outside: Outside of Shubin Team Members will initially meet at the inside location. If the inside location is unavailable, Team Members will meet at the outside location. Start-up Actions:  Obtain & wear personal safety equipment including latex gloves.  Check with Medical Team Leader for assignment. Operational Duties  Administer appropriate first aid.  Keep accurate records of care given.  Continue to assess victims at regular intervals.  Report deaths immediately to Medical Team Leader.  If & when transport is available, do final assessment and document on triage tag. Keep and file records for reference—do not send with victim.  Student’s Emergency Card must accompany student removed from campus to receive advanced medical attention. Send emergency out-of-area phone number if available.  Triage Entry Area:  Staffed with minimum of 2 trained team members, if possible. • One member confirms triage tag category (red, yellow, green) and directs to proper treatment area. Should take 30 seconds to assess — no treatment takes place here. Assess if not tagged. • Second team member logs victims’ names on form and sends forms to CP as completed.  Treatment Areas (“Immediate” & Delayed”)  Staff with minimum of 2 team members per area, if possible.  One member completes secondary head-to-toe assessment.  Second member records information on triage tag and on-site treatment records.  Follow categories: Immediate, Delayed, Dead  When using 2-way radio, do not use names of injured or dead. Closing Down:  Return equipment and unused supplies to Logistics.  Clean up first aid area. Dispose of hazardous waste safely.  Complete all paperwork and turn into the Documentation Unit. Equipment / Supplies  Equipment/ First Aid Supplies: See list below  Job description clipboards  Marking pens  Stretchers  Blankets  Vests, if available  Quick reference medical guides  Tables & chairs  Ground cover/tarps 83

 Staff and student medication from health office  Forms: Notice of First Aid Care Medical Treatment Victim Log  Flashilights/batteries

Operations Search and Rescue Team Leader

Responsibilities:  Safety Rules: Buddy system:  Minimum of 2 persons per team.  Take no action that might endanger you. Do not work beyond your expertise. Use appropriate safety gear. Size up the situation first.  Follow all operational and safety procedures.

Personnel: Search and Rescue Team Leader: LeVon Haynes Alternate Search and Rescue Team leader: Mike Souza Team Assembly Location Inside: Cafeteria Outside: Cafeteria Quad Team Members will initially meet at the inside location. If the inside location is unavailable, Team Members will meet at the outside location. Start-up Actions:  Obtain all necessary equipment from container. See list below. Get keys from custodial staff if necessary.  Obtain briefing from Operations Chief, noting known fires, injuries, or other situations requiring response.  Assign teams based on available manpower, minimum 2 persons per team. Operational Duties  Perform visual check of outfitted team leaving CP; include radio check. Teams must wear sturdy shoes and safety equipment.  Record names and assignments before deploying teams.  Dispatch teams to known hazards or situations first, then to search the campus using specific planned routes. Send a specific map assignment with each team.  Remain at Command Post (CP) in radio contact with S&R Teams.  Record all teams’ progress and reports on site map, keeping others at CP informed of problems. When a room is reported clear, mark a “C” on the map.  If injured students are located, consult Operations Chief for response. Utilize Transport teams, or send a First Aid Team.  Record exact location of damage and triage tally  (I=immediate, D=delayed, DEAD=dead on map.  Keep radio communication brief and simple. No codes.

Closing Down:  Record the return of each S&R team. Direct them to return equipment and report for additional assignment to Logistics.  Provide maps & logs to the Documentation Unit.

Operations Search and Rescue Teams

Responsibilities:  Safety: Buddy system: Minimum of 2 persons per team.  Take no action that might endanger you. Do not work beyond your expertise. Use appropriate safety gear. Size up the situation first.  Follow all operational and safety procedures.

Personnel: Search and Rescue Members: Mike Souza Bruce Tipton Rick Vaiuso Adam Lundy Keri Butler Stan Lewis David Kenyon Kevin Ratterman

Team Assembly Location Inside: Cafeteria Outside: Cafeteria Quad Team Members will initially meet at the inside location. If the inside location is unavailable, Team Members will meet at the outside location. Start-up Actions:  Obtain all necessary equipment from container. See list below. You must be wearing sturdy shoes and long sleeves.  Put batteries in flashlight.  Check at Command Post (CP) for assignment.

Operational Duties  Report gas leaks, fires, or structural damage to CP immediately upon discovery. Shut off gas or extinguish fires if possible.  Before entering a building, inspect complete exterior of building. Report structural damage to team leader. Use yellow caution tape to barricade hazardous areas. Do not enter severely damaged buildings.  If building is safe to enter, search assigned area (following map) using orderly pattern. Check all rooms. Use chalk or grease pencil to mark slash on door when entering room. Check under desks and tables. Search visually and vocally. Listen. When leaving each room, close slash to form “X” on door. Report by radio to Command Post that room has been cleared (ex: "Room A- 123 is clear”)*  When injured victim is located, team transmits location, number, and condition of injured to CP. Do not use names of students or staff. Follow directions from CP.  Record exact location of damage and triage tally (I=immediate, D=delayed, DEAD=dead on map and report information to CP.  Keep radio communication brief and simple. No codes.

Closing Down:  Return equipment to Logistics.  Provide maps and logs to the Documentation Unit. Equipment / Supplies  Wear vest, hard hat, work and latex gloves, & whistle with master keys on neck lanyard. Wear first aid backpack.  Carry campus 2-way radio and clipboard with job description & map indicating search plan.  Carry bucket or duffel bag with goggles, flashlight, dust masks, pry bar, grease pencil, pencils, duct tape, masking tape.  Remember: If you are not acknowledged, you have not been heard. Repeat your transmission, being aware of other simultaneous transmissions. 87

GUIDELINES FOR LIGHT SEARCH AND RESCUE

1. Never conduct a search and rescue alone. Work with a partner. Plan your search. Do not wander without a pattern. 2. Before you enter each building, feel the top and bottom of the front door with the back of your hand. If it is hot, do not enter. If it is cool, cautiously open the door. Repeat this process every time you come to a closed door. 3. Check the doorjamb, the wall, and the ceiling for cracks and splinters. If the house appears unsafe, do not enter. 4. Enter the room low, preferably on your knees. Be alert. Be aware that there may be aftershocks. 5. While still in the entry way, sniff for the odor of natural gas. If you do smell gas, open the front and back doors and as many windows as you can, without going inside, to provide ventilation. Enter the house only when the smell of gas is gone. 6. While still in the entry way, loudly call out, "Is anyone here?" Listen for a response. If someone answers, ask them to tell you where they are, and what type of help they need. If you don't hear anything, call out that anyone trapped should make some kind of noise. Pause occasionally during the entire search to listen for cries, moans, thumping and/or banging and other indicators of someone needing help. 7. If it is dark, slowly sweep each room with your flashlight before going in. Check the floor and the ceiling of the area you are in for hazards-holes, fallen beams, or glass. 8. Systematically search each room. Stay with your partner and communicate often. Pay careful attention to areas under desks, behind furniture, inside closets, under stairs, and under sinks and restrooms. 9. If it is dark, keep in contact with the wall. It is easy to become disoriented. Should you become confused about your location, following the wall will eventually lead you back to the original door. 10. If you find an injured person, determine, to the best of your ability, the nature of her/his injuries. If no spinal injuries are evident, move the victim to the first aid providers for assessment. 11. Mark the front of each building when you finish to let others know you have searched it. 12. If your attempts to rescue others are obviously beyond your physical capacity or skill, and might jeopardize your life, we recommend these rescues be left for the professionals. Sometimes it takes wisdom and courage to wait for help

Operations Damage Assessment Team

Responsibilities: Assess Damage of Facilities and report to Bill Sarty Personnel: John Poe and Sherman Martinez (report to Bill Sarty) Team Assembly Location Inside: Cafeteria Outside: Cafeteria Quad Team Members will initially meet at the inside location. If the inside location is unavailable, Team Members will meet at the outside location.

DAMAGE ASSESSMENT REPORT NOTE: Do not enter building unless the structural evaluation has been completed and the building is designated as safe to enter.

School/Site Name: ______Location/Building Code: ______District:______Date: ___/____/____ Time: (24:00 Hours):____:____ Damage Category No Slight Damage Severe Damage Hazardous Location/Room #/Note Damage Condition Electrical □ □ □ □ ______

Natural Gas Lines and □ □ □ □ ______Water Heater/Boiler Water □ □ □ □ ______Sewer □ □ □ □ ______Phone □ □ □ □ ______Hazardous □ □ □ □ Chemical Type/Quantity spilled or leaking: Materials ______Custodial chemicals Lab chemicals □ □ □ □ Chemical Type/Quantity spilled or leaking:

______Asbestos □ □ □ □ ______Lead □ □ □ □ ______Physical Hazards □ □ □ □ Sink Holes ______Construction Areas □ □ □ □ ______Damaged Bld. Matl. □ □ □ □ ______Broken Glass □ □ □ □ ______Notes: (description of trouble, location, severity or hazardous materials): ______Findings Building or room safe for reoccupancy □ Building or room closed due to hazardous condition □ The following corrective measures need to be completed prior to reoccupancy: ______90

Operations Site Facility Check/Security

Responsibilities: Secure campus and control traffic to prevent unauthorized entry into or exit from school--lock all gates

If needed: a. Shut off gas main (only if you can smell gas leak) b. Shut off electricity c. Shut off water 1. If needed, double check location of student request/release point with Command Post. 2. Lock all outside access gates or doors. 3. Station personnel as needed to refer people to the student request/ release point. 4. Mount signs at campus access point(s) to direct parents to student request/release point. 5. Report problems or status to Operations Chief. 6. Report to Operations Chief after items 1-5 are completed, for reassignment. (Personnel assigned to securing entrances/exits and directing people to student request/release point should continue in this assignment for duration of emergency situation.)

The Security/Utilities Team Leader is also responsible for contacting local utilities (water, electricity, gas, sewer) as needed.

Personnel: Security/Utilities Team Leader: Ralph Shott Alternate Team Leader: Serapio Cortez

Security/Utilities Team Member: Judy Fernandez Security/Utilities Team Member: Il Ho

Team Assembly Location Inside: Cafeteria Outside: Cafeteria Quad Team Members will initially meet at the inside location. If the inside location is unavailable, Team Members will meet at the outside location. Start-up Actions:  Wear hard hat and identification vest if available Operational Duties  As you do the following, observe the campus and report any damage by radio to the Command Post  Lock gates and major external doors.  Locate/control/extinguish small fires as necessary.  Check gas meter and, if gas is leaking, shut down gas supply.  Shut down electricity only if building has clear structural damage or advised to do so by Command Post (CP).  Post yellow caution tape around damaged or hazardous areas.  Verify that campus is “locked down” and report same to CP.  Advise CP of all actions taken for information and proper logging.  Be sure that the entire campus has been checked for safety hazards and damage.  No damage should be repaired prior to full documentation, such as photographs and video evidence, unless the repairs are essential to 91

immediate life-safety.  Route fire, rescue, police, etc. as appropriate.  Direct all requests for information to the Public Information Officer.

Closing Down:  Return equipment and reusable supplies to Logistics.  When authorized by the Incident Commander, close out all logs. Provide logs and other relevant documents to the Documentation Unit. Equipment / Supplies  Wear vest, hard hat, work gloves, and whistle.  Supplies:  Carry campus 2-way radio  Master keys  clipboard with job description  Carry bucket or duffel bag with goggles, flashlight, dust masks, yellow caution tape, and shutoff tools for gas & (crescent wrench)  Copy of the school’s Emergency Procedures  Large durable signs for providing direction and information  Notebook containing site maps

OPERATIONS Assembly/Shelter Team

Responsibilities: Ensure the care and safety of all students on campus except those who are in the Medical Treatment Area. Pre-designate locations on campus: 1. Media Corral—Parking Lot across the street on DeRonde 2. Assembly Area--Cafeteria 3. Request Gate—Inside Attendance Office 4. Reunion Gate—Little Theatre 5. Evacuation area and routes—Blue, Green, Gold Zones 6. Latrine locations – Girls, Boys and Faculty 7. Medical—Girls Locker Room 8. Psychological First Aid—Counseling Office 9. Logistics/Supplies—Student Support Center and Multipurpose Room 10. Operations—Cafeteria 11. Planning—Asst. Principal’s Office

The Assembly Area Team is responsible for the safe evacuation and accounting of all students and staff during an emergency. The team is also responsible for reporting missing persons to the Incident Commander

Personnel: Classroom teachers, substitute teachers, and staff as assigned. Assembly Area Team Leader: Meaghan Sussman (report to Rob Roberson)

Assembly Area Team Members: Marissa St. Louis Keilani Carrasco Galvin Lam Jorge Salas Amy Hernandez Jennifer Thompson Mary Centeno Kristin Bump Brenda Vinet Marilyn Lewis Sarah Nelson Chris Kuchinski Julie Kane John Gonzales Marsha Morris Rickey Peterson Mary McIntyre Judi Ruggiero Brent Manuel Andrew Wren Lisa Leone Jim Marianno Brittney Hansen Ryan Adams Joanne Scott Denis Waldron Sandra Dick Lynne Wanberg Kathy Roberson Rebecca McKee Tracy Adan Patricia Moses

Team Assembly Location Inside: Cafeteria Outside: Cafeteria Quad Team Members will initially meet at the inside location. If the inside location is unavailable, Team Members will meet at the outside location. Start-up Actions: 1. Teachers will stay with their assigned students in classrooms unless otherwise instructed. Travel from class to class to monitor needs of each teacher/class. 2. Wear identification vest if available. 3. Take job description clipboard, & radio.

4. Check in with Operations Chief for situation briefing. 5. Assign personnel to assignments as needed. If school is evacuating: 1. Verify that the assembly area and routes to it are safe. 2. Count or observe the classrooms as they exit, to make sure that all classes evacuate. 3. Initiate the set-up of portable toilet facilities and hand- washing stations.

Operational Duties a. Monitor the safety and well-being of the students and staff in the Assembly Area. b. Administer minor first aid as needed. c. Support the Student Release process by releasing students with appropriate paperwork. d. When necessary, provide water and food to students and staff. e. Make arrangements for portable toilets if necessary, ensuring that students and staff wash their hands thoroughly to prevent disease. f. Make arrangements to provide shelter for students and staff. g. Arrange activities and keep students reassured. h. Update records of the number of students and staff in the assembly area (or in the buildings). i. Direct all requests for information to the PIO.

Closing Down: j. Return equipment and reusable supplies to Logistics. k. When authorized by IC, close out all logs. Provide logs and other relevant documents to the Documentation Unit. Equipment / Supplies l. Vest, campus 2-way radio m. Clipboard with job description n. Ground cover, tarps o. First aid kit, water, food, sanitation supplies p. Student activities: books, games, coloring books, etc. q. Forms: r. Student Accounting s. Notice of First Aid Care forms t. Flashlights/batteries

Operations Maintenance/Fire Group Responsibilities This Group is responsible for recognizing, isolating and possibly mitigating hazards or potential hazards after a disaster has occurred. For the best possible outcome during and after a disaster the Maintenance/Fire Group (MFG) must feel comfortable in locating utility supplies and shutting them off during a disaster. The MFG will work directly under the Operations Leader and assist responding police and fire personnel in locating hazards. Personnel John Poe and Sherman Martinez

Group Members: Mark Nowag Merope Leano Doug Green Larry Sepulvida Rick Trefz

Team Assembly Inside: Location Outside Team members will initially meet at the inside location. If the inside location is unavailable, team members will meet at the outside location. Start-up Action  Establish communications with the Operations Leader. This communications can be face to face or by radio.  Give Ops Leader your location and plan of action to check damaged utilities (gas lines, electrical boxes, water mains)  Gain access to the proper tools necessary to accomplish plan of action and a map identifying the location of utilities. Operational  Execute plan and report findings of damaged utilities or other hazards. Report any Duties injured or trapped individuals to the Operations Leader so search and rescue can be dispatched.  Shut off any utilities that have been damaged ONLY if you can accomplish it in a safe manner.  If utilities are damaged beyond repair, establish a perimeter around the area and deny entry to everyone except trained disaster workers. Once a perimeter is established, other staff members may be given the duty of denying access to the affected area. This will allow the MFG to continue with their damage control.  If a fire is found during the initial search, first make sure all students and staff members remain clear of the area. Next, notify Operations Leader of the situation. DO NOT ATTEMPT TO ENTER ANY BUILDING THAT IS ON FIRE! If fire hoses are available in the area, water may be applied from a safe distance from OUTSIDE of the building.  Shut down the gas and electrical to the affected building and open all gates accessing the building so emergency vehicles will have access when responding. These actions will expedite access for responding emergency crews.  Once the entire campus has been scouted and all hazards have been identified, a face to face report should be given to the Operations Leader. Closing Down  ALL UTILITIES MUST BE PLACED BACK IN SERVICE BY TRAINED PROFESSIONALS. Equipment &  Portable Radio Supplies  Tool Box with full complement of tools  Fire Line Tape for restricting area access.  Flashlight/batteries The above guidelines were intentionally left very vague in regards to fire fighting. Unless personnel are trained, and provided with the proper equipment, they are exposing themselves to unnecessary risk. The amount of property that two or three unequipped people can save during a fire situation is not worth the life that must be risked to

accomplish this task! Only trained fire fighters with appropriate equipment should attempt enter a building that is on fire or extinguish a fire that may include hazardous materials, including car fires.

Guidelines for Maintenance/Fire Group

ELECTRICAL ISSUES  Locate utilities services. Check to see if electrical service is underground or supplied by overhead wire. If overhead power lines are present, the MFG should do a thorough check of all power lines on campus and the weather head that attaches each line to each building. If findings identify any power line that has fallen or detached itself for any reason, a safety zone of 20 feet in all directions should be established around the affected area. DO NOT TOUCH DOWNED WIRES!  After any disaster where structures were significantly damaged a thorough check of each room may be required. If upon entry there is a smell of smoke, or a burning smell, immediately contact emergency services. Next, shut down the electricity to the effected building. The damage to the building may have caused a short in the wiring circuit. This could allow objects that are in the affected room to conduct current from the wiring and electrocute anyone who may come into contact with them.  It is not always necessary to turn off power to buildings. If no damage has been done and a safety check of every room produces no findings, then the electricity should be left on for heating and cooking purposes.

NATURAL GAS ISSUES  Locate the gas meter and check for any leaks. Most leaks will be created at the spot where the line exits the ground after an earthquake. If there are no signs of a leak, continue to any other meters on campus. If a leak is found, immediately shut off that meter. If this does not stop the leak call for emergency services and establish a perimeter of at least 150 ft around the meter. Deny access to everyone except trained emergency workers. It may be necessary to shut down the natural gas supply to the entire campus if a leak is found and it can not be corrected at the affected meter, but this is a last resort.

WATER LINE ISSUES  Locate the water supply valve usually located in the road way. Water lines should be left alone unless there is a break in a line. Once a line has been broken, the water in the line is now contaminated and can no longer be used for drinking.

FIRE ISSUES  Small fires can be extinguished with a fire extinguisher if the are very small and contained in a non flammable environment. Fires normally double in size every 30 to 45 seconds. Unless someone sees a fire start, and has a fire extinguisher within an arms reach, they should not attempt to extinguish the fire. Fires grow too fast and produce breath taking smoke that will prevent someone from escaping a room unless done so in the early stages of the fire. Bottom line, LEAVE FIRE FIGHTING TO PROFESSIONALS. Evacuate immediately.

Operations Psychological First Aid Team

Responsibilities: The Psychological First Aid Team is responsible for the caring and safety of all students on campus during an emergency. It also provides psychological first aid as needed during and immediately after an emergency. Personnel: Psychological First Aid Team Leader: Colleen Estes Alternate Team Leader: Francine Caires

Psychological First Aid Team Member: Pam Duncan Psychological First Aid Team Member: Katherine Beltramo Psychological First Aid Team Member: Gerald Salcido Psychological First Aid Team Member: Leslie Speck

Team Assembly Location Inside: Counseling office Outside: Outside of Shubin Team Members will initially meet at the inside location. If the inside location is unavailable, Team Members will meet at the outside location. Start-up Actions:  Check with the Medical Team Leader for assignment.  Start Log for all patients seen Operational Duties Psychological First Aid Team Leader  The Psychological First Aid Team Leader is responsible for directing team activities and periodically interacting with the Incident Commander to identify problems and report status.  The Psychological First Aid Team Leader is also responsible for assigning personnel as needed.

Psychological First Aid Team Members  The members of the Psychological First Aid Team are responsible for monitoring the safety and well-being of the students and staff in the Assembly Area. The Psychological First Aid Team will direct all external requests for information to the Public Information Officer. Specific duties of the members of the Psychological First Aid Team may include:  Administering minor first aid and psychological first aid as needed  Supporting the Release Gate Team as needed.  Coordinating with the Incident Commander to provide water and food to student and staff when necessary.  Providing reassurance to students.  Updating records of the number of students and staff.

Closing Down:  Return equipment and unused supplies to Logistics.  Complete all paperwork and turn it in to the Documentation Unit. Equipment / Supplies  Vest or position identifier  Hand-held radio  Water  Ground Cover, tarps  First aid kit  Paper, pens, pencils  Flashlights/batteries

Operations Student Care

Responsibilities: Ensure the care and safety of all students on campus except those who are in the medical treatment area.

Personnel: Classroom teachers, substitute teachers, and staff as assigned. Team Assembly Location Inside: Individual Classrooms Outside: Evacuation Zones

Classroom teachers, substitute teachers, and staff as assigned. Assembly Area Team Leader: Meaghan Sussman (report to Rob Roberson)

Assembly Area Team Members: Bernard Phelan Marissa St. Louis Keilani Carrasco Galvin Lam Jorge Salas Amy Hernandez Jennifer Thompson Sheena Urmaza Mary Centeno Kristin Bump Brenda Vinet Marilyn Lewis Sarah Nelson Chris Kuchinski Julie Kane John Gonzales Jenn Roush Marsha Morris Rickey Peterson Yvonne Garcia Mary McIntyre Judi Ruggiero Brent Manuel Denis Waldron Andrew Wren Lisa Leone Jim Marianno Kristin Shields Brittney Hansen Connie Ludwig Joanne Scott Laurie Schrader Ryan Adams Sandra Dick Lynne Wanberg Linda Odelson Kathy Roberson Rebecca McKee Jezabel Leslie Tracy Adan Patricia Moses

Team Members will initially meet at the inside location. If the inside location is unavailable, Team Members will meet at the outside location.  Wear an identification vest, if available.  Take a job description clipboard and radio.  Check in with the Operations Section Chief for a situation briefing.  Make personnel assignments as needed.  If evacuating: * Verify that the assembly area and routes to it are safe. * Count or observe the classrooms as they exit, to make sure that all classes evacuate. * Initiate the set-up of portable toilet facilities and hand-washing stations. Operational Duties  Monitor the safety and well-being of the students and staff in the assembly area.  Administer minor first aid as needed.  Support the Student Release process by releasing students with the appropriate paperwork. When necessary, provide water and food to students and staff.  Make arrangements for portable toilets if necessary, ensuring that students and staff wash their hands thoroughly to prevent disease.  Make arrangements to provide shelter for students and staff.  Arrange activities and keep students reassured.  Update records of the number of students and staff in the assembly area (or in the buildings). 98

 Direct all requests for information to the PIO.

Closing Down:  Return equipment and reusable supplies to Logistics.  When authorized by the Incident Commander, close out all logs.  Provide logs and other relevant documents to the Documentation Unit. Vest Equipment / Supplies  Vest Clipboard with job description  Ground cover, tarps  First aid kit Student activities: books, games, coloring books, etc.  Forms: * Student Accounting * Notice of First Aid Care  Campus two-way radio  Water, food, sanitation supplies  Flashlights/batteries

Operations Request Gate

Responsibilities: The Request Gate Team is responsible for processing parent requests for student release during an emergency. Personnel: Request Gate Team Leader: Carmen Ryan Alternate Team Leader: Theresa Travaglini Team Member: Trisha Carr

Team Assembly Location Inside: Attendance Office Outside: Baseball Field Ticket Booth Team Members will initially meet at the inside location. If the inside location is unavailable, Team Members will meet at the outside location. Start-up Actions:  Prepare ID Tags to be issued to parents/guardians  Place Request Gate and other Location identification signs  Copies of Emergency cards to identify authorized persons Operational Duties Request Gate Team Leader  The Request Gate Team Leader is responsible for directing team activities and periodically interacting with the Incident Commander to identify problems and report status. The Request Gate Team Leader will refer all outside requests for information to the Public Information Officer.

Request Gate Team Members  The members of the Request Gate Team are responsible for greeting parents, guardians, or designees and providing them with tags or other identifications authorizing the holders to reunite with their students at the Reunion Gate. Specific duties of the members of the Request Gate Team may include:  Greeting and directing parents, guardians, or designees to the counselors as appropriate.  Providing reassurance to parents, guardians, or designees and maintaining order.  Issuing a tag or other identifications only to an authorized person.  Directing parents or guardians to the Reunion Gate.

Closing Down:  Return equipment and reusable supplies to Logistics.  When authorized by the Incident Commander, close out all logs.  Provide logs and other relevant documents to the Documentation Unit. Equipment / Supplies  Keys to Main Gate  Bullhorn  Tags or other identifications  Location identification signs  Flashlights/batteries

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Operations Reunion Gate

Responsibilities: The Reunion Gate Team is responsible for reuniting parents or guardians with students. This can be a highly sensitive role due to the fact that some parents will be informed that their children may be injured, missing or dead. The team will keep accurate records of students leaving the campus. Personnel: Reunion Gate Team Leader: Darcel Poche-Tucker Alternate Team Leader: Patty Pelfrey Team Members: Marleen Hurst KC Seidlitz

Team Assembly Location Inside: Little Theater Outside: Baseball Gate Team Members will initially meet at the inside location. If the inside location is unavailable, Team Members will meet at the outside location. Start-up Actions:  Take a job description clipboard and radio.  Check in with the Operations Section Chief for a situation briefing.  Make personnel assignments as needed.  Collect emergency cards for students  Collect Materials for sign-out log  Start Student Release Log Operational Duties Reunion Gate Team Leader The Reunion Gate Team Leader is responsible for directing team activities and periodically interacting with the Incident Commander to identify problems and report status. The Reunion Gate Team Leader will refer all requests for information to the Public Information Officer. The Reunion Gate Team Leader is also responsible for collecting the Student Release Log from the Team Members and have them readily available to Incident Commander.

Reunion Gate Team Members The members of the Reunion Gate Team are responsible for greeting parents, guardians, and designees and reuniting them with their students at the designated Reunion Gate. Specific duties of the members of the Reunion Gate Team may include:

 Greeting parents, guardians, and designees at the Reunion Gate.  Verifying the authenticity of the tags or other identifications.  Dispatching Student Runners to Assembly Area to escort students whose parents have come to claim them.  Providing reassurance to parents, guardians, and designees and directing them to the Reunion Area to wait for their children.  Confirming students recognize the authorized adults who come to claim them and requiring adult to sign student out of school.  Completing Student Release Log and submitting them to the Reunion Gate Team Leader.

 Keys to Reunion Gate  Materials for sign-out log  Student Release Log  Flashlights/batteries

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Logistics

The Logistics function of SEMS supports emergency operations by coordinating personnel; assembling and deploying volunteer teams; providing supplies, equipment, and services; and facilitating communications among emergency responders. Within TUSD, these activities are performed by the Security/Utilities Team and the Supply/Equipment Team both of which report directly to the Incident Commander unless a Logistics Chief is assigned.

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Logistics Equipment / Supply Group

Responsibilities: The Supply/Equipment Team is responsible for ensuring the availability and delivery of adequate supplies and equipment during the course of an emergency. Personnel: Supply/Equipment Team Leader: Rob Robertson

Supply/Equipment Team Member: Luci Vanderlaan Sandy Brown Team Assembly Location Inside: Student Support Center Outside: Main Quad Team Members will initially meet at the inside location. If the inside location is unavailable, Team Members will meet at the outside location. Start-up Actions:  Check in with the Incident Commander for a situation briefing.  Open the supplies container or other storage facility.  Put on position identifier, such as a vest, if available.  Begin distribution of supplies and equipment as needed. Operational Duties Supply/Equipment Team Leader  The Supply/Equipment Team Leader is responsible for directing team activities and keeping the Incident Commander informed of overall status. Specific duties of the Supply/Equipment Team Leader may include:  Reporting equipment and supply needs.  Estimating the number of persons requiring shelter and determining the length of time shelter will be needed. Supply/Equipment Team Members  The members of the Supply/Equipment Team are responsible for assessing the adequacy of available water, food and other supplies and organizing the distribution of resources for immediate use (water, food, power, radios, telephones, and sanitary supplies). Specific duties of the members of the Supply/Equipment Team may include:  Distributing emergency water and food supplies.  Establishing a list of all persons in shelter and determining any special needs.  Controlling conservation of water.  Assist team members in locating appropriate supplies and equipment.  Log all supplies distributed

Closing Down:  Close out all logs turn them over to Documentation.

Equipment / Supplies  Hand-held radios  Keys  Bullhorn  Emergency water supplies  Emergency food supplies  Temporary power supplies  Cell phones  Sanitary supplies  Hard hats  Clipboards  Flashlights/batteries

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Emergency/Disaster Drills

for

Vanden High School

Date of Drill Type of Drill Comments Sept Fire Drill evacuate

October Fire Drill evacuate

January Earthquake shelter in place February Lockdown Intruder

March Lockdown Intruder

Types Drills: Fire Drill Lock Down Earthquake

Submitted by: William Sarty

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Suspension/Expulsion Procedures

 Appendix: . BP AR 5144.1 Suspension and Expulsion/Due Process . AR 5144.2 Suspension and Expulsion/Due Process (Students with Disabilities)

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Procedures for notifying teachers of dangerous students

 District Procedures for Notification of Teachers of Dangerous Students  Appendix . ED 49079 Reporting of Dangerous Students . BP AR 0450 Comprehensive Safety Plan

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Procedures to Notify Teachers of Dangerous Students

At the beginning of every school year, the Student Services office sends an update for each school’s Education Code Infractions binder. The binder contains the names, the number of incidents, the type of incident, and the total days of suspension for students who have violated education code 48900 a-r (with the exception of h), and Education Code 48900.2, 4800.3, 48900.4, and 48900.7. The binder contains records for the past three school years.

Staff members are made aware of the binder through an e-mail through their administrator or at a staff meeting. Teachers can make an appointment with the administrator to review the binder. Administrators keep a checklist of teachers to ensure they have received the information. Administrators are also asked to inform teachers of any student who is enrolling that they know to have violated the Education Code sections listed above.

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A policy on sexual harassment

 Board Policy is included in Faculty Handbook  Appendix . EC 212.5 Sexual Harassment . BP 1312.3 Uniform Complaint Procedures . BP 4119.11 Sexual Harassment . BP 5145.3 Nondiscrimination/Harassment . BP 5145.7 Sexual Harassment

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A district wide dress code and any school site or individual codes

 School Dress Code  Appendix . EC 35183 Dress Code…Gang Apparel . BP AR 5136 Gangs . BP AR 5132 Dress and Grooming

PHYSICAL EDUCATION DRESS CODE Students are required to wear t-shirt, shorts, and tennis shoes for PE classes.

DRESS CODE Students are encouraged not to bring expensive jackets, clothing, or shoes to campus. Vanden high school is not responsible for such articles. Any clothing or accessories that are deemed a disruption to the school environment are prohibited. Because it is the belief of Vanden High School that appropriate student attire and personal grooming are important, the following rules will be enforced: 1. All clothing should be appropriate for school. 2. Any clothing that exposes undergarments are not allowed 3. Shoes must be worn at all times. 4. Students must wear shirts at all times. 5. Articles of clothing which display profanity, obscenity, vulgarity any other questionable printing; slogans which promote tobacco, alcohol, drugs, or sex, or materially interfere with schoolwork, or create disorder, or disruption in the educational process, are not allowed. 6. Halter tops, strapless, backless shirts, spaghetti straps, single strapped shirts, or shirts which do not cover the midriff or chest area, are not allowed. 7. No short shorts or skirts. Shorts and skirts cannot be shorter than the length of your fingertips extended at your side. 8. No “sagging” pants (pants must be secure at the waist). 9. No “hanging” belts (belts must not be more than one size too large or one size too small). 10. Jewelry or chains which could distract the educational process or which could be a safety or health issue is not acceptable. Spiked jewelry is not allowed. 11. Absolutely no nets or nylon headgear*. 12. No shoes with built in skates. 13. Dress in gang-style is not permitted. No gang-related attire, including bandanas and other gang identified symbols, is to be worn. (Gang style and gang related attire is defined by the Solano County Gang Task Force and the Fairfield and Vacaville Police Departments).  Confiscated headgear will be discarded

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Safe ingress and egress procedures

 School Evacuation Map  Appendix . BP AR 3514 Environmental Safety . BP 3514.1 Hazardous Substances . AR 3514.2 Integrated Pest Management . BP 5112.5 Open/Closed Campus . BP AR 5131.1 Bus Conduct . BP AR 5142.1 Identification and Reporting of Missing Children

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Procedures to ensure a safe orderly environment

 Appendix . BP AR 0000 Vision . BP 0100 Philosophy . BP 1020 Youth Services . BP AR 1240 Volunteer Assistance . BP AR 1250 Visitors/Outsiders . AR 3515 Campus Security . BP AR 3513.3 Tobacco-Free Schools . BP AR 3515.2 Disruptions . AP AR 3516 Emergencies and Disaster Preparedness Plan . BP AR 3530 Risk Management/Insurance . BP 4000 Concepts and Roles . BP 4020 Drug and Alcohol-Free Workplace . BP AR 4118 Suspension/Disciplinary Action . BP AR 4119.42 Pathogens . BP AR 4119.43 Universal Precautions . BP AR 4157 Employee Safety . BP AR 5020 Parent Rights and Responsibilities . BP 5021 Non-custodial Parents . BP AR 5113 Absences and Excuses . AP AR 5113.1 Truancy . BP 5131 Conduct . BP 5131.5 Vandalism, Theft and Graffiti . BP AR 5131.6 Alcohol and Other Drugs . BP AR 5131.62 Tobacco . BP AR 5131.63 Steroids

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. BP AR 5131.7 Weapons and Dangerous Instruments . BP 5137 Positive School Climate . BP AR 5141 Health Care and Emergencies . BP 5141.1 Accidents . BP AR 5141.21Administering Medication and Monitoring Health Conditions . BP 5141.21 Infectious Diseases . BP AR 5141.26 Tuberculosis Testing . BP AR 5141.3 Health Examinations . BP AR 5141.31 Immunizations . AR 5141.32 Health Screening for School Entry . BP 5141.33 Head Lice . BP 5141.6 Student Health and Social Services . BP AR 5142.1 Identification and Reporting of Missing Children . BP AR 5144 Discipline . BP 5145.9 Hate-Motivated Behavior . BP 5145 Rights and Responsibilities . BP AR 5145.11 Questioning and Apprehension . BP AR 5145.12 Search and Seizure . BP 5149 At-Risk Students . BP AR 6141.2 Recognition of Religious Beliefs and Customs . BP AR 6142.1 Sexual Health and HIV/AIDS Prevention Instruction . BP 6142.6 Learning Through Community Service . BP AR 6163.2 Animals at School

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Rules and procedures on school discipline

 School Discipline Grid—included in Student Handbook  Appendix . EC 35291 Rules . EC 35291.5 Rules and Procedures on School Discipline; Adoption; enforcement; filing; review

DISCIPLINE PROCEDURES AND CONSEQUENCES: (ATTENDANCE)

TARDIES (Tardies are counted by semester) First Tardy Teacher may assign classroom consequences Second Tardy (Same Class) 1 day administration detention assigned by teacher Teacher makes contact with parent Third Tardy (Same Class) Referral to Administration 1 day Saturday School Fourth Tardy or Higher (Same Class) Referral to Administration 2 days Saturday School

DISCIPLINE PROCEDURES AND CONSEQUENCES: (BEHAVIOR)

VIOLATION 1ST OFFENSE 2ND OFFENSE 3RD OFFENSE Class Cut 2 days detention 1 day Saturday (1 period cut) School Class cuts 1 day Saturday (multiple periods) School Class Walkout 1 day Saturday 2 days suspension Admin Discretion School Leaving School 1 day Saturday 2 days suspension 5 days suspension Grounds without School Admin conference a Pass

No Show for Sat. 2 days Saturday 2 days suspension 2 days suspension School School No Show for 1 day Saturday 2 days Saturday 2 days suspension Admin. Det. School School No Show for 2 days administrative 1 day Saturday 2 days Saturday Teacher’s detention School School Detention Out of Class 1 day detention 2 days detention 1 day Saturday without Pass School Whole Day Cuts 1 day Saturday 2 days Saturday Truancy letter School School

Academic Dishonesty 3 Levels See Chart in student handbook

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VIOLATION 1ST OFFENSE 2ND OFFENSE 3RD OFFENSE Assault or battery upon a Police involvement. 5 day suspension. Administrative Hearing. school employee Recommendation for expulsion  Assaulting Minimum 5 days suspension another student Police involvement  2 or more Administrative Hearing students ganging Possible recommendation for expulsion up on another student Being in Unauthorized 1 day Saturday School 1 day suspension 2 days suspension areas/loitering Being on another school’s 2 days suspension 3 days suspension 5 days suspension campus during school hours or disrupting school at another campus

Confrontation between Administrative discretion students Conflict resolution recommended Defiance of school Administrative discretion up to and including suspension authority Disruptive behavior Administrative discretion up to and including suspension Dress Code Violation Teacher/staff consequence 1 day detention Administrative Discretion Excessive, inappropriate Warning 2 days detention 1 day Saturday School display of affection (PDA) Parent notified Extortion 5 days suspension Police involvement Administrative Hearing Probable expulsion unless the Principal finds that expulsion is inappropriate VIOLATION 1ST OFFENSE 2ND OFFENSE 3RD OFFENSE Failure to give name to 2 days suspension 3 days suspension 5 days suspension school official

Failure to report to office 2 days suspension 3 days suspension 5 days suspension when sent by staff person Fighting Minimum 2 days Min. 3 days suspension 5 days suspension suspension Possible administration Administrative conference Police involvement conference Recommendation for expulsion Police involvement Police involvement Fireworks 2 days suspension 3 days suspension 5 day suspension Police/Fire Marshal Police/Fire Marshal Police/Fire Marshal involved involved involved Administrative conference Forgery 1 day Saturday School 2 days suspension 3 days suspension

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Gambling 1 day Saturday School 2 days suspension 5 days suspension Administrative conference Hazing/Initiation Administrative discretion up to and including suspension

Horseplay 1 day detention 2 days detention 1 day Saturday School Knowingly received Restitution Restitution Restitution stolen/private property 2 days suspension 3 days suspension 5 days suspension -or- Police involved Police involved Police Involved Misappropriation of lost property Motor Vehicle Violation Administrative Administrative discretion discretion Police Involved Parent contacted Driving privilege on campus may be revoked Police involved VIOLATION 1ST OFFENSE 2ND OFFENSE 3RD OFFENSE *Possession and/or display of Confiscated Confiscated Confiscated. any of the following during Parent must claim 5 day hold or 2 day 5 day hold or 2 day suspension *school hours 7:45-2:13: suspension (student (student choice) roller skates, skateboards, choice) shoes with built skates, camcorders, cellular phones, digital cameras, portable music devices, laser pen, etc. *for students w/ 7th period, the day ends at 3:11 Possession of lighters, Confiscated Confiscated Confiscated water guns or balloons, Will not be returned Will not be returned Will not be returned shaving cream, etc 1 day detention 1 day Saturday School 2 days suspension Possession or selling of Police involvement dangerous objects or 5 days suspension weapons Recommendation for expulsion

Profanity directed towards 2 days suspension 5 days suspension a staff member Administrative conference Profanity/Vulgarity 2 days detention 1 day Saturday School 2 days suspension Pulling fire alarm 2 days suspension Police involvement Restitution Refusal to disperse 2 days suspension 5 days suspension Police involvement Administrative conference Police involvement Refusal to give up 2 days suspension 3 days suspension 5 days suspension prohibited item Administrative conference Safety violation in class 1 day detention 1 day Saturday School 2 days suspension Class suspension

VIOLATION 1ST OFFENSE 2nd OFFENSE 3RD OFFENSE Tampering with grades 2-5 days suspension Possible administrative hearing and referral to SARB for alternate placement or recommendation for expulsion Theft Restitution Restitution Restitution 2 days suspension 5 days suspension 5 days suspension Police involvement Police involvement Police involvement

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Threats Administration discretion up to and including expulsion Possible Police Involvement Use of laser pen Confiscated Confiscated Police involvement Police involvement 2 days suspension 5 days suspension Vandalism/Destruction of Restitution. property Administrative discretion up to and including suspension Possible police involvement

VIOLATION 1ST OFFENSE 2ND OFFENSE Under influence or in 5 days Suspension If student is 5 days suspension possession of alcohol, Admin conference dangerous/ Police involvement marijuana or controlled drug, Police involvement disruptive to others Recommendation for expulsion narcotics or substance other Chemical evaluation Recommendation for than alcohol or marijuana expulsion Possession of or furnishing 5 days suspension If dangerous and 5 days suspension marijuana less than 1 ounce Police involvement disruptive to others Police involvement Administrative Recommendation for Recommendation for expulsion conference expulsion Intervention program / chemical evaluation Possession of or furnishing Police involvement marijuana more than 1 ounce Recommendation for expulsion Possession of or furnishing of 5 days suspension/ Admin conference drug, narcotics, or controlled Police involvement substance other than Recommendation for expulsion marijuana or alcohol Selling, possession, or 5 days suspension/Admin conference representing a substance or Police involvement any controlled drug, narcotics, Recommendation for expulsion or paraphernalia for sale Arranging or offering to sell 5 days suspension/Admin conference controlled substances Police involvement Recommendation for expulsion Tobacco (possession, use) 2 days suspension 5 days suspension Police involvement Admin conference Police involvement

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Hate crime policy and procedures

 Appendix . BP AR 5144.1 Suspension and Expulsion/Due Process . BP AR 5144.2 Suspension and Expulsion/Due Process (Students with Disabilities)

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ACTION PLAN FOR COMPONENT 2 SCHOOL’S PHYSICAL ENVIRONMENT THE PHYSICAL CONDITIONS IN WHICH EDUCATION TAKES PLACE (LOCATION, BUIDLINGS, CLASSROOMS, PROCEDURES)-- REFER TO PAGES 99 TO 113 IN SAFE SCHOOLS A PLANNING GUIDE FOR ACTION

Goal Objectives Individuals Activities Resources Responsible Address work Increase timeliness Maintenance Staff Follow work Admin Time orders quickly of response by Site Administration order process maintenance Reporting Staff Notify site administration when issue is not resolved in reasonable time period. Relocate Provide facility that District Implement State Funding computer lab supports the largest Administration existing Library to a facility classes on campus. Project when funding becomes that can available accommodate classes of 40 students.

Renovate and Provide facility that District Implement State Funding enlarge supports the largest Administration existing Library existing classes on campus. Project when funding becomes library or available construct new library.

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ACTION PLAN FOR COMPONENT 1—THE SCHOOL CLIMATE THE PEOPLE AND PROGRAMS THAT INCLUENCE THE SCHOOL. REFER TO PAGES 81 TO98 IN SAFE SCHOOLS A PLANNING GUIDE FOR ACTION

Goal Objectives Individuals Activities Resources Responsible Create an anti Reduce all bullying Admin Support activities School time, bullying club and harassment, ASB created by the assembly/rally and support specifically related Students club time, fundraising their activities to race, gender, opportunities sexual orientation Report and Reduce incidence Staff Review policies Time track incidence of bullying and Students with staff ad of bullying and harassment Parents students address the Conflict students management involved Administrative Consequences Parent and SRO involvement Improve staff Maintain Staff Discuss Vanden Faculty Meeting communication professionalism Communication Department both verbally Code at faculty Meeting and in email meeting

Post code in classrooms, next to ESLRS. Uniform All staff will be Staff Discuss Department time enforcement of consistent in importance in school rules enforcing discipline department procedures in meetings and order to promote a send dept safe school representative to environment for discipline students and staff. meeting—“Nuts and Bolts” document should be reviewed Maintain a Maintain a safer Students and Staff Promote cleaner Time cleaner campus environment campus through club activities and use of student volunteers at Saturday School

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Decrease crime Maintain safe Staff and Students Encourage staff Class time on campus, campus to discuss issues particularly in class as theft, fights, appropriate and harassment. reinforce Encourage importance of cooperation reporting crime and tolerance and tolerance, to reduce Make students incidence of aware through harassment. discussion how to report this information. Promote use of Conflict Management program.

Promote Reduce incidence Staff Train the staff on Faculty Meeting- academic of academic the new policy admin integrity and dishonesty reduce Enforce the academic policy Staff Time dishonesty Train staff on Faculty Meting-- instructional Odelson design that minimized plagiarism

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