2018-2019 Wilson SPSA
2018-2019 Wilson SPSA
The Single Plan for Student Achievement (SPSA) is a site plan that describes the actions and strategies that based on
analysis of quantifiable and qualitative data will serve to improve student academic outcomes, student engagement,
school climate and the involvement of parents and school community. The SPSA is aligned with the District Local Control
Accountability Plan (LCAP) and measurable student outcomes are in support of the LCAP goals, metrics and targets for
improvement. The SPSA is a plan that is developed in collaboration with input from stakeholders and finalized and
approved for submission to the Board of Education by the School Site Council.
For additional information on school programs and how you may become involved locally, please contact the following
person:
The District Governing Board approved this revision of the School Plan on June 14, 2018 .
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Table of Contents
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Mission Statements and School Descriptions
2018-2019
Woodrow Wilson Middle School is located in Pasadena, 15 miles from downtown Los Angeles, adjacent to the Chapman Woods
neighborhood. Wilson serves approximately 490 students from Pasadena, Altadena and Sierra Madre in grades sixth through eighth.
Wilson has a traditional Middle School configuration where students receive instruction from both Single-Subject credentialed
teachers and Multiple Subject credentialed teachers throughout the day. All students receive daily instruction in English Language
Arts, Mathematics, Science, Social Studies, Physical Education and participate in an elective class in a 6 period day. Elective classes
include Computers, Robotics, ELD, Art, Spanish, Teacher Assistant, Library Aide and Instrumental Music. On Mondays, students are
dismissed early, affording 38 minute instructional blocks. In addition, all students participate in an Advisory period on Monday.
The guiding principles of Wilson Middle School include: Schedule, Curriculum and Instruction, Personalization, Parent Involvement,
College/Career Education, Meeting All Student Needs and Student Activities. The Association for Middle Level Education, This We
Believe, provides a framework for ensuring that all students reach academic potential and are fully prepared for high school and
beyond.
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Wilson Middle School is one of the six middle schools in the Pasadena Unified School District and sustains a diverse population.
Approximately 83.2% of the students are designated “Socioeconomically Disadvantaged” based on free and reduced lunch
applications. Of Wilson students, 16.3% of the students are English Learners and 2.1% are designated Students with Disabilities.
Student demographics include: 11.63% African American, 9.59.1% Caucasian, 3.67% Asian, 68.37% Hispanic or Latino, 2.24% Filipino,
4.29% Two or More, and 0.2% American Indian based on the most recent Student Accountability Report Card (SARC) data. 80% of
students receive free/reduced lunch. Most students attend Pasadena High School after promotion. Many students in the Advanced
Studies Program participate in the APP Academy at PHS. Some students attend Muir High School and a few attend Blair high School
after leaving Wilson.
Wilson employs approximately 25 credentialed teachers, all of whom are highly qualified as designated by No Child Left Behind
federal legislation. There are many support staff members who assist teachers and support the school including principal, assistant
principal, counselor, librarian, 3 security officers, community assistant, 3 full time clerical staff, 5 custodians, 8 food service workers,
part-time school nurse, and full time health clerk. Wilson also employs a part-time speech therapist, psychologist and 4-10
Instructional Assistants for Special Education based on student needs.
Wilson had not had a librarian due to state and district budget cuts for the past 3 years. However, for the 2017-2018 school year the
district provided funding through LCAP monies to reinstate this position full time. Wilson now has a full-time Librarian. The mission
of the library media center is to be a diverse resource available to our entire school community, and to provide opportunities for all
to study, to learn and to enjoy academic excellence. We strive to provide high quality and equitable educational opportunities for all
of our students. Wilson’s Library Media Center will be used to support a unified research-based and developmentally appropriate
approach to creating a high quality middle school media center by the following:
• Providing diverse materials in various print and electronic formats
• Developing users who are information and technology literate
• Developing students who are avid and engaged lifelong readers and learners
• Supporting the curricular needs of departments and students
• Maintaining a facility conducive to both formal and informal learning
• Training students and staff to be effective discriminating users of databases.
Wilson is a beautiful campus with spacious classrooms, 2 large fields, 6 tennis courts, large auditorium, renovated gymnasium and
locker rooms, cafeteria and parent room. Through deferred maintenance projects and previous bond measure, Wilson has new
windows and was recently painted in the interior and exterior. At the center of Wilson Middle School is a beautiful Quad Area with
seating, landscaping and open spaces. Wilson has a Mac Lab, and a new Guidance and Career Lab. In addition, Wilson recently has
been provided with almost 1-1 Chromebook ratio for students to use this technology in their classrooms. All teachers have a
document camera and an LCD projector to facilitate instruction.
Four years ago, Wilson introduced the Advanced Studies Program. This is a highly accelerated program and students are required to
test into the program. Students learn all of the 6th grade and 7th grade math standards in the 6th grade year. As the students
continue in the program they move to Math 8 in 7th grade and Integrated Math 1 in the 8th grade. In science, students complete a
science fair project and/or an Innovation Project. English and History is also accelerated through process, product and content.
Wilson has various committees and groups that support students academically and socially. These groups include an active PTA,
English Language Advisory Council and a School Site Council. Each of these groups of parents and school personnel meet monthly to
plan programs for students, parent education and involvement. Wilson has a variety of performance groups that includes the highly
talented drumcorps, dance team, choir, stage crew and Lion’s Head musical group, The PTA and Annual Fund provide monies for
field trips, assemblies, teacher grants, disaster preparedness and more. Students are involved in clubs for yearbook, Jr. Docents,
Math Field Day, African American History Bee, Innovation Exposition, Robotics, Associated Student Body (ASB), various sports teams
including soccer, tennis, basketball and football as well as MOSTe (Motivating our Students through Experiences), a group for girls
that promotes higher education through adult mentorships. Through the district's Child Welfare Attendance and Safety Office,
Wilson has various advocates and interns that assist throughout the year with improving attendance, making home visits and
conducting SART and SARB meetings. We also have the YES Program; students spend 6-10 weeks in the program with support both
academically and emotionally. This service is offered through the district Child Welfare Attendance and Safety Office.
Teachers and staff utilize a number of assessments to guide and adjust instruction in order to improve student achievement. Data is
entered into a computer data system, EADMS. Graphs and data reported will be used to guide future instructional practices. This
information will be shared with grade level teams and parents during conferences and Student Study Team Meetings.
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In addition, alternating Mondays are utilized for a variety of staff development needs. The department chairs (English Language Arts,
Mathematics and Science, Social Studies, Special Education and Physical Education) assist us in continually monitoring progress
toward our goals. Teachers frequently work in grade level teams and departments to generate intervention and acceleration
strategies for meeting the needs of all learners. The registrar assists with generating charts and graphs for the data teams to align
instruction to meet student needs. Some teachers collaborate on a consistent, on-going basis to plan instruction and implement
best practices. Two Wilson Teachers acted as coaches on campus and attend monthly Curriculum Leadership Team meetings at the
district for Math and ELA. This year, district LCAP funds have paid for a school coach to facilitate improved instruction, balanced
literacy, use of technology in the classroom, support for NGSS and implementation of CCSS with fidelity and rigor. In addition, this
person will facilitate the ELD program and act as the Language Development Resource Teacher.
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School Data for 2017-2018 School Year (Prior Year)
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School and Student Performance Data
Equity Report
The Equity Report shows the performance levels for all students on the state indicators. It also shows the total number of student groups that
received a performance level for each indicator and how many of those student groups are in the two lowest performance levels (Red/Orange).
The total number of student groups may vary due to the number of grade levels included within each indicator.
State Indicators All Students Performance Total Student Groups Student Groups in Red/Orange
Mathematics (3-8) 7 7
An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there
are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available.
Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance)
2. The alternative to suspension program offered by the district is critical to supporting our target groups.
3. Staff is more likely to discipline Foster Youth , African Americans and Students with disabilities. Possible sensitivity training
geared towards these populations is needed. ( additional Trauma Informed Care )
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School and Student Performance Data
Chronic Absenteeism
The status and change report provides the performance level for all students on state indicators. It also shows how the current year (status)
compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for
each indicator.
Fall 2017 Chronic Absenteeism Status and Change Report
State Indicators Student Performance Number of Students Status Change
Chronic Absenteeism N/A N/A N/A N/A
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School and Student Performance Data
Status and Change Report
Suspension Rate
The status and change report provides the performance level for all students on state indicators. It also shows how the current year (status)
compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for
each indicator.
Fall 2017 Suspension Rate Status and Change Report
State Indicators Student Performance Number of Students Status Change
High Increased
Suspension Rate 575
9.2% +2.1%
This report shows the performance levels for a single state indicator, Suspension Rate, for all student groups. It also shows how the current year
(status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the
data for each indicator.
Fall 2017 Suspension Rate Report
Student Group Student Performance Number of Students Status Change
High Increased
All Students 575
9.2% +2.1%
Medium Increased
English Learners 88
8% +0.8%
Very High Increased Significantly
Foster Youth 18
33.3% +16.7%
High Increased Significantly
Homeless 64
9.4% +4.3%
High Increased
Socioeconomically Disadvantaged 445
10.1% +2.4%
Very High Increased
Students with Disabilities 106
14.2% +3.2%
Very High Increased
African American 78
15.4% +3.5%
* *
American Indian 1
High Increased
White 66
10.6% +3.8%
An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there
are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available.
Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance)
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Conclusions based on this data:
1. Wilson students who are suspended the most frequently are typically the students with severe academic difficulties.
2. Elevating the number of suspensions has only reinforced the poor behavior. It has not worked as a deterrent.
3. Foster Youth are legally required to enroll in less time than prior years. This has left some gaps in setting up positive supports for
their learning needs.
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School and Student Performance Data
Status and Change Report
This report shows the performance levels for a single state indicator, English Learner Progress Indicator, for all student groups. It also shows how
the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are
displayed with the data for each indicator.
Fall 2017 English Learner Progress Status and Change Report
This report shows the performance levels for English Learners on all state indicators. It also shows how the current year (status) compares to prior
years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator.
Fall 2017 English Learner Progress Report
Medium Increased
Suspension Rate (K-12)
8% +0.8%
Medium Declined Significantly
English Learner Progress (1-12)
72.6% -10.5%
Very Low Maintained
English Language Arts (3-8)
93.9 points below level 3 -1.2 points
Very Low Declined Significantly
Mathematics (3-8)
149.2 points below level 3 -25 points
An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there
are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available.
Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance)
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School and Student Performance Data
Status and Change Report
Graduation Rate
This report shows the performance level, or colors, for each student group on the Graduation Rate Indicator. It also shows status (current year
data) and change (prior year data).
Fall 2017 Graduation Rate Status and Change Report
This report shows the performance level, or colors, for each student group on the Graduation Rate Indicator. It also shows status (current year
data) and change (prior year data).
Fall 2017 Graduation Rate Report
Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance)
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School and Student Performance Data
Status and Change Report
College/Career
The status and change report provides the performance level for all students on state indicators. It also shows how the current year (status)
compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for
each indicator.
Fall 2017 College/Career Status and Change Report
This report shows the status level for student groups on the College/Career Indicator. A color-coded performance level will be reported for the first
time in the fall of 2018.
Fall 2017 College/Career Report
Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance)
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School and Student Performance Data
Status and Change Report
The status and change report provides the performance level for all students on state indicators. It also shows how the current year (status)
compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for
each indicator.
Fall 2017 English Language Arts Status and Change Report
This report shows the performance levels for a single state indicator, English Language Arts Assessment, for all student groups. It also shows how
the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are
displayed with the data for each indicator.
Fall 2017 English Language Arts Report
Low Increased
White 49
9.3 points below level 3 +8.2 points
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Additional ELA Assessment Data for English Learners (EL)
The English learner student group definition for this indicator includes students who are currently English learners and students who were
reclassified within the past four years. Data for both the English Learners and reclassified students are provided below for informational purposes.
In addition, data for English Only students are provided for easy comparison.
Fall 2017 EL Additional Assessment Data
Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance)
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School and Student Performance Data
Status and Change Report
Mathematics (Math)
The status and change report provides the performance level for all students on state indicators. It also shows how the current year (status)
compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for
each indicator.
Fall 2017 Mathematics Status and Change Report
This report shows the performance levels for a single state indicator, Math Assessment, for all student groups. It also shows how the current year
(status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the
data for each indicator.
Fall 2017 Mathematics Report
Low Maintained
White 48
60.3 points below level 3 -1.3 points
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Additional Math Assessment Data for English Learners
The English learner student group definition for this indicator includes students who are currently English learners and students who were
reclassified within the past four years. Data for both the English Learners and reclassified students are provided below for informational purposes.
In addition, data for English Only students are provided for easy comparison.
Fall 2017 Math Additional Assessment Data for English Learners
Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance)
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School and Student Performance Data
Detailed Report
Academic Performance
The percent of English Learners who made progress towards English proficiency.
College/Career Indicator
English Language Arts 54.8 points below level 3 57 points below level 3
Mathematics
An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there
are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available.
Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance)
2. Testing preparation and set up leading to the 2016/2017 testing was ineffective.
3. Academic pacing and curriculum review is necessary to turn the flow of poor test scores for Wilson students.
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School and Student Performance Data
Detailed Report
Suspension
2. Alternate to suspension efforts such as RTI and the district wide alternate suspension program will provide additional supports.
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School and Student Performance Data
Detailed Report
Academic Engagement
Graduation
Graduation
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School and Student Performance Data
Student Group Chronic Suspension English Learner Graduation English Mathematic College/Care
Absenteeism Rate Progress Rate Language Arts s er
All Students
English Learners
Foster Youth
Homeless
Socioeconomically
Disadvantaged
Students with
Disabilities
African American
American Indian
Asian
Filipino
Hispanic
Pacific Islander
White
An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there
are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available.
Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance)
3. Foster Youth and African Americans are the two groups that have the most significant drop in academic performance.
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Planned Improvements for Student Performance - Summary of School Targets for School Year 2017-2018
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CDE MEASURES(not exhaustive list)
PRIORITIES
These are the measures identified within the LCAP as per CDE
Basics (B) • Rate of teacher misassignment
• Student access to standards-aligned instructional materials
• Facilities in good repair
Conditions for Learning
Implementation of CCSS (CCSS) • Implementation of CCSS for all students, including EL’s and students
Course Access (CA) • Student access and enrollment in a broad course of study that includes all of the subject areas
Student Achievement (SA) • Performance on standardized tests
• Score on API
• Share of students that are college and career ready
• Share of ELs that become English proficient
Student Outcomes • EL reclassification rate
• Share f students that pass AP exams with 3 or higher
• Share of students determined prepared for college as measure by the EAP
Other Student Outcomes (OSO) • Other indicators of student performance in required areas of study. May include performance
on other exams
Parent Involvement (PI) • Efforts to seek parent input
• Promotion of parental participation
Student Engagement (SE) • School attendance rates
• Chronic absenteeism rates,
Engagement • Middle and high school drop out rates
• Graduation rates
School Climate (SC) • Student suspension rates
• Student expulsion rates
• Other local measures
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Planned Improvements in Student Performance – Target/Goal Page
LCAP GOAL 1: Students will demonstrate grade level knowledge in all core subjects and graduate in 4 years exemplifying our PUSD graduate profile. All students, English
Learners, Foster Youth, eligible for Free/Reduced Meal Program, and others who have been less academically successful in the past, will have access to a robust course selection
and will show academic achievement.
Areas of Success as identified by math department: These areas were in individual classes as well as as a group.
1. Math Field Day was the most successful in recent years. Our students won awards in many categories- all achieving gold or silver. This was our most successful year as far as
medals won and achievement in overall categories.
2. EngageNY gives students practice with word problems. It's difficult but good experience/practice with concepts and vocabulary
3. Using Desmos the teaching activities was really engaging for my Advanced Studies group. They were engaged with the content and with other students.
4.Using "Which one doesn't belong", "Estimation 180", and "Open Middle" as warm-ups has helped improve number sense with some 7th grade students
5. Biweekly quizzes and exit tickets 3 times a week to check in with the students to quickly do remedation.
6. Group / Art Projects ; fractions, decimal - percent
Areas of need include:
1. Better options for remediation. Students don't know their multiplication tables/basic computation and algorithms. This creates a cognitive load when learning new concepts.
2.Pacing with EngagyNY does not allow enough time to do concepts justice, so I end up behind in the pacing because teachers do not want to move on until majority of students
have learned the concept
3. The Math textbook was very difficult to utilize; there wasn't a fluid flow according to our required curriculum timeline.
Increase the % of students scoring meets or exceeds on the SBAC Math assessment by 5 percentage points.
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How and when will we
What are the needs that can
monitor the progress of our
be identified from outcomes?
What strategies or actions strategy? What resources or training When will we
What funding source and amount will be used
should be implemented to -who will be measured when will be needed to implement our
What do we need to work on in our implementation?
address this need? using what tool? implement our strategy? strategy?
to improve results in this
-what is the target (base &
area?
goal)
Wilson is working on Results of all district and site 5800: Title I 20,000 Throughout the
developing common lesson based performance task will Professional/Consulting entire school year.
1.Pacing has proven to be plan formatting and be used to monitor progress. Services And Operating
inconsistent from class to classroom instruction design. Expenditures
class. It is extremely evident Look at D/F List as indicator.
4000-4999: Books And None Specified 10,000
when SBAC and other large Instructional coach will team
Supplies
assessments are given. teach activities with classroom Evidence of performance task
teachers to instruct them in at the end of each semester.
2. The Math textbook was new instructional techniques.
very difficult to utilize; there (Leadership team will do the Tenmarks/online Assessments
wasn't a fluid flow according same)
to our required curriculum Systematic Monitoring
timeline. Boot camp sessions for SBAC
and other math prep will be Regular instructional Rounds
3. Students need to write daily offered by staff after school with feedback
in math and be able to explain and on select Saturdays.
their processes and Coaching and observations
procedures as well as their Teachers may use Exit Tickets with feedback
thinking. or Favorite Mistakes and other
specific strategies to check for Teachers will meet as
4. School averages across all student understanding in daily department and grade level
grade levels and sub groups instruction. teams with the coach to use
need to increase to meet an Inquiry Protocol to analyze
district average on SBAC Teachers use engagement assessments.
scores. strategies such as Do Now,
foldables, class competitions, Goal of 70% proficiency on
etc. tests, performance tasks and
common assessments in PUSD
With the introduction of the curriculum.
Chromebooks, students have
the opportunity to relearn SBAC Results
mathematics concepts
through IREADY for mastery.
Teachers integrate technology
into lessons and websites to
support student learning
Clothesline Math
Professional Development:
Provide professional
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How and when will we
What are the needs that can
monitor the progress of our
be identified from outcomes?
What strategies or actions strategy? What resources or training When will we
What funding source and amount will be used
should be implemented to -who will be measured when will be needed to implement our
What do we need to work on in our implementation?
address this need? using what tool? implement our strategy? strategy?
to improve results in this
-what is the target (base &
area?
goal)
development in CCSS and
unpacking standards.
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Planned Improvements in Student Performance – Target/Goal Page
LCAP GOAL 1: Students will demonstrate grade level knowledge in all core subjects and graduate in 4 years exemplifying our PUSD graduate profile. All students, English
Learners, Foster Youth, eligible for Free/Reduced Meal Program, and others who have been less academically successful in the past, will have access to a robust course selection
and will show academic achievement.
The English language arts department identified these strengths this year:
1. Increased Writing across the department
2. Increased love for book reading
3. Collaboration in lesson planning
4. Improvement in writing
5. reading novels
6. Reading Workshop
7. Writing Workshop
2 of the ELA teachers have been part of the district readers-writer's workshops. For 2017-2018 school year, all of the ELA teachers will be trained in Reader's/Writer's Workshop.
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Measurable Outcomes: LCAP metrics-schools can include additional
• Increase the % of students scoring meets or exceeds on the SBAC ELA assessment by 10% percentage points
• Students who are below grade level will increase by at least one grade level by the end of the year DRP assessment
Implementation of Balanced
Literacy gained from ELA
Summer Institute and
Instructional Coach training.
Meet as a department to
collaborate and learn literacy
strategies, data analysis,
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How and when will we
What are the needs that can
monitor the progress of our
be identified from outcomes?
What strategies or actions strategy? What resources or training When will we
What funding source and amount will be used
should be implemented to -who will be measured when will be needed to implement our
What do we need to work on in our implementation?
address this need? using what tool? implement our strategy? strategy?
to improve results in this
-what is the target (base &
area?
goal)
analysis of student work.
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Planned Improvements in Student Performance – Target/Goal Page
LCAP GOAL 1: Students will demonstrate grade level knowledge in all core subjects and graduate in 4 years exemplifying our PUSD graduate profile. All students, English
Learners, Foster Youth, eligible for Free/Reduced Meal Program, and others who have been less academically successful in the past, will have access to a robust course selection
and will show academic achievement.
Successes:
El and AA students are connected on campus to adults. These include not only classroom teachers but mostly school security, office staff, coaches, and administration. We hone
in on student strengths for both EL and AA students. We hired a very skilled teacher for the ELD class and it has made a profound difference in student achievement and
reclassification. The class now enjoys being together and the activities focus on relevant content and is connected to the core curriculum. The Art standards have also been
brought into the class. Students have an opportunity to have leadership roles through leadership class, ASB, drum corps and stage crew. Effectively using the leadership
opportunities to positively empower the students with a clear purpose. Student in the leadership class enjoyed working on the yearbook and contributing to the school in a
positive manner. The EL students fully understand the reclassification process and want to test out of ELD. Data chats and quality teaching made this happen. Areas of need
include more effective use of advisory to support all students Social and emotional growth. Piloting a SEL curriculum in the 6th grade or with interested teachers.
• Increase the % of academically at-risk students scoring meets or exceeds on the SBAC ELA assessment by 5-10 percentage points
• Increase the % of academically at-risk students scoring meets or exceeds on the SBAC Math assessment by 5-7 percentage points.
• .Students who are below grade level will increase by at least one grade level by the end of the year DRP assessment
• Increase the % of EL students progressing at least one level or achieving proficiency by 15 percentage points across three years.
• Increase the % of EL students achieving proficiency by 15 percentage points across three years.
• Increase % of English proficiency attainment among Long-term EL's by 15 percentage points.
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How and when will we
What are the needs that can
monitor the progress of our
be identified from outcomes?
What strategies or actions strategy? What resources or training When will we
What funding source and amount will be used
should be implemented to -who will be measured when will be needed to implement our
What do we need to work on in our implementation?
address this need? using what tool? implement our strategy? strategy?
to improve results in this
-what is the target (base &
area?
goal)
The following are strategies SBAC Results 2000-2999: Classified LCFF - Supplemental 56000.00 August 2017-May
and actions that may be used Personnel Salaries 2018
2016 SBAC: by the teachers to address the Reclassification rates for EL
4000-4999: Books And LCFF-LCAP 10000
6th-24 ELs- 0 % met/exceeded needs: students.
Supplies
7th- 23 ELs- 0% met/exceeded
8th- 17 ELs- 0 % Projects based on CRW and CELDT Scores/Data 5800: LCAP 10000
met/exceeded Common Core standards Professional/Consulting
Evidence of student Services And Operating
Informal Observations work/grades at the end of the Expenditures
grading period.
Instructional Walk-throughs
with feedback Subgroup data for D/F
(disaggregated)
MESA Program introduction
Peer-coaching and
observations with feedback
The Single Plan for Student Achievement for Woodrow Wilson Middle School 35 of 72 5/30/18
How and when will we
What are the needs that can
monitor the progress of our
be identified from outcomes?
What strategies or actions strategy? What resources or training When will we
What funding source and amount will be used
should be implemented to -who will be measured when will be needed to implement our
What do we need to work on in our implementation?
address this need? using what tool? implement our strategy? strategy?
to improve results in this
-what is the target (base &
area?
goal)
The Single Plan for Student Achievement for Woodrow Wilson Middle School 36 of 72 5/30/18
How and when will we
What are the needs that can
monitor the progress of our
be identified from outcomes?
What strategies or actions strategy? What resources or training When will we
What funding source and amount will be used
should be implemented to -who will be measured when will be needed to implement our
What do we need to work on in our implementation?
address this need? using what tool? implement our strategy? strategy?
to improve results in this
-what is the target (base &
area?
goal)
Vocabulary development
(Kinsella Strategies)
Academic Language
The Single Plan for Student Achievement for Woodrow Wilson Middle School 38 of 72 5/30/18
INFORMATION ONLY NOT SITE BASED
LCAP GOAL 2:
A well-trained and qualified teacher in every classroom, every day supported by adequate, well-trained support staff.
Area of Focus: _ School Safety, Climate and Culture (LCAP Goal 3)
_ Math (LCAP Goal 1) _ Graduation/College and Career Ready (LCAP Goal 1)
_ English Language Arts (LCAP Goal 1) School Selected (circle one): _Science, _Social Studies/History, _VAPA, _Technology,
_ Closing the Gap (LCAP Goal 1) _Special Education
_ Parent and Community Engagement (LCAP Goal 4)
Narrative:
The Single Plan for Student Achievement for Woodrow Wilson Middle School 39 of 72 5/30/18
Planned Improvements in Student Performance – Target/Goal Page
LCAP GOAL 3: Students will be in school every day in an environment that is safe, caring, and conducive to learning. All facilities will be in good repair and equipped for 21st
century learning.
We continue to provide a consistent program of managing student behaviors at Wilson Middle School. We have instituted Saturday as an alternative to suspension as a response
to not using the K- ed code. Students are treated with respect when in disciplinary situations and each case is is handled individually. We use the tenets of trauma informed care
to meet student needs and provide support. We conduct mediations and investigate acts of bullying with thoroughness and work with CWAS to properly implement the
education code. Our foster youth require much attention from multiple adults on campus due to the trauma they often experience prior to attending school. This is an area of
need. In addition, assistance with documentation, contacting parents and maintaining discipline records in a timely manner is an area of need.
Measurable Outcomes: LCAP metrics-schools can include additional
• Increase average daily attendance rate by1 percentage points school wide and by 2percentage points for academically at-risk students until 96% or better is achieved
• Decrease % of students school wide who are absent 10% or more of enrolled days by 2 percentage points and by 5 percentage points for academically at-risk students
• Decrease suspension rate by 10 percentage points
• Maintain expulsion rate of 0.0%.
• Increase % of students scoring high on school connectedness (measured by CHKS) by 20 percentage points over three years.
• Decrease number of 8th grade students who drop out by 1 %each year until 0 dropouts achieved.
Parent Forums
SARB/SART Process
Saturday/Monday school
monthly/bimonthly as an
alternative to suspension.
Monthly lunchtime
entertainment focused on
performing arts
The Single Plan for Student Achievement for Woodrow Wilson Middle School 43 of 72 5/30/18
How and when will we
What are the needs that can
monitor the progress of our
be identified from outcomes?
What strategies or actions strategy? What resources or training When will we
What funding source and amount will be used
should be implemented to -who will be measured when will be needed to implement our
What do we need to work on in our implementation?
address this need? using what tool? implement our strategy? strategy?
to improve results in this
-what is the target (base &
area?
goal)
Open the schools game room
as an incentive for students.
The Single Plan for Student Achievement for Woodrow Wilson Middle School 44 of 72 5/30/18
Planned Improvements in Student Performance – Target/Goal Page
LCAP GOAL 4: Parents and guardians feel welcomed at their school, have sufficient two-way communication with their school and are provided with the knowledge and skills to
successfully support and advocate for their child.
• Parent Involvement- Increase % of parents agreeing that school/district encourages parent involvement to X%
Provide information to
parents on Wilson website.
Update regularily.
The Single Plan for Student Achievement for Woodrow Wilson Middle School 47 of 72 5/30/18
Planned Improvements in Student Performance – Target/Goal Page
We have a tech leader on campus now and we are using technology in all classrooms. Teachers are starting to recive professional development in effective use of technology
and they are inspired to use more. We are working to use technology with a purpose, not just as an alternative to paper. It is being using in Tenmarks, stem scopes and
assessments.
Measurable Outcomes: LCAP metrics-schools can include additional
Technology will be used effectively in 100% of classes as measured by teacher survey given by Tech Leader.
The Single Plan for Student Achievement for Woodrow Wilson Middle School 49 of 72 5/30/18
Planned Improvements in Student Performance – Target/Goal Page
Area of Focus: School Safety, Climate and Culture (safe, respectful, responsible)
Math Graduation/College and Career Ready
English Language Arts (High Schools only – must include an indicator for CAHSEE)
Closing the Gap (must include EL reclassification goal of no less than 15% increase School Selected (circle one): Science, Social Studies/History, VAPA, Technology,
Parent and Community Engagement Special Education,
The Single Plan for Student Achievement for Woodrow Wilson Middle School 50 of 72 5/30/18
Planned Improvements in Student Performance – Target/Goal Page
Area of Focus: School Safety, Climate and Culture (safe, respectful, responsible)
Math Graduation/College and Career Ready
English Language Arts (High Schools only – must include an indicator for CAHSEE)
Closing the Gap (must include EL reclassification goal of no less than 15% increase School Selected (circle one): Science, Social Studies/History, VAPA, Technology,
Parent and Community Engagement Special Education,
The Single Plan for Student Achievement for Woodrow Wilson Middle School 51 of 72 5/30/18
Planned Improvements in Student Performance – Target/Goal Page
Area of Focus: School Safety, Climate and Culture (safe, respectful, responsible)
Math Graduation/College and Career Ready
English Language Arts (High Schools only – must include an indicator for CAHSEE)
Closing the Gap (must include EL reclassification goal of no less than 15% increase School Selected (circle one): Science, Social Studies/History, VAPA, Technology,
Parent and Community Engagement Special Education,
The Single Plan for Student Achievement for Woodrow Wilson Middle School 52 of 72 5/30/18
Summary of Expenditures in this Plan
The Single Plan for Student Achievement for Woodrow Wilson 53 of 72 5/30/18
Middle School
Summary of Expenditures in this Plan
The Single Plan for Student Achievement for Woodrow Wilson 54 of 72 5/30/18
Middle School
Restricted Funding Personnel
2017-2018
The Single Plan for Student Achievement for Woodrow Wilson Middle School 55 of 72 5/30/18
The following monies reflect dollars that are recommended be held centrally to support District priorities. These are monies that are above the administrative set-aside, which is
generally 10% and indirect costs that are approximately 5% ( these fluctuate each year based on state formulas - total is never higher than 15%).
Title I guidelines require consultation and input from SSC, not approval.
Direct Services
$ 2,231,889.00 383 $ 236.83 $ 90,706.02
A Instructional Coaches and Curriculum (Math, Science, Literacy, including ELA and History) Coaches/Resource Teachers, paid by the District,
providing direct services/ support to the school sites to increase the unduplicated group students' academic achievement;
B District, Curriculum, Instruction, and Professional Development leadership and staff who are providing direct, hands-on services to the school sites
C Superintendent Focus School Instructional Support actions and services to reduce the achievement gap (Red on Dashboard)
D Families in transition / Homeless and support staff
E Parent and Community Engagement
F Multi-Tiered System of Support (MTSS) intervention (such as Behavior Intervention Aides assigned to identified school sites)
School Site Council Membership
Education Code Section 64001(g) requires that the SAP/SPSA be reviewed and updated at least annually, including proposed
expenditures of funds allocated to the through the Consolidated Application, by the school site council. The current make-up of the
school site council is as follows:
School Staff
Officer Position Year of
Community
Secondary
Classroom
Parent or
Students
Name of Members (President, Secretary, Term (1st,
Principal
Member
Teacher
etc.) 2nd, etc.)
Other
Karen Kobey Secretary 1st X
Dana Hunt 1st X
Ngozi Ezeime 1st X
Kyle Douglas Principal N/A X
Dominick Corey 1st X
Charles Clay 1st X
Adam Chandler 2nd X
Jennifer Kalil 2nd X
Lydia Finkley President 2nd X
Carol Gerber 1st X
Numbers of members of each category: 1 3 1 5
For elementary schools there should be parity between the number of staff on the site council and the number of
parents/community members. For secondary schools, staff should make up one half of the council, students should make up one
fourth and parents/community should make up one fourth.
The minimum number of SSC members for elementary is 10 and for secondary is 12.
For any SSC, teachers should make up the majority of staff members on the SSC.
The Single Plan for Student Achievement for Woodrow Wilson 57 of 72 5/30/18
Middle School
Recommendations and Assurances
The school site council recommends this school plan and proposed expenditures to the district governing board for approval and
assures the board of the following:
1. The school site council is correctly constituted and was formed in accordance with district governing board policy and state law.
2. The school site council reviewed its responsibilities under state law and district governing board policies, including those board
policies relating to material changes in the school plan requiring board approval.
3. The school site council sought and considered all recommendations from the following groups or committees before adopting
this plan (Check those that apply):
4. The school site council reviewed the content requirements for school plans of programs included in this Single Plan for Student
Achievement and believes all such content requirements have been met, including those found in district governing board
policies and in the LEA Plan.
5. This school plan is based on a thorough analysis of student academic performance. The actions proposed herein form a sound,
comprehensive, coordinated plan to reach stated school goals to improve student academic performance.
6. This school plan was adopted by the school site council at a public meeting on: 5/09/2015
The English Learner Advisory Committee had the opportunity to provide input and advice on the development of this school plan
specifically as it relates to EL students:
5/9/2015
Signature of ELAC chairperson Signature of ELAC committee member Meeting Date
Attested:
The Single Plan for Student Achievement for Woodrow Wilson 58 of 72 5/30/18
Middle School
Typed Name of SSC Chairperson Signature of SSC Chairperson Date
The Single Plan for Student Achievement for Woodrow Wilson 59 of 72 5/30/18
Middle School
Appendices
The Single Plan for Student Achievement for Woodrow Wilson 60 of 72 5/30/18
Middle School
Site Level Parent Involvement Policy
All schools will address actions to promote parent involvement/engagement. School sites must work with parents through committee to develop and review site level policy
based on the criterion provided.
This must be reviewed annually and updated to reflect current practice
The Single Plan for Student Achievement for Woodrow Wilson Middle School 61 of 72 5/30/18
Site Level School/Parent Compact
The Single Plan for Student Achievement for Woodrow Wilson Middle School 62 of 72 5/30/18
Attendance Improvement Program
2015-2016 ADA Short Term Goal 2016-2017 ADA Long Term Goal 2017-2018 ADA Long Term Goal
95.75 97.70 98
The Single Plan for Student Achievement for Woodrow Wilson Middle School 64 of 72 5/30/18
Pasadena Unified School District
Instructional Services
GIFTED AND TALENTED EDUCATION
The grey portions detail state requirements of school districts for GATE programs. The white portions that follow are ways that the District expects the schools to implement the
state requirements in grey. Please review this revised checklist that is now aligned with the current District GATE Plan that has been approved by the State and the Board of
Education. Rate your school using the rubric below to show how well the school is implementing the School GATE program in alignment with the District GATE Plan.
Rubric
1 = This is an established practice that has been in place since before the 2018-19 school year.
2 = This practice is being implemented for the first time during the 2018-19 school year.
3 = This practice is being developed now to be implemented during the 2018-19 school year.
Section 2: Identification
2:1 The nomination/referral process is ongoing.
2:2 An assessment/identification process is in place to ensure that all potentially gifted students are appropriately assessed for identification as gifted students.
2:3 Multiple service options are available within the gifted education program and between other educational programs. Placement is based on the assessed needs of the
student and is periodically reviewed.
Has a process been developed at the school for teachers and/or parents to request that any student in grades 2-11 be X
evaluated for GATE identification?
Is there a plan to articulate the plan above to parents and teachers on an annual basis? X
Does the plan inform parents and teachers of the GATE referral window of August - September? X
Does the school testing calendar include GATE testing administered by classroom teachers in grades 2 during the GATE testing
window of October?
Has a process been developed at the school to review research-based characteristics of giftedness with all teachers, but with
special emphasis on 2 nd grade teachers?
The Single Plan for Student Achievement for Woodrow Wilson Middle School 69 of 72 5/30/18
Date Topic
2nd meeting
3rd meeting
4th meeting
The Single Plan for Student Achievement for Woodrow Wilson Middle School 70 of 72 5/30/18
Pasadena Unified School District
Comprehensive School Safety Plan Sb-187
Pursuant to Education Code EC 35294 et seq., every school in California is required to develop a comprehensive school safety plan to address safety concerns identified through
a systematic planning process. A school site council or safety planning committee shall review and update the plan by March 1st of each year. Each school shall report on the
status of the plan in the annual School Accountability Report Card (SARC).
This is to certify that Woodrow Wilson Middle School has complied with Senate bill 187 Comprehensive School Safety plan requirements established by California Education
Code EC 35294 et seq. and approved by our School Site Council for the current school year.
Principal: Date:
(Signature)
In the 2002 legislative session, Senate Bill (SB) 1667, School Violence and Assembly Bill (AB) 2198, School Violent Crime were approved by the Legislature and became effective
January 1, 2003.
This is to certify that the Pasadena Unified School District has complied with SB 1667, pursuant to EC 35294.8 to notify the public of the public meeting.
District Representative: Eric Sahakian, Executive Director Child Welfare Safety and Attendance
The Single Plan for Student Achievement for Woodrow Wilson Middle School 71 of 72 5/30/18
Pasadena Unified School District
Kindergarten Transition Plan and Objectives
One of the major challenges children have to faces in their early childhood years is the transition to kindergarten. It sets the tone and
direction of a child’s school career. In 2006, the Pasadena Unified School District convened a Transition to Kindergarten Focus Committee in
Objective
conjunction with the City of Pasadena’s Childcare Office, Head Start, and the Los Angeles Office of Childcare. PUSD representation on this
committee includes preschool and Kindergarten teachers and administrative leadership.
The mission of this committee is to collaborate with educators and members of the community in order to plan and develop policies that will
Mission
serve to provide effective transitions from preschool to Kindergarten.
Findings by the National Center for Early Development and Learning indicate a need for greater communication among Kindergarten
teachers, families and the school. With the support of Transition to Kindergarten Focus Committee, the PUSD organized an informational
Findings
forum for parents whose children were transitioning to Kindergarten and developed Kindergarten Readiness Packets that are distributed
annually each spring to families.
Instruction is provided to families, in English and Spanish, on the use of the materials in the kit. Materials included: pamphlets on activities
parents and children could do together to get ready for Kindergarten, arts and craft supplies, transition booklet, PreK literature selections
from Open Court, picture books and much more. Our plan is to improve and expand this effort to provide support and instruction to parents
combined with engaging school readiness materials that are given to graduating PUSD preschool students.
A key component of our Early Reading First plan is to expand promising practices to support the language development and literacy of
English learners (ELs), we continue looking to expand the promising practices being developed at our three English Learner Acquisition and
Development Pilot Program schools; Longfellow, Washington and Willard. PUSD utilizes the lessons learned from these promising English
Actions
learner strategies as well as from a successful Reading First program. We continue to seek to improve alignment, continuity and the sharing
of best practices in language development and literacy for preschool and elementary schools, our proposed professional development plan
includes training teachers in the adopted reading program (now Open Court, with potential new adoption anticipated next year) as well as
training for English learner strategies and providing ongoing coach support.
Increased communication between our preschool and Kindergarten teachers will also strengthen the transition to Kindergarten and the
types of promising practices being used at our elementary schools, including the development of Individual Learning Plans, newcomer
support, intervention strategies, Reclassification, and follow-up.
The Single Plan for Student Achievement for Woodrow Wilson Middle School 72 of 72 5/30/18
School and Student Performance Data
Equity Report
The Equity Report shows the performance levels for all students on the state indicators. It also shows the total number of student groups that received
a performance level for each indicator and how many of those student groups are in the two lowest performance levels (Red/Orange). The total
number of student groups may vary due to the number of grade levels included within each indicator.
State Indicators All Students Performance Total Student Groups Student Groups in Red/Orange
Mathematics (3-8) 7 7
An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when
there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available.
Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance)
2. The alternative to suspension program offered by the district is critical to supporting our target groups.
3. Staff is more likely to discipline Foster Youth , African Americans and Students with disabilities. Possible sensitivity training
geared towards these populations is needed. ( additional Trauma Informed Care )
School and Student Performance Data
Chronic Absenteeism
The status and change report provides the performance level for all students on state indicators. It also shows how the current year (status) compares
to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator.
Fall 2017 Chronic Absenteeism Status and Change Report
State Indicators Student Performance Number of Students Status Change
Chronic Absenteeism N/A N/A N/A N/A
Suspension Rate
The status and change report provides the performance level for all students on state indicators. It also shows how the current year (status) compares
to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator.
Fall 2017 Suspension Rate Status and Change Report
State Indicators Student Performance Number of Students Status Change
High Increased
Suspension Rate 575
9.2% +2.1%
This report shows the performance levels for a single state indicator, Suspension Rate, for all student groups. It also shows how the current year
(status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data
for each indicator.
Fall 2017 Suspension Rate Report
Student Group Student Performance Number of Students Status Change
High Increased
All Students 575
9.2% +2.1%
Medium Increased
English Learners 88
8% +0.8%
Very High Increased Significantly
Foster Youth 18
33.3% +16.7%
High Increased Significantly
Homeless 64
9.4% +4.3%
High Increased
Socioeconomically Disadvantaged 445
10.1% +2.4%
Very High Increased
Students with Disabilities 106
14.2% +3.2%
Very High Increased
African American 78
15.4% +3.5%
* *
American Indian 1
High Increased
White 66
10.6% +3.8%
An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when
there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available.
Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance)
3. Foster Youth are legally required to enroll in less time than prior years. This has left some gaps in setting up positive supports
for their learning needs.
School and Student Performance Data
This report shows the performance levels for a single state indicator, English Learner Progress Indicator, for all student groups. It also shows how the
current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed
with the data for each indicator.
Fall 2017 English Learner Progress Status and Change Report
This report shows the performance levels for English Learners on all state indicators. It also shows how the current year (status) compares to prior
years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator.
Fall 2017 English Learner Progress Report
Medium Increased
Suspension Rate (K-12)
8% +0.8%
Medium Declined Significantly
English Learner Progress (1-12)
72.6% -10.5%
Very Low Maintained
English Language Arts (3-8)
93.9 points below level 3 -1.2 points
Very Low Declined Significantly
Mathematics (3-8)
149.2 points below level 3 -25 points
An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when
there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available.
Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance)
Graduation Rate
This report shows the performance level, or colors, for each student group on the Graduation Rate Indicator. It also shows status (current year data)
and change (prior year data).
Fall 2017 Graduation Rate Status and Change Report
This report shows the performance level, or colors, for each student group on the Graduation Rate Indicator. It also shows status (current year data)
and change (prior year data).
Fall 2017 Graduation Rate Report
Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance)
College/Career
The status and change report provides the performance level for all students on state indicators. It also shows how the current year (status) compares
to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator.
Fall 2017 College/Career Status and Change Report
This report shows the status level for student groups on the College/Career Indicator. A color-coded performance level will be reported for the first
time in the fall of 2018.
Fall 2017 College/Career Report
Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance)
The status and change report provides the performance level for all students on state indicators. It also shows how the current year (status) compares
to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator.
Fall 2017 English Language Arts Status and Change Report
This report shows the performance levels for a single state indicator, English Language Arts Assessment, for all student groups. It also shows how the
current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed
with the data for each indicator.
Fall 2017 English Language Arts Report
Low Increased
White 49
9.3 points below level 3 +8.2 points
Additional ELA Assessment Data for English Learners (EL)
The English learner student group definition for this indicator includes students who are currently English learners and students who were reclassified
within the past four years. Data for both the English Learners and reclassified students are provided below for informational purposes. In addition,
data for English Only students are provided for easy comparison.
Fall 2017 EL Additional Assessment Data
Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance)
Mathematics (Math)
The status and change report provides the performance level for all students on state indicators. It also shows how the current year (status) compares
to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator.
Fall 2017 Mathematics Status and Change Report
This report shows the performance levels for a single state indicator, Math Assessment, for all student groups. It also shows how the current year
(status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data
for each indicator.
Fall 2017 Mathematics Report
Low Maintained
White 48
60.3 points below level 3 -1.3 points
Additional Math Assessment Data for English Learners
The English learner student group definition for this indicator includes students who are currently English learners and students who were reclassified
within the past four years. Data for both the English Learners and reclassified students are provided below for informational purposes. In addition,
data for English Only students are provided for easy comparison.
Fall 2017 Math Additional Assessment Data for English Learners
Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance)
Detailed Report
Academic Performance
The percent of English Learners who made progress towards English proficiency.
College/Career Indicator
English Language Arts 54.8 points below level 3 57 points below level 3
Mathematics
An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when
there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available.
Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance)
2. Testing preparation and set up leading to the 2016/2017 testing was ineffective.
3. Academic pacing and curriculum review is necessary to turn the flow of poor test scores for Wilson students.
School and Student Performance Data
Detailed Report
Suspension
2. Alternate to suspension efforts such as RTI and the district wide alternate suspension program will provide additional supports.
School and Student Performance Data
Detailed Report
Academic Engagement
Graduation
Graduation
This report shows the performance levels for all students and for each student group on the state indicators.
Student Group Performance for State Indicator
Student Group Chronic Absenteeism Suspension Rate English Learner Progress Graduation Rate English Language Arts Mathematics College/Career
All Students
English Learners
Foster Youth
Homeless
Socioeconomically
Disadvantaged
African American
American Indian
Asian
Filipino
Hispanic
Pacific Islander
White
An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there are fewer than 30 students in any year used to
calculate status and change. An N/A means that data is not currently available.
Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance)
Conclusions based on this data:
1. Overall data trends indicate that Wilson Middle School students are under performing in key areas. This lands them consistently below district and state standards.
3. Foster Youth and African Americans are the two groups that have the most significant drop in academic performance.
Woodrow Wilson Middle School
Address: 300 South Madre St.
City, State Zip: Pasadena, CA 91107
Phone: (626) 396-5800
Fax:
Standardized Emergency
Management Plan
The Woodrow Wilson Middle School Standardized Emergency Management System Plan provides faculty, staff,
parent volunteers and students with site-specific emergency instructions during an emergency crisis or disaster.
The Plan delineates responsibilities of all Woodrow Wilson Middle School employees and is organized according
to the Standardized Emergency Management System (SEMS). Woodrow Wilson Middle School personnel
designated to carry out specific emergency responsibilities are expected to understand the policies, procedures and
system. Training and exercises are ongoing components of the Plan.
This Plan has been prepared in compliance with State disaster planning requirements, City and County
Emergency Management Plans, the Standardized Emergency Management System (SEMS), and the National
Incident Management System (NIMS). NIMS is a nationwide standardized approach to incident management and
response. Developed by the U.S. Department of Homeland Security and released in March 2004, it establishes a
uniform set of processes and procedures that emergency responders at all levels of government will use to conduct
response operations.
This Plan incorporates the Incident Command System (ICS), the Master Mutual Aid Agreement, existing mutual
aid systems, the Los Angeles County operational area concept, and multi-agency coordination. The District has
established a plan for maintaining a liaison with any multi-agency EOC and the County Emergency Operations
Center to help facilitate effective coordination of aid requests, resources and the general flow of information
among all agencies and jurisdictions within the region.
All Woodrow Wilson Middle School employees are expected to remain on campus and fulfill their disaster
responsibilities until the emergency is over or they can be relieved (per California Government Code §3100).
School employees understand that the school’s primary role in an emergency is to care for the safety and
welfare of children for the duration of the emergency. Staff recognizes that the school site may be on its own
(without outside resources) for some time. Should an emergency/disaster occur during school hours, Woodrow
Wilson Middle School will shelter students who are not picked up by parents or authorized persons listed on
the Emergency Information Card. This is the policy of the Pasadena Unified School District. There is also the
possibility that the American Red Cross may use Woodrow Wilson Middle School as a community shelter.
Woodrow Wilson Middle School will keep students in the safest location on the school campus until they can
be safely reunited with their families. The Principal will relocate students to an alternate site when required by
law enforcement or when it is unsafe to remain on campus.
The Plan is reviewed and updated annually by the principal, staff, and district personnel. Drills and exercises are
conducted in accordance with Education Code requirements in order to acquaint both students and staff with the
school’s emergency procedures. Copies of the current Plan are distributed to the District office each year.
There is always the possibility that an emergency or disaster may occur when classes are not in session or when
Woodrow Wilson Middle School is being used for extended before/after school activities. While the structure of
the plan remains the same, the management system may expand or contract depending on the emergency and
availability of personnel.
A disaster container with some emergency food, water, supplies and equipment is located in the center of campus.
Contents will be inventoried and replenished as necessary. Additionally, each classroom is equipped with some
emergency supplies and class lists by period.
The principal and faculty will inform students about emergency procedures. All employees will make every effort
to use appropriate procedures while providing students with direction and guidance, which emphasize their
physical and psychological well being.
Parents will be informed of the Woodrow Wilson Middle School Emergency Plan annually. A copy of the Plan
will remain in the administrative offices. The PTA may provide support and volunteer assistance in disaster
preparedness.
Compliance
This plan is one component of the Woodrow Wilson Middle School comprehensive safe school plan (Education
Code §§32280 et seq.) and specifically addresses the following:
1. Education Code §32001 (fire drills required at least once a calendar month at the elementary level, at least
four times a year at the intermediate level, and at least twice a school year at the secondary level)
2. Education Code §§32040-44 (requirement for a first-aid kit on field trips)
3. Education Code §§32280(a)(2)(B) (requirement for disaster procedures including an earthquake emergency
procedure and a school building disaster plan)
4. Education Code §§35295-35297 (requirement for a school plan for earthquakes and other emergencies and
earthquake drills required at least once each school quarter in elementary schools and at least once a semester
in secondary schools )
5. Government Code §8607 of the California Government Code and 19 CCR §§2400 et seq. (requirements for
use of the Standardized Emergency Management System by state and local agencies)
6. Homeland Security Presidential Directive 5 (HSPD-5) (establishment of the National Incident Management
System to coordinate the response to domestic incidents by multiple response agencies)
The emergency planning guidelines for Students with Special Needs referred to the following:
Emergency Preparedness for Children with Special Needs, American Academy of Pediatrics,
http://www.aap.org/advocacy/emergprep.htm.
Emergency Guidelines for Schools, 3rd Edition, 2007, developed by the Ohio Department of Health,
School and Adolescent Health School Nursing Program
Working with Students with Disabilities in a Disaster, prepared by Chris Dayian, Psy.D., Senior Project
Director, Safe Schools Center, Los Angeles County Office of Education 2006.
The National Incident Management System (NIMS) establishes a single, comprehensive system of coordinated
response to a regional or national disaster. NIMS was based on California’s Standardized Emergency
Management System (SEMS), but also incorporates the private sector, non-government organizations, and tribal
governments.
NIMS establishes the National Mutual Aid and Resource Management System, a national resource database, and
seeks to establish interoperable communications between agencies. In addition to standardizing terminology and
procedures, it promotes development of multi-jurisdictional, statewide and interstate regional mechanisms for
coordinating incident management and obtaining assistance during large-scale or complex incidents.
FEMA recommends that school districts be included in their local government plan for NIMS compliance.
However, the California Office of Emergency Services and the Los Angeles County Office of Emergency
Management strongly recommend integration of NIMS into school district emergency plans.
Woodrow Wilson Middle School has integrated NIMS into its emergency plan in order to:
Utilize its existing Incident Command System structure
Adapt its current ICS terminology to NIMS terminology (see Appendix A for a list of the NIMS
definitions commonly used by Pasadena Unified School District and Woodrow Wilson Middle School
Maintain a response operation that can expand to meet an escalating situation that requires
assistance/resources from other agencies or entities
Order and track response assets using NIMS typing definitions (see Appendix A)
Join other agencies and entities in working towards establishing interoperable communications
Introduction
The Pasadena Unified School District and Woodrow Wilson Middle School comply with both the California
Standardized Emergency Management System (SEMS) regulations and the federal National Incident Management
System (NIMS). One of the purposes of NIMS is to ensure that there is no confusion when multiple agencies are
involved.
Emergency Operations Center. When other agencies respond to a school disaster or emergency, an Emergency
Operations Center will be established to include all the Incident Commanders from each agency, including the
school site Incident Commander. If a Unified Command EOC is established, it will probably not be at the District
Office. The District EOC can continue to monitor the situation and support the school site Incident Commander
or the Superintendent may decide to demobilize the school district office EOC and operate out of the multi-
agency EOC.
One Operations Section ONLY. In a Unified Command there is only one Operations Section Chief. The
Operations Section Chief should be the most qualified and experienced person available. Below is a sample
Operations Section organization chart for a school bus incident.
Unity of command is maintained within the Operations Section. Each responder reports to a single
supervisor within his or her area of expertise. Within a Unified Command, the police officer would not tell the
firefighters how to do their job nor would the police tell school personnel how to manage parent-student
reunification.
Multi-School Incident
District Office Emergency Operations Center. Where there is an incident involving several schools within
the District and other agencies are not yet involved, the District Office EOC may set up a unified command.
For example, if there is a major earthquake, first responders may not be able to reach the school sites for a
couple of days. During this time, the District Office would set up an EOC and form a unified command with
all the site incident commanders (e.g., school principals). The Incident Commanders would meet with the
Superintendent to jointly make decisions about incident operations. Once other agencies, such as police and
fire, become involved, the EOC will likely be moved to another location with more resources and space.
The list below is not inclusive. See also Chapter 5 for emergency phone numbers.
Before an incident occurs, procedures need to be established to prepare staff and students for dealing with
possible types of disasters or emergencies: The forms noted below are included in Appendix B.
FACILITY MANAGER OR Annually inventory earthquake container supplies (form ICS-EQ) and replenish or replace as
HEAD CUSTODIAN required (be sure to change batteries)
Annually inventory hazardous materials used for custodial purposes (form ICS-HAZ)
Annually ensure that emergency maps are posted in all rooms
Annually replenish all first-aid kits in maintenance/custodial
Ensure that the map of utility locations is always current
Ensure that there are tools to shut down school utilities
SPECIAL ED Make sure that the students’ parents complete the Emergency Information Form before or
TEACHERS/AIDES concurrent with the date that student begins school. A copy of this form must be kept in your
emergency supplies to be taken with you if evacuated and a copy given to the principal (AAP
form)
Work with the principal and school nurse to develop individual emergency plans for students
with special needs and review the final plan with the students’ parents
SCHOOL Develop a crisis management plan in coordination with the principal, school nurse, district
PSYCHOLOGIST nurse, and Director of Pupil Services
School Staff need to be aware that they are designated as disaster service workers in the event of a disaster or
emergency and cannot leave campus without approval of their supervisor. 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.
Staff emergency assignments are shown on the following page on form ICS 203 (copy of the form is in Appendix
B).
Incident Commander
Principal Kyle Douglas
This organization may expand or contract depending on the scope of Public Info Officer: Principal -
disaster. If appropriate, all functions may be performed by the Incident
Commander (Principal). Safety Officer: Security Officer -
Liaision: -
Planning Section Chief Operations Section Chief Logistics Section Chief Admin/Finance Chief
Assistant Principal School Counselor School Secretary
Documentation/Reports Search & Rescue Supplies/Equipment Unit Timekeeping
Lead: School Secretary Lead: Security/Custodian Lead: Lead:
Phone: Phone: Phone: Phone:
Resources/Situation First Aid Team Food Service Unit Purchasing
Lead: Lead: School Nurse, Health Clerk Lead: Lead:
Phone: Phone: Phone: Phone:
Demobilization Facilities/Security Transportation Unit Claims
Lead: Lead: Security/Custodian Lead: Lead:
Phone: Phone: Phone: Phone:
Student/Staff Accounting Tm. Communications Unit
Lead: Office Staff Lead:
Student Release Team Phone: Phone:
Lead: Office Staff/Gerber
Phone: Crisis Intervention
Lead: School Pychologist
Emergency
Emergency Role Primary Alternate or Deputy Location Phone
Assignment
Command Staff Incident Commander Principal Kyle Douglas Assistant Principal
Liaison Officer
Resources/Situation
Planning
Demobilization
Runners/Messengers
Facilities/Security Security/Custodian
Transportation Unit
Communications Unit
Administration Purchases
The teachers and staff need to review their evacuation routes and assembly area locations in preparation for an
emergency. All substitute teachers should be provided with a copy of the school’s emergency procedures, a
description of the role they would play in an emergency, and identification of their buddy teacher.
If necessary, one buddy teacher will evacuate both classrooms. Students should exit without the teacher leading
them. During drills, teachers must emphasize that students learn proper evacuation procedures and routes.
Teacher should stay back to check the classroom & close the door (do not lock). If both buddy teachers are
available for evacuation, one leads and the other brings up the rear, checking briefly to make sure that both
classrooms are empty and closing doors.
Once in assembly area, buddy classrooms line up next to each other for student accounting. All teachers are to fill
out the written Student Accounting Forms to be delivered to the Command Post. Assembly area buddy
assignments may or may not be the same as classroom buddy.
Each classroom kit should contain teacher’s class roster as well as buddy classroom roster.
Immediately following student accounting, one member of each buddy team checks in at the Command Post, and
reports of missing students should be made.
In emergency situations which do not involve evacuation, it may be necessary to move all students from one
buddy’s classroom into the other. One of the teachers is then available for assignment.
This list should be updated in September of each school year to accommodate any staff changes.
Note: Teachers assigned to lead or staff assignments should be paired with teachers assigned to the student assembly area. In an
emergency, when directed to evacuate to the assembly area, all teachers will take any emergency items and move their classes to the
assembly area. Teachers assigned to emergency assignments will then “hand off” responsibility for their class to their Buddy Teacher
and report to their emergency assignment. PLEASE NOTE THAT ASSIGNMENT OF EMERGENCY TASKS TO TEACHERS IS AT
THE PRINCIPAL’S DISCRETION AND NEED NOT BE EXERCISED IF THE PRINCIPAL FEELS THAT TEACHERS ARE NEEDED
FOR STUDENT CARE.
ICS Form D
The school emergency maps are included on the following pages. The maps show both a primary command post
and an alternative command post location.
Command Posts
Woodrow Wilson Middle School will use the following primary command post in the event of an emergency. If
the location of Command Post 1 is not available or is less accessible, the principal may choose Command Post 2.
Site 1:
Site 2:
EVACUATION ROUTES
EMERGENCY EVACUATION STAGING AREAS FOR TRANSPORTATION TO ANOTHER SITE FOR ALL
STUDENTS (STUDENTS WITH SPECIAL NEEDS MAY BE STAGED IN A DIFFERENT AREA WHERE IT
IS EASIER TO ACCESS WHEELCHAIRS AND OTHER EQUIPMENT)
FIRST-AID STATION/MORGUE
STAGING AREAS FOR OFF-SITE EVACUATION AREAS WITHIN WALKING DISTANCE (SHOW
STAGING AREAS FOR STUDENTS WITH SPECIAL NEEDS IF DIFFERENT)
LOCATION OF FUNCTIONS NOT BASED AT THE INCIDENT COMMAND POST (E.G., PURCHASING,
TRANSPORTATION)
Update this form annually. If the same sites are used each year, it is still necessary to confirm the names of the
current contact persons and phone numbers.
The Principal or designee (e.g., Assistant Principal) is responsible for recording all drills on the Drill Log Form C
included in Appendix B and submitting the completed form to the Director of Maintenance and Operations and to
the Executive Director of Administrative Services at the end of each school year.
Types of Drill Signal Procedure Summary
Fire Continuous short bells followed by a Teachers have students walk in a single line to assembly
walkie/talkie or intercom area and wait for the “All Clear” signal.
communication by the school office.
Earthquake Principal announces on the PA: “We Students and staff should drop to their knees facing
are experiencing some seismic activity. away from windows; get under desks or tables if
For everyone’s protection, all students possible; fold body onto floor with arms close to knees;
and staff should follow duck and cover place head as far as is possible between knees; cover
procedures, which mean you should be crown of the head with hands; and stay in this position
in a protected position under a table or for 10 seconds. Teachers will direct students to return
desk, away from windows and to seats.
anything that could fall and hurt you.
Hold this position until the shaking
stops or until I give further
instructions.”
Lockdown A long steady bell for 10 seconds Teachers are to lock classroom doors and keep all
with five seconds of silence, then students inside the classroom. Teachers will instruct
repeated and/or principal announces students to lie down on the floor, lock doors, and close
on the PA: “We have an emergency shades or blinds. Do not open the door until notified
situation and need to implement lock by an administrator or law enforcement. If outside,
down procedures. Keep all students students and staff are to proceed inside the nearest
inside the classroom until further building or classroom. If in a restroom, remain there
notice. Do not open the door until until authorized to vacate.
notified by an administrator or law
enforcement. If outside, students and
staff are to proceed inside the nearest
building or classroom.”
Shelter-In-Place A long steady bell for 10 seconds All classes will remain in their rooms, and P.E. classes
followed by a series of short bells with will go to the gym. Students should be in the most
a five second silence and/or principal protected areas in the room, facing away from windows.
announces on the PA: “We have a Close all doors and windows. Turn off gas, lights, power
hazard in the community and are equipment, and appliances. Remain in the shelter area
instituting Shelter-In-Place Procedures. until the “All Clear” signal. If the doors and windows are
Students and staff are to remain inside not tightly sealed, cover noses and mouths with a wet
the building away from outside air with paper towel. If outside, go inside the nearest building. If
windows and doors securely closed and in a restroom, go to the nearest classroom.
air conditioning units turned off. All
students and staff that are outside are to
immediately move inside. We will let
you know as soon as we have further
information.”
[ ] Familiarize yourself with your class’ route before the drill begins.
[ ] When the signal is given, have students form a single line outside the classroom. (Form a double line for large
classes.)
[ ] [ ] If a fire occurs during passing period or lunch, principal may instruct students to report to the assembly area.
Students should line up according to previous period classroom numbers.
[ ] Check to see that all students are out of the classroom; take your emergency bag and student roster and attendance
cards and CLOSE ALL DOORS. Do NOT lock any doors.
[ ] Place the placard on your door, GREEN side up if everyone has evacuated the room. If someone is left behind because
they are missing/injured/ deceased, place the placard RED side up and write on it (with Sharpie pen) the number of
[ ] adults/children
Have and their
students walk location
QUIETLY inin the room.
single file to the Assembly Area. Teachers should walk at the rear of the line.
[ ] Ensure that each disabled student is partnered with his/her pre-designated staff buddy.
[ ] Have students form a single line in the designated Assembly Area according to the class at the time the emergency
occurred.
[ ] Students in classrooms other than their own at the time the drill begins are to remain with that class until given
permission to rejoin their class by both teachers.
[ ] If students are between classes, at lunch or at PE, and are instructed to report to the Assembly Area, students should
line up according to the previous classroom numbers.
[ ] Take attendance from your student roster. Report the attendance to the Student/Staff Accounting Team. If the drill
scenario includes injuries, report these to the First Aid/Medical Team.
[ ] Activate the Teacher Buddy System. If you are assigned an emergency response team position, leave your class with
your teacher Buddy and go to the Incident Command Post for instructions.
[ ] Wait for “All Clear” signal, then return quickly to your classroom in a single file.
[ ] Students in classrooms other than their own at the time the drill begins are to remain in that class until given
permission to rejoin their class by both teachers.
[ ] Students and teachers should drop to their knees, facing away from windows.
[ ] Place head as far as is possible between knees; cover head with hands.
[ ] Stay in this position until you receive instructions from the Incident Commander (e.g., Principal or designee).
[ ] [ ] If the announcement is during passing period or lunch, students will be directed to go to the cafeteria or
the closest open classroom, unless the principal announces other instructions.
[ ] [ ] If the announcement is made before or after school, students will be directed to go into the closest open
classroom, unless the principal announces other instructions.
[ ] Lock all windows, exterior doors, and any other openings to the outside.
[ ] Move students to the most protected areas of the room (e.g., away from windows and the possibility of broken glass).
[ ] Close all windows. If possible, cover windows by lowering blinds, drawing curtains, or pulling shades. Turn off
lights.
[ ] Do not release students or staff for restrooms.
[ ] Do not use radio, TV, walkie talkies, or cell phones in the classroom.
[ ] Write down the names of everyone in the room. Report the attendance to the Student/Staff Accounting Team. If the
drill scenario includes injuries, report these to the First Aid/Medical Team.
[ ] Wait for “All Clear” signal before allowing children or staff out of the room or resuming classroom instruction.
Facility/Security staff report to the Incident Commander (e.g., Principal or designee) if safe to do so. Otherwise communicate by
available means for instructions.
This Emergency Lockdown Protocol is universal for all Pasadena Unified Schools. It applies to all on-campus activities
and will be used during class time, snack, lunch, and also before or after school.
If teachers or students are in the bathrooms, they should move to a stall, lock it and stand on the toilet.
Anyone in the hallway should move to the closest classroom immediately.
PE classes held in gym should move into a locker room, lock all doors and find a safe area.
Students and staff in library should remain and lock the doors, turn out lights and locate a safe area.
2. In an ACTIVE SHOOTER SCENARIO: Barricade doors with desks, chairs, filing cabinets, etc.
DO NOT OPEN THE DOORS UNDER ANY CIRCUMSTANCES!
3. Stay calm and be quiet. Listen for instructions from school administrators and/or police.
4. OFFICE PERSONNEL
• Duck and cover, making phone calls from this position.
• Keep students out of danger.
• Consider if a LOCK DOWN should be implemented to contain those students in their classrooms.
• Call 9-1-1
• Identify school site and address, and specific location in the s c h o o l
(where in the school?)
5. While police are in transit, relay information:
a. Is suspect still on campus?
b. Where did suspect go?
c. Specific location of occurrence
d. Any shots fired?
e. Describe sound and number of shots fired
f. Number of wounded/type of injury (CALL PARAMEDIC)
g. Description of all weapon(s), dangerous object(s) and any visible
ammunition.
h. f. LOOK FOR MULTIPLE WEAPONS AND REPORT ALL WEAPONS.
i. Keep PA system on to provide instant announcements.
6. No one leaves the room until the police come and escort students/faculty out or you get the "ALL CLEAR"
on the intercom or class phone.
7. Updates regarding the incident will be given as soon as possible through the most appropriate and available
means of communication (i.e. loudspeaker, e-mail, telephone, etc.)
Safe areas “corners”: a place where an intruder can not see when they are looking through the door. For example,
against a wall away from window view.
If the announcement is during passing period or lunch, students will be directed to go to the cafeteria or
the closest open classroom, unless the principal announces other instructions.
If the announcement is made before or after school, students will be directed to go into the closest open
classroom, unless the principal announces other instructions.
Lock all windows, exterior doors, and any other openings to the outside.
If there is danger of explosion, make sure the window shades, blinds or curtains are closed.
The Administration will turn off heating, ventilation, and air conditioning systems. If you have any independent
systems in your classroom that provide for exchange of inside air with outside air, turn off those systems.
If instructed by your Incident Commander (e.g., Principal or designee), use duct tape and plastic sheeting to seal all
cracks around the door(s), windows and vents into the room. As much as possible, reduce the flow of air into the room.
Write down the names of everyone in your classroom. Report the attendance to the Student/Staff Accounting Team. If
the drill scenario includes injuries, report these to the First Aid/Medical Team.
Wait for “All Clear” signal before allowing children or staff out of the room or resuming classroom instruction.
All school staff should familiarize themselves with this Standardized Emergency Management System Plan
and learn the roles assigned to them in the event of an emergency (Form ICS 203). School personnel should
be mobilized or activated before joining the incident response. This typically will take place when the
principal announces the situation over the intercom or by ringing a bell coded for an emergency. Unless you
must take an immediate life-saving action, you should not start responding without being mobilized. The
mobilization process improves safety and cuts down on unnecessary chaos.
If you are assigned an emergency role and are a teacher, make sure that your students are with your teacher
buddy (see Form D) before checking into the Incident Command Post. After check-in, employees need to
locate their incident supervisor and obtain an initial briefing. The briefings should include:
Current assessment of the situation.
Identification of your specific job responsibilities.
Identification of coworkers.
Location of work area.
Identification of break areas, as appropriate.
Procedural instructions for obtaining needed resources.
Operational periods/work shifts.
Required safety procedures and Personal Protective Equipment (PPE), as appropriate.
Resource demobilization occurs at the end of your assignment or when the incident is resolved. Before leaving
an incident assignment, you should:
Complete all tasks and required forms/reports.
Brief replacements, subordinates, and supervisor.
Evaluate the performance of subordinates.
Follow check-out procedures.
Return any incident-issued equipment or other nonexpendable supplies.
Complete post-incident reports, time records or other accounting obligations
School staff must be aware that they cannot leave campus without permission during an emergency situation
unless they have the authorization of the Incident Commander (school principal), because of their
responsibilities as disaster service workers (California Government Code, Chapter 8, Section 3100).
The Incident Command System (ICS) can be used to manage any of the following types of incidents:
Disasters, such as earthquakes, fires, floods, or other natural disasters.
Disease outbreaks and prevention measures.
Search operations for a missing student.
Hazardous materials accidents in chemistry labs.
Hostile intruders or other criminal acts.
Planned events, such as school drills, festivals, sporting events, and graduations.
ICS principles under the National Incident Management System (NIMS) are implemented through a wide
range of management features including the use of common terminology and plain language, and a modular
organizational structure.
ICS Features
ICS Features
Chain of Command The Chain of Command is an orderly line of authority within the ranks of the ICS. The
Chain of Command allows an incident manager to direct and control the actions of all
personnel under his or her supervision, and avoids confusion by requiring that orders flow
from supervisors.
Unity of Command Under Unity of Command, personnel report only to ONE ICS supervisor, and only receive
work assignments from their ICS supervisor. This means that if a staff member is
reporting to the Facility Manager and receives direction from the principal, the staff
member follow the direction of the Facility Manager.
Transfer of Command The process of moving the responsibility for incident command from one Incident
Commander to another is called Transfer of Command. The Transfer of Command takes
place when a more qualified person assumes command, the incident situation changes
over time, or there is the normal turnover of personnel on long or extended incident. The
transfer of command process always includes a transfer of command briefing, which may
be oral, written, or a combination of both.
Manageable Span of Span of control is the number of individuals or resources that one supervisor can manage
Control effectively during an incident. Effective span of control on incidents may vary from three
to seven, and a ratio of one supervisor to five subordinates is recommended.
Incident Action Plan Every incident must have an oral or written Incident Action Plan (see Form F in
Appendix B) that specifies:
The incident objectives
The ICS roles activated and those responsible for them
How the ICS staff communicates with one another
IAP time frame
Procedures for dealing with the injured.
Unified Command If an incident requires the assistance of other agencies, such as law enforcement or the fire
department, the National Incident Management System is used to coordinate multiple
agency response. A Unified Command Emergency Operations Center will be set up, and
the school site Incident Commander will join the agency Incident Commanders in forming
a Unified Command. Thereafter, all incident decisions are made by the Unified
Command. More info on the Unified Command follows.
6. Integrated Communications.
A common communications plan is essential for ensuring that responders can communicate with one
another during an incident. The response to the Columbine school shooting incident was hampered by
response agencies operating on radios set to different frequencies. Pasadena Unified School District is
working with local responders to ensure that communication equipment, procedures, and systems can
operate together during a response (interoperable).
Below is a sample Command Staff organizational chart for the school bus incident. Notice that
personnel from the different agencies often are assigned as Assistant Officers.
i. Maintaining the District Office EOC. The Superintendent or designee may decide to maintain the
District Office EOC even though a Unified Command is established with first responders solely to
coordinate the activities of and communicate the decisions of the Unified Command to the individual
schools.
ii. Demobilizing the District Office EOC. The Superintendent or designee may choose to demobilize
the District Office EOC if his or her time is spent in the first responder or County EOC. If multiple
first response agencies are involved, the Superintendent or designee will participate in a Unified
Command as the Incident Commander for the School District (discussed below).
If there is a state or federally-declared disaster, the Superintendent may activate the ICS for all schools in the
District.
Checklists for positions in the Incident Command System are included in Appendix C.
Safety Officer (Director of MO) Public Information Officer Public Information Officer
Public Information Officer Liaison Officer Liaison Officer
Liaison Officer o Notify the Superintendent to activate o Notify the Superintendent to
o Notify the Superintendent to District EOC for monitoring purposes activate District EOC for
activate District EOC for and any other tasks directed by the monitoring purposes and any other
monitoring purposes and any other Incident Commander tasks directed by the Incident
tasks directed by the Incident o Communicate with any other Commander
Commander agencies involved o Communicate with any other
o Communicate with any other Operations Section Chief agencies involved
agencies involved o Student/Staff Accounting Operations Section Chief
Operations Section Chief o Security team o Student/Staff Accounting Team
o Search & Rescue Team Logistics Section Chief o First-aid team
o Student/Staff Acctg Team o Communications (Director of o Security team
o First-aid Team Technology) Logistics Section Chief
o Utilities Team o Communications (Director of
Logistics Section Chief Technology)
Communications (Director of o Emergency Supplies
Technology)
Checklists for ICS Command Staff positions are included in Appendix C. All forms are included in Appendix
B.
Incident Commander
The Incident Commander has overall responsibility for managing the incident by establishing objectives,
planning strategies, and implementing tactics.
The Incident Commander is the only position that is always staffed in ICS applications.
On small incidents and events, the Incident Commander may accomplish all management functions. On a
larger incident, the Incident Commander may require additional assistance.
The Incident Commander’s checklist is in Appendix C. If the principal’s secretary, or other employee, acts as
the Incident Secretary, Appendix C also includes the Incident Secretary’s checklist.
Safety Officer
The Safety Officer’s job is to make sure that everyone is safe, including other responders are assisting the
District (e.g., police, fire, Red Cross). The Safety Officer advises the Incident Commander on issues
regarding incident safety, conducts risk analyses, and implements safety measures. The Safety Officer has the
authority to stop any unsafe activity that needs immediate attention. During a complex incident, the Safety
Officer may need assistants. A Safety Officer should have experience with worker safety and HazMat training
and the ability to assess risk and develop safety measures. The Safety Officer’s checklist is in Appendix C.
To maintain span of control, the Incident Commander may establish the following four Sections: Operations,
Planning, Logistics, and Finance/Administration. The General Staff report directly to the Incident
Commander.
(1) Search & Rescue Team: Search & Rescue Teams search the entire school facility, entering only after
they have checked the outside for signs of structural damage and determined that it is safe to enter.
Search & Rescue Teams are responsible for ensuring that all students and staff evacuate the building
(or, if it is unsafe to move the persons, documenting their locations so that professional responders can
locate them). Search & Rescue Teams are also responsible for identifying and marking unsafe areas;
conducting initial damage assessment; and obtaining injury and missing student reports from teachers.
The Search & Rescue Team checklist is in Appendix C.
(3) Facilities & Security Response Team: The Facilities & Security Response Team is responsible for
locating all utilities and turning them off, if necessary, securing and isolating fire/HazMat, and
conducting perimeter control. The Facilities & Security Response Team will also provide for
sanitation needs and for setting up any needed shelters or other structural needs. The Facilities &
Security Response Team checklist is in Appendix C.
(4) Food Services Team: The Food Services Team will provide food and water to students and staff in
extended emergency situations. The Food Services Team will work with Logistics to obtain additional
food supplies needed, and with the Facilities & Security Response Team to utilize the food supplies
stored in the Emergency Earthquake Containers. The Food Services Team checklist is in Appendix C.
(5) Student/Staff Accounting Team: The Student/Staff Accounting Team makes sure that all students,
staff and visitors on campus are accounted for. This typically will be through roll counts taken by
teachers and supervisors of classified staff. The Student/Staff Accounting Team checklist is in
Appendix C.
(6) Crisis Intervention Team: The Crisis Intervention Team is responsible for assisting students and
school personnel who are unable to cope with the fears and psychological trauma associated with
emergencies and disasters.
(7) Student Release Team: Reunification refers to getting students reunited with their parents or
guardians in an efficient and orderly manner. This can be consolidated with the Student/Staff
Accounting Team. The Student Release Team checklist is in Appendix C.
The major activities of the Planning Section may include collecting, evaluating, and displaying incident
intelligence and information; preparing and documenting the Incident Action Plan; maintaining incident
documentation; and developing plans for demobilization.
(2) Situation Unit: Collects and analyzes information on the current situation, prepares situation displays
and situation summaries, and develops maps and projections.
(3) Documentation Unit: Provides duplication services, including the written Incident Action Plan.
Maintains and archives all incident-related documentation.
(4) Demobilization Unit: Assists in ensuring that resources are released from the incident in an orderly,
safe, and cost-effective manner.
The Logistics Section is responsible for all of the services and support needs, including: ordering, obtaining,
maintaining, and accounting for essential personnel, equipment, and supplies; providing communication
planning and resources; setting up food services; setting up and maintaining incident facilities; and providing
support transportation. Under the ICS structure, the Logistics section usually provides medical services to
incident personnel - not injured students. For Pasadena Unified School District, the Operations Section First
Aid Team will care for both students and staff.
(1) Communications Unit. Prepares and implements the Incident Communication Plan (ICS-205),
distributes and maintains communications equipment, supervises the Incident Communications Center.
(2) Food Unit. Obtains and supplies the food and potable water for all incident facilities and personnel.
(3) Supply Unit. Takes all resource orders and determines the type and amount of supplies needed to
support the incident. The Unit orders, receives, stores, inventories, and distributes supplies, services,
and nonexpendable equipment.
(4) Facilities Unit: Provides facility security and facility maintenance support to the Facilities/Security
Team in the Operations Section..
(5) Transportation Unit. Prepares the Transportation Plan. Arranges for the transportation of personnel,
supplies, food, and equipment, and handles fueling, maintenance and repair of vehicles.
(1) Procurement Unit: Responsible for administering all financial matters pertaining to vendor contracts,
leases, and fiscal agreements.
(3) Cost Unit: Collects all cost data, performs cost effectiveness analyses, provides cost estimates, and
makes cost savings recommendations.
(4) Compensation/Claims Unit: Responsible for administrative matters pertaining to compensation for
injury-related and claims-related activities kept for the incident.
FORMS THAT MAY BE USED WHEN THE INCIDENT COMMAND SYSTEM IS ACTIVATED
Incident Commander Safety Officer Public Info. Officer Liaison Officer
Incident Briefing (ICS 201) Safety/Damage Survey Incident Communica- tions The Liaison Officer should
Incident Objctvs (ICS 202) Report (Form G) Plan (ICS 205) maintain a log of
Incident Assignment List (ICS Incident Information School Public Information communications with
203) Report (Form E) Release - Earthquake other agencies.
Incident Action Plan (Form F) (Form H)
Incident Command Check-In The PIO should keep a log
Log (Form I) of all communi-cations
After Action/Corrective Action made to par-ents, public,
Report (ICS-AA/CA) press
Operations Section Finance Section Planning Section Logistics Section
Student Release Log (Form L) Maintain documentation of Keep copies of all Maintain inventory of
Student Emergency Release all expenditures and the documents resources pur-
Form (Form M) purpose of such Keep copies of blueprints chased/obtained
Student/Staff Accountability expenditures for the site Log any resources to
(Form N) Keep inventory of all be shared with other
Injury/Information Reptg Form resources available and jurisdictions on forms
(Form 0) used ICS 218A and 218B
Notice of First Aid Care (Form Incid. Commun. Plan
P) (ICS 205)
Incid. Med Plan (ICS 206)
Following a disaster or emergency, the Incident Commander or designee should determine that the following
tasks have been completed:
(1) Implement all recovery/restoration procedures including the use of Action Plans which outline
priorities to be addressed (e.g., mental health recovery for students and staff; reconstruction efforts if
the site has been damaged).
(2) Terminate Incident Command Post Demobilizing the Incident Command System and, if applicable, close
the District Emergency Operations Center.
(3) Complete demobilization of resources using forms ICS 218A and ICS 218B (forms are included in
Appendix B).
(4) Complete the After Action/Corrective Action report (see form ICS-AA/CA in Appendix B).
(6) Debrief and evaluate response efforts and corrective action. Amend procedures as needed.
(7) Provide training on any updated procedures included in or in addition to regular staff and student
Standardized Emergency Management Plan 38 of 85 5/9/18
training/drill schedule.
Woodrow Wilson Middle School will utilize a variety of communication sources, including student messengers,
walkie-talkies, land line and cell phones. Regardless of source, the following guidelines should be used:
Identify yourself, the assignment you are performing, and the nature of your report
Speak calmly and clearly
Be sensitive to your voice level (there may be others around talking at the same time)
Be sensitive about what you are reporting
Keep confidential information confidential
Use earphones (if available)
Be factual; try to quantify as much information as possible
NOTE: When using radios, try to minimize information to only that which must be communicated. As an
example for search and rescue, do not report “all clear for each classroom” but do report status of classrooms
that have students/staff remaining or classrooms that present further risk.
Communications Interoperability
A common communications plan is essential for ensuring that responders can communicate with one another
during an incident. The response to the Columbine school shooting incident was hampered by response
agencies operating on radios set to different frequencies. Pasadena Unified School District is working with its
local responders to ensure that communication equipment, procedures, and systems can operate together
during a response (interoperable).
Woodrow Wilson Middle School will communicate with the school district by phone, email, short-wave radio
or runner. Emergency information, status reports and resource requests will go directly to the Pasadena
Unified School District Associate Superintendent of Business. The Principal or designee (the principal may
delegate this responsibility to the Associate Superintendent of Business) will also contact the City of
Pasadena and the Los Angeles County Office of Education (LACOE).
Telephone
It anticipated that in a major disaster such as a large earthquake or flood, area telephone service may be
unavailable for several days after the event. Cellular telephone service may also be affected by the disaster
because of call processing system overloads. If the telephone does not function recheck it periodically since
telephone service may be restored at any time. Telephone numbers have been established as “essential
service” lines and will be given priority restoration following an emergency or disaster situation.
In the event of a major emergency or disaster, the 9-1-1 emergency system may not function because of traffic
overload. If you have a situation requiring immediate aid from police, fire or medical personnel you should
try to use the 9-1-1 number first for immediate aid. If possible, notify the District EOC of your situation and
needs or provide the appropriate information when requested.
Hand held radios at the individual sites can be used for site control activities, but ensure they are on another
channel than that for the District EOC so as not to disrupt the emergency communications systems use.
The Emergency Alert System - EAS is the official emergency warning system for the United States. EAS is
managed by the Los Angeles County Sheriff in conjunction with local media affiliates who determine
whether to broadcast warnings on local television and radio stations. When an EAS bulletin is aired via
television, radio and the National Weather Service, you should immediately turn to any one of the 3
emergency alert systems on the AM dial:
(a) KFI-640 AM
(b) KNX 1070 AM
(c) KFWB 980 AM
You may be instructed to take immediate action such as evacuation, shelter-in-place, or to remain where you
are for the duration of the event.
Transportation
The use of transportation services which may be available from the District, the City and/or other available
agencies will be requested and provided on an as needed and available basis. Contact shall be made directly
to the City’s EOC by the District’s Incident Commander. All transportation made available shall be done in
accordance with the agreed upon criteria which is based on a system which allows for imminent danger to life
situations to be dealt with first.
(1) Pre-Incident
The Director of Maintenance and Operations is responsible for maintaining an inventory of available
vehicles. The Director of MO may choose to use form ICS 218A but is not required to do so. The
Director of MO may delegate this task to the Transportation Coordinator.
All transportation made available shall be done in accordance with the agreed upon criteria which is
based on a system which allows for imminent danger to life situations to be dealt with first.
For emergencies, notify the principal. If the principal cannot be reached, the following persons will be
contacted until communication is made:
Assistant Principal
Director of Maintenance and Operations
Associate Superintendent of Business Services
Superintendent
Upon receiving notice, the principal or vice principal will immediately notify the following persons in order
until communication is made:
Director of MO
Associate Superintendent of Business Services
Superintendent
contacts
contacts
Wireless 9-1-1 is the term used to refer to emergency calls made to 9-1-1 for wireless cellular phones.
While cell phones can be an important public safety tool, they also create unique challenges for public safety,
emergency response personnel and wireless service providers because of their mobility.
To expedite the processing of cellular 9-1-1 calls by public safety dispatchers, you should remember the
following:
Immediately advise the dispatcher of the location of the emergency, including the city-if known. If
you are not sure of the location, look for helpful makers such as street signs, local landmarks, or
freeway exits that will help the dispatcher pinpoint your location.
Provide the dispatcher with your cell phone number so that if the call is disconnected, the dispatcher
can call you back. If you do not know your cell phone number, memorize it.
Remain calm and be prepared to provide specific answers to questions asked by the dispatcher related
to the emergency you are reporting (i.e., where, what, when, who, weapons, injuries, medical history).
DO NOT HANG UP until the dispatcher instructs you to do so.
If your cell phone is not "initialized" (i.e., you do not currently have a contract for service with a
wireless service provider) and your call is disconnected, you must call the dispatcher back because
they will not have your phone number to call you back.
Become familiar with features of your cell phone, especially the "keypad lock" feature, which
prevents accidental dialing. Many 9-1-1 calls made to the El Segundo Police Department are the
result of accidental dialing. The processing of accidental calls may delay help for those callers with
true emergencies.
The accidental calling of cell phones can occur when a cell phone is carried carelessly in pockets,
purses, strollers, waistbands and gym bags without activating the "keypad lock" feature.
Refrain from programming your cell phone to automatically dial 9-1-1 to prevent accidental dialing.
Please consult your cell phone's user manual for further information on this and other phone features.
Using your phone while driving can be very dangerous. Whenever possible and it is safe to do so, pull
over and park your vehicle before using your cell phone.
Cellular calls made to 9-1-1 have helped to save many lives. In part, this is due to callers taking the
time to get involved and report emergencies. However, the El Segundo Police Department cautions
you not to place yourself in harms way when reporting crimes in progress and other dangerous
situations.
Phone:
626-285-7171
Local Fire Department Name/Address:
Phone:
{CA_SSP_LocalFireStatPhone}
Local District Attorney Name/Address:
Phone:
Phone:
Phone:
Phone:
Immediate Responses
The immediate responses to a disaster or emergency are either (1) duck and cover (e.g., earthquake), (2)
lockdown (e.g., intruder on campus or criminal activity on or near campus, (3) shelter-in-place (hazardous
materials spill), or (4) evacuation (e.g., if there is a fire). Each of these immediate responses are described
below.
(1) Announcement. The Principal will make the following announcement on the PA system. The
Principal should be calm, convey reassuring comments that the situation is under control and give
clear directions. If the PA system is not available, the Principal will use other means of
communication, i.e., sending messengers to deliver instructions.
“YOUR ATTENTION PLEASE. AS YOU ARE AWARE, WE ARE EXPERIENCING SOME SEISMIC
ACTIVITY. FOR EVERYONE’S PROTECTION, ALL STUDENTS SHOULD FOLLOW STAFF DUCK
AND COVER PROCEDURES, WHICH MEAN YOU SHOULD BE IN A PROTECTED POSITION UNDER
A TABLE OR DESK, AWAY FROM WINDOWS AND ANYTHING THAT COULD FALL AND HURT YOU.
HOLD THIS POSITION UNTIL THE SHAKE STOPS OR GIVEN FURTHER INSTRUCTIONS.”
Standardized Emergency Management Plan 48 of 85 5/9/18
(2) If inside, teachers will instruct students to duck under their desks and cover their heads with their
arms and hands.
(3) If outside, teachers will instruct students to drop to the ground, place their heads between their knees,
and cover their heads with their arms and hands.
Shelter-in-Place
This action is taken to place and/or keep students indoors in order to provide a greater level of protection from
airborne contaminants in outside air. Shelter-in-Place is implemented when there is a need to isolate students
and staff from the outdoor environment, and includes the shut down of classroom and/or building HVAC
systems. During Shelter-in-Place, no one should be exposed to the outside air.
The difference between Shelter-in-Place and Lock Down is that the former involves shut down of the HVAC
systems, and allows for the free movement of students within the building. However, classes in bungalows
and buildings with exterior passageways will have to remain in the classroom.
(1) The Principal will give a long steady bell lasting ten seconds followed by a series of short bells with a
five-second silence (repeat as necessary) and/or make the announcement below on the PA system.
The Principal should be calm, convey reassuring comments that the situation is under control and
give clear directions. If the PA system is not available, the Principal will use other means of
communication, i.e., sending messengers to deliver instructions or using a walkie/talkie.
(2) If inside, teachers will keep students in the classroom until further instructions are given. Teachers
shall turn off air conditioning and heating equipment; turn off fans; close all doors, windows or other
openings to outside air and use duct tape to seal doors, as needed; seal vents with aluminum foil or
plastic wrap; turn off sources of ignition, such as pilot lights. If your room has gaps on the
windows/inlets; cover noses and mouths with a wet paper towel especially for persons with chronic
respiratory problems.
(3) If in a restroom, go to the nearest classroom and wait until authorized by the administration office or
local authorities to return to your classroom.
(4) If outside, students will proceed to their classrooms if it is safe to do so. If not, teachers or staff will
direct students into nearby classrooms or school buildings (e.g., auditorium, library, cafeteria,
gymnasium). Teachers should consider the location and proximity of the identified hazard and, if
necessary, proceed to an alternative indoor location.
(5) In emergency situations where cellular sites are handling a high volume of calls, text messaging and
cell phone use should be kept to a minimum so that emergency services have priority.
The difference between Shelter-in-Place and Lock Down is that the former involves shut down of the HVAC
systems, and allows for the free movement of students within the building.
(1) The Principal will ring a long stead bell for approximately 10 seconds followed by a 5-second silence
between rings and/or will make the announcement below on the PA system. The Principal should be
calm, convey reassuring comments that the situation is under control and give clear directions. If the
PA system is not available, the Principal will use other means of communication, i.e., sending
messengers to deliver instructions.
(2) If inside, teachers will instruct students to lie on the floor away from windows, lock the doors, and
close any shades or blinds if it appears safe to do so.
(3) If outside, students will proceed to their classrooms if it is safe to do so. If not, teachers or staff will
direct students into nearby classrooms or school buildings (e.g., auditorium, library, cafeteria,
gymnasium).
(4) If in a restroom, remain until authorized by the administration office of local authorities.
(5) Teachers and students will remain in the classroom or secured area until further instructions are given
by the Principal or law enforcement.
(6) Text messaging and cell phone use should be kept to a minimum so that emergency services have
priority.
(7) The front entrance is to be locked and no visitors other than appropriate law enforcement or
emergency personnel, have to be allowed on campus.
(1) The Principal will make a series of short, reoccurring bells and/or the announcement below on the PA
system. The Principal should be calm, convey reassuring comments that the situation is under control
and give clear directions. If the PA system is not available, the Principle will use other means of
communication, i.e., sending messengers.
(2) Teachers will instruct students to evacuate the building, using designated routes, and assemble in their
assigned Assembly Area.
(3 Teachers will take the student roster and classroom disaster supplies when leaving the building and
take attendance once the class is assembled in a safe location.
(4) In emergency situations where cellular sites are handling a high volume of calls, text messaging and
cell phone use should be kept to a minimum so that emergency services have priority.
(5) Once assembled, teachers and students will stay in place until further instructions are given.
Off-Site Evacuation
This action is taken after a decision is made that it is unsafe to remain on the campus, and evacuation to an
off-site assembly area is required.
(1) The Principal will make the following announcement on the PA system. The Principal should be
calm, convey reassuring comments that the situation is under control and give clear directions. If the
PA system is not available, the Principle will use other means of communication, i.e., sending
messengers.
“YOUR ATTENTION PLEASE. WE NEED TO INSTITUTE AN OFF-SITE EVACUATION. TEACHERS
ARE TO TAKE THEIR STUDENTS TO THE OFF-SITE ASSEMBLY AREA AND REPORT TO THEIR
DESIGNATED AREA. STUDENTS ARE TO REMAIN WITH THEIR TEACHER. TEACHERS NEED TO
TAKE THEIR ROLLBOOK AND LOCK THE CLASSROOM WHEN ALL STUDENTS HAVE EXITED THE
CLASSROOM.”
(2) The Principal will determine the safest method for evacuating the campus. This may include the use
of school buses or simply walking to the designated off-site location. The off-site assembly areas are
indicated in Form B.
(3) Teachers will secure the student roster when leaving the building and take attendance once the class is
assembled in a pre-designated safe location.
(4) Once assembled off-site, teachers and students will stay in place until further instructions are given.
(5) In emergency situations where cellular sites are handling a high volume of calls, text messaging and
cell phone use should be kept to a minimum so that emergency services have priority.
(6) In the event clearance is received from appropriate agencies, the Principal may authorize students and
staff to return to the classrooms.
Checklists for initial responses to the following types of disasters and emergencies are on the following pages.
Fire Evacuation
Flood Evacuation
Walkout Lockdown
* Each response depends on the individual facts and the Incident Commander may choose alternative
responses which he/she deems to be safer for students and staff
As the situation develops, it is possible that you will need to use more than one option. During an active shooter situation, individuals
will rarely have all of the information they need to make a fully informed decision about which option is best. While they should
follow the plan and any instructions given during an incident, they will often have to rely on their own judgment to decide which
option will best protect lives.
Respond Immediately
It is not uncommon for people confronted with a threat to first deny the possible danger rather than respond. An investigation by the
National Institute of Standards and Technology (2005) into the collapse of the World Trade Center towers on September 11, 2011,
found that people close to the floors impacted waited longer to start evacuating than those on unaffected floors.30 Similarly, during
the Virginia Tech shooting, individuals on campus responded to the shooting with varying degrees of urgency.31 These studies
highlight this delayed response or denial. For example, some people report hearing firecrackers, when in fact they heard gunfire.
Train staff and students to overcome denial and to respond immediately. For example, train students and staff to recognize the sounds
of danger, act, and forcefully communicate the danger and necessary action (e.g., “Gun! Get out!”). In addition, those closest to the
public-address or other communications system, or otherwise able to alert others, should communicate the danger and necessary
action. Repetition in training and preparedness shortens the time it takes to orient, observe, and act.
Upon recognizing the danger, as soon as it is safe to do so, staff or others must alert responders by contacting 911 with as clear and
accurate information as possible.
Run
If it is safe to do so, the first course of action that should be taken is to run out of the building and move far away until you are in a
safe location.
Hide
If running is not a safe option, hide in as safe a place as possible.
Students and staff should be trained to hide in a location where the walls might be thicker and have fewer windows. In
addition
Lock the doors;
Barricade the doors with heavy furniture;
Close and lock windows, and close blinds or cover windows;
Turn off lights;
Silence all electronic devices;
Remain silent;
Use strategies to silently communicate with first responders if possible, (e.g., in rooms with exterior windows make signs to
silently signal law enforcement and emergency responders to indicate the status of the room’s occupants);
Hide along the wall closest to the exit but out of the view from the hallway (allowing for an ambush of the shooter and for
possible escape if the shooter enters the room); and
Remain in place until given an all clear by identifiable law enforcement.
While talking to staff about confronting a shooter may be daunting and upsetting for some staff, they should know that
they may be able to successfully take action to save lives. To be clear, confronting an active shooter should never be a
requirement of any IHE employee’s job; how each individual chooses to respond if directly confronted by an active
shooter is up to him or her. Further, the possibility of an active shooter situation is not justification for the presence of
firearms on campus in the hands of any personnel other than law enforcement.
Principal or designee: Call 9-1-1 to report the crash and notify District Office. The District Office EOC is
immediately activated to monitor the situation until law enforcement and the fire department
Initial ICS Forms: arrive.
• Incident Briefing Perform a quick assessment of the situation and determine if immediate evacuation is
(ICS 201) necessary. If you order an evacuation, the students will evacuate the buildings using
• Incident Objectives prescribed routes or other safe routes to the assembly area.
(ICS 202) Ensure that all students and staff have been accounted for.
• ICS Assignments Establish the Incident Command Post. You are the Incident Commander. Possible initial
(ICS 203) Incident Command System Activation: Operations Section, Facilities/Security Team, the
• Incident Action Plan Search and Rescue Team, the First-Aid/Medical Team, the Student/Staff Accounting Team,
(Form F) and the Student Release Team.
• Incident Command Upon arrival of emergency responders, form a Unified Command with them. All decisions
Check-In Log will be made by the Unified Command, and you will be part of the Unified Command as
(Form I) Incident Commander for your school.
• Safety/Damage If an evacuation to another location is imminent, prepare to move students and staff to the
Survey (Form G) designated shelter utilizing available resources. Liaise with the Logistics Section for
• Incident Information transportation.
Report (Form E)
• Student/Staff Acctg
(Form N)
• Injury/Information
Report (Form O)
Principal When the air quality is deemed by the AQMD as “unhealthy for sensitive groups”:
Ensure that students with special health issues affected by poor air quality (e.g., asthma,
Air Quality Index (AQI) cancer, heart or lung disease) are identified at the site and that their teachers are advised
AQI Health Advisory
that special consideration is necessary in poor air quality conditions.
Periodically check with the Executive Director of Administrative Services for any further
0-50 Good updates regarding district directives and/or County Health Department or LACOE
directives.
51-100 Moderate Consult with the district nurse to determine whether to postpone, cancel or relocate an
athletic event.
Unhealthy for
101-150
Sensitive Groups
Practice Sessions (Athletic Teams, Band, Drill Team, etc.): Practice sessions being
conducted out of doors shall be restricted and prolonged or strenuous outdoor physical
150-200 Unhealthy activities modified. Outdoor practice sessions shall be scheduled at times when
unhealthy air is not likely to occur, whenever possible.
201-300 Very Unhealthy Strenuous or prolonged outdoor physical activities for all students shall be discontinued.
Activities of a less strenuous nature shall be substituted. The following shall be allowed
301-500 Hazardous to remain indoors: children having respiratory difficulties aggravated by smog, children
who have notes from parents or doctors, and children who are complaining about the
Initial ICS Forms: effects of the smog.
• Incident Briefing (ICS 201) Any student with heart or lung problems should be excused from participation in
• Incident Objectives strenuous PE activities and provided with a modified (non-strenuous) program whenever
(ICS 202) PSI ratings are above 138. Some students may also need a modified program when
• ICS Assignments ratings are 100, which exceeds the federal clean air standard.
(ICS 203) Outdoor activities by maintenance, operations, grounds, and transportation staff shall be
• Incident Action Plan limited to those that do not require prolonged or strenuous physical activities.
(Form F) District vehicular activities shall be limited to emergency repair response, home-to-
• Injury/Information Report school-to-home busing or return to the district of students and staff who are away from
(Form O) the district.
When the air quality is deemed by the AQMD as “unhealthy” to all persons:
Discontinue strenuous physical outdoor activities by all students. Students shall be
required to stay inside except for passing to other classes.
Cancel PE
For elementary schools, students stay in the classroom during recess
Lunch is held in the classroom or cafeteria
All extra-curricular outdoor activities shall be cancelled.
All maintenance and grounds workers shall remain inside except those required for
emergency response.
All outdoor school playgrounds and pools shall be closed.
Periodically check with the Deputy Superintendent for any district directives.
When the air quality is deemed by the AQMD as “very unhealthy” to all persons:
Seek direction from the Superintendent or Exec. Director of Administrative Services.
School Nurse When the air quality is deemed unhealthy for sensitive groups or all persons:
Notify the teachers and aides of students with special health issues affected by poor air
quality (e.g., asthma, cancer, heart or lung disease, high blood pressure).
Advise teachers and staff of symptoms of respiratory problems to observe of all students
and of students during air quality alerts.
Discovering Party: Upon discovery of any unidentified powdery substance, do not touch, sniff, or taste the
substance. Do not clean up or remove the substance.
Cover the powder with whatever you can (paper, clothing, trash can, etc) and do not remove
this cover.
Leave the room and close the door; prevent access to the room.
Wash your hands with soap and hot water.
Report the discovery to the Principal.
Remove any contaminated clothing from your person as soon as possible and place inside
plastic bags.
Discovering Party: If you receive a bomb threat over the telephone, FILL OUT THE BOMB THREAT
FORM ON THE FOLLOWING PAGE WHEN THE CALLER IS SPEAKING.
Notify the principal or designee using a land line or a runner. Do not use your cell phone or
walkie talkie. Your principal or designee will provide you with further instructions.
Principal or designee: If you receive a bomb threat is credible, do not use a walkie-talkie or cell phone. (There are
some radio-controlled bombs).
Initial ICS Forms: Call 9-1-1 ON A LAND LINE.
• Incident Briefing Notify the District Office ON A LAND LINE. The District Office EOC is immediately
(ICS 201) activated to monitor the situation until emergency responders arrive.
• Incident Objectives Establish the Incident Command Post. Possible initial Incident Command System Activation:
(ICS 202) Operations Section, Logistics Section. You are now the Incident Commander.
• Incident Assignments When emergency response agencies arrive, they will form a Unified Command with the
(ICS 203) school district. All decisions will be made by the Unified Command, and you will be part of
• Incident Action Plan the Unified Command as the Incident Commander for your school.
(Form F) Determine if you will evacuate the school before emergency responders arrive. Activate the
• Incident Command alarm signal (bell-verbal) if you decide to conduct an evacuation.
Check-In Log (Form I) Direct evacuation of students and staff to the school’s normal outdoor evacuation area if you
• Safety/Damage Survey feel it is safe to do so. Follow normal evacuation procedures.
(Form G) Ensure that disabled students are accommodated in the evacuation.
• Incident Information If an evacuation to another location is imminent, prepare to move students and staff to the
Report (Form E) designated shelter utilizing available resources. Liaise with the Logistics Section for
• Student/Staff Acctg transportation.
(Form N)
• Injury/Information
Reporting (Form O)
Date: ________ Time Rcvd: _________ Time Hung Up: _________ Phone #/Ext. called: __________________
Additional comments:
Principal or designee: Call 9-1-1 and notify the District Office. The District Office EOC is immediately activated to
monitor the situation and perform any other tasks directed by the Incident Commander.
Initial ICS Forms: Direct a full evacuation to the school’s normal outdoor evacuation area. Follow normal
• Incident Briefing evacuation procedures.
(ICS 201) Direct Facilities Manager or custodian to shut down the HVAC system.
• Incident Objectives Establish an Incident Command Post. You are the Incident Commander. Possible initial
(ICS 202) Incident Command System Activation: Operations Section (Facilities/Security Team,
• ICS Assignments Student/Staff Accounting Team, First Aid/Medical Team, Student Release Team, Search &
(ICS 203) Rescue Team).
• Incident Action Plan Ensure that all students and staff have been accounted for.
(Form F) When the fire department, law enforcement and other agencies arrive, they will form a Unified
• ICS Check-In Log Command with the school district. All decisions will be made by the Unified Command, and
(Form I) you will be part of the Unified Command as the Incident Commander for your school.
• Safety/Damage If an evacuation to another location is imminent, prepare to move students and staff to the
Survey (Form G) designated shelter utilizing available resources. Liaise with the Logistics Section for
• Incident Information transportation.
Report (Form E)
• Student/Staff Acctg
(Form N)
• Injury/Information
Report (Form O)
Principal or designee: Call 9-1-1 and notify the District Office. The District Office EOC is immediately activated to
monitor the situation and perform any other tasks directed by the Incident Commander.
Initial ICS Forms: Establish the Incident Command Post. You are now the Incident Commander. Possible
• Incident Briefing initial Incident Command System Activation: Operations Section (Student/Staff Accounting
(ICS 201) Team; Facilities/Security Team, and First-Aid/Medical Team) and the Logistics Section
• Incident Objectives (Communications Unit, Transportation Unit).
(ICS 202) Institute shelter-in-place procedures if appropriate.
• ICS Assignments Direct Facilities Manager or custodian to shut down HVAC system.
(ICS 203) Direct staff to shut all windows. Cover vents with thick paper using tape to create a seal.
• Incident Action Plan Ensure that all students and staff have been accounted for.
(Form F) Upon arrival of emergency responders, form a Unified Command with them. All decisions
• ICS Check-In Log will be made by the Unified Command, and you will be part of the Unified Command as
(Form I) Incident Commander for your school.
• Safety/Damage If an evacuation to another location is imminent, liaise with the Logistics Section for
Survey (Form G) transportation.
• Incident Information
Report (Form E)
• Student/Staff Acctg
(Form N)
• Injury/Information
Report (Form O)
ALL STAFF: Take cover under a desk or table, or sit or stand against an inside wall.
If Inside: Stay inside the building. Leaving the building will subject you to falling debris, downed
power lines and other hazards.
Stay away from windows, glass, bookcases and outside doors.
If a fire develops, follow the procedures in the Fire Section.
Do not light a match, lighter, or other object that may create an open flame.
Tune to: KNX 1070 AM.
Prepare to evacuate to the assembly area, if instructed to do so.
Principal or designee: Establish a command post and initiate damage assessment and report to the District Office.
You are now the Incident Commander.
Initial ICS Forms: If there are serious injuries to students, staff or visitors, call 9-1-1.
• Incident Briefing If necessary, direct the evacuation of staff and students to predesignated assembly areas using
(ICS 201) established evacuation procedures. .
• Incident Objectives Ensure that the disabled are assisted in the evacuation.
(ICS 202) Activate the Search and Rescue Team to check all buildings for trapped or injured staff and
• ICS Assignments students.
(ICS 203) Possible initial Incident Command System Activation: Operations Section (Search and Rescue
• Incident Action Plan Team, Student/Staff Accounting Team, Facilities/Security Team, First Aid/Medical Team)
(Form F) and Logistics Section (Communications, Transportation).
• ICS Check-In Log When emergency response agencies arrive, they will form a Unified Command with the
(Form I) school district. All decisions will be made by the Unified Command, and you will be part of
• Safety/Damage the Unified Command as the Incident Commander for your school.
Survey (Form G) If an off site evacuation is imminent, work with the Logistics Section.
• Incident Information
Report (Form E)
• Student/Staff Acctg
(Form N)
• Injury/Information
Report (Form O)
Give the Duck, Cover and Hold command to students and do the same yourself.
Teachers: If you believe an immediate evacuation is necessary (if in your opinion remaining in the
building is a hazard), direct an orderly evacuation to your pre-designated assembly area. If
you do not believe an evacuation is necessary, stay in the building and await further
instructions.
Take any classroom emergency supplies and roll book to the assembly area.
Take roll and document absent and/or missing students on class attendance sheet.
Teachers are now available to activate the Buddy system and either remain in Assembly Area
for student care or report to the Command Post for assignment.
Determine the first aid needs of your class. Prepare to have injured students transported to the
First Aid area, when activated.
Discovering Party: Activate nearest accessible manual alarm pull box or notify the office that there is a fire at (say
location). The Office will call the fire department.
Clear everyone from the immediate area.
Close - but do not lock all doors leading to fire area to isolate the area and prevent spread of fire.
Principal: Upon knowledge of fire at school, activate alarm signal (bell and verbal) and ensure that 9-1-1
has been dialed.
Initial ICS Forms: Report the fire to the District Office. The District Office will set up the District Office
• Incident Briefing Emergency Operations Center for monitoring purposes.
(ICS 201) Establish a Command Post. You are now the Incident Commander.
• Incident Objectives Possible initial Incident Command System Activation may include: Operations (Search and
(ICS 202) Rescue Team, Student/Staff Accounting Team, First Aid/Medical Team, Facilities/Security
• ICS Assignments team) and Logistics Sections (Communications, Transportation).
(ICS 203) Supervise the evacuation of staff and students to pre-assigned assembly areas. Ensure that the
• Incident Action disabled are assisted in the evacuation.
Plan (Form F) Direct Search and Rescue Team to check all rooms.
• ICS Check-In Log Direct Student/Staff Accounting Team to account for all students and staff.
(Form I) When emergency response agencies arrive, they will form a Unified Command with the school
• Safety/Damage district. You will be part of the Unified Command as the Incident Commander for your school.
Survey (Form G) All decisions will be made by the Unified Command.
• Incident If an off site evacuation is imminent, work with the Logistics Section to arrange for
Information Report transportation for students and staff.
(Form E)
• Student/Staff Acctg
(Form N)
• Injury/Information
Report (Form O)
Principal or designee: If your school site is flooded or is threatened by flooding problems, contact the District
Office. The District Office will activate the District Office EOC for monitoring purposes
Initial ICS Forms: unless you request activation District Office Staff for Incident Command Functions.
• Incident Briefing Establish a Command Post. You are now the Incident Commander. The possible initial
(ICS 201) Incident Command System Activation: Operations Section (Student/Staff Accounting Team,
• Incident Objectives Student Release Team, Facilities/Security Team) and Logistics Section (Transportation and
(ICS 202) Communications Unit).
• ICS Assignments Tune to the Emergency Alert Station (EAS) to receive an update on the storm. Tune to
(ICS 203) KNX 1070 AM for EBS.
• Incident Action Plan If flooding is imminent, the Facilities/Use Team may need to begin sandbagging and taking
(Form F) other property protection measures as required.
• ICS Check-In Log When emergency response agencies arrive, they will form a Unified Command with the
(Form I) school district. You will be part of the Unified Command as the Incident Commander for
• Safety/Damage Survey your school. All decisions will be made by the Unified Command.
(Form G) If an off site evacuation is imminent, work with the Logistics Section to arrange for
• Incident Information transportation for students and staff.
Report (Form E) Activate other Incident Command System functions as required to support your actions.
• Student/Staff Acctg
(Form N)
• Injury/Information
Report (Form O)
Principal or designee: Establish Incident Command Post. You are the Incident Commander.
Listen to radio and television for current information and instructions.
Initial ICS Forms: Brief teachers on the current situation
• Incident Briefing Be alert to suspicious activities and report it to authorities immediately.
(ICS 201) Close school if advised to do so by law enforcement, the California Department of
• Incident Objectives Education, LACOE, or other appropriate authority.
(ICS 202) Implement 100% identity check. Require that anyone (other than students and certificated
• ICS Assignments and classified staff) entering the school site leave a driver’s license at the front desk and be
(ICS 203) escorted at all times while on campus.
• Incident Action Plan Ensure that mental health counselors are available to assist with after any situation.
(Form F) If a terrorist event occurs, refer to the applicable checklist in this section (e.g.,
• ICS Check-In Log Biological/Chemical Attack, Nuclear Attack, Intruder on Campus, etc.)
(Form I)
• Safety/Damage Survey
(Form G)
• Incident Information
Report (Form E)
• Student/Staff Acctg
(Form N)
• Injury/Information
Report (Form O)
Principal or designee: Ensure that 9-1-1 has been called and report the medical emergency to the District Office.
Establish a Command Post. You are the Incident Commander.
Initial ICS Forms: Minimum ICS Activation: Operations Section (First-Aid/Medical Team).
• Incident Briefing Medical team/school nurse provides emergency First Aid.
(ICS 201) Direct responding emergency personnel to the victim(s).
• Incident Objectives Isolate staff and student from the victim(s).
(ICS 202) If other emergency response agencies become involved, a Unified Command may be
• ICS Assignments established. If a Unified Command Emergency Operations Center is activated, you will be
(ICS 203) part of the Unified Command as the Incident Commander of the school site.
• Incident Action Plan
(Form F)
• ICS Check-In Log
(Form I)
• Safety/Damage Survey
(Form G)
• Incident Information
Report (Form E)
• Student/Staff Acctg
(Form N)
• Injury/Information
Report (Form O)
This plan is designed to provide direction in the unlikely event a nuclear weapon detonates out of the area. The
blast effect is assumed to not threaten the schools in the district. The hazard of such an incident is the
associated radioactive fallout. (Note: Due to Electromagnetic Pulse, electronic and communication equipment
may fail).
Principal or designee: Establish and maintain communication with the District’s Emergency Operation Center
(EOC).
Initial ICS Forms: Establish a Command Post. You are the Incident Commander. The initial Incident
• Incident Briefing Command System Activation: Operations Section, Logistics Section. Activate other ICS
(ICS 201) functions as needed.
• Incident Objectives Direct the Logistics Section to begin locating food and water.
(ICS 202) Direct the Facilities/Security Team to begin protecting each building containing people for
• ICS Assignments nuclear fallout. Any object placed between the fallout and people can help to reduce
(ICS 203) exposure.
• Incident Action Plan Direct the Facilities/Security Team to shut down all heating-ventilation and cooling units.
(Form F) Direct teachers to keep students on the interior walls of each building.
• ICS Check-In Log Keep all staff and students indoors until it is determined by the Los Angeles County Health
(Form I) Department that it is safe.
• Safety/Damage Survey Maintain communication with the District Emergency Operations Center to receive updates.
(Form G) Tune to an Emergency Alert Station (EAS) to receive an update (e.g., radio stations KNX
• Incident Information 1070 AM, KFWB 980 AM, and KFI 640 AM) for the L.A. County area
Report (Form E) Upon receiving the "all clear," activate the Student Release Team.
• Student/Staff Acctg If other emergency response agencies are involved, they will form a Unified Command
(Form N) with the school. You will be part of the Unified Command. All decisions will be made by
• Injury/Information the Unified Command.
Report (Form O)
Superintendent If the County Health Plan directs you to close a school(s) because of a pandemic, initiate your
pandemic plan. You are the incident commander if this involves your district only. If this
Initial ICS Forms: involves more than one district, the incident commander role may be taken by the County
• Incident Action Plan Department of Health or LACOE and you will be part of the Unified Command.
(Form F) Communication to Students, Parents, and the Board
• ICS Check-In Log Advise parents of the initial directive from the Dept of Health with the assistance
(Form I) of the Associate Supt of Business and the Director of Technology.
• Incident Information Update the Board regularly on developments regarding the Health Dept
Report (Form E) Directive.
Associate Supt of Business Services can assist with writing regular updates to
update parents via ConnectEd and which Technology can post to the website at
regular intervals (no less than twice a day)
Teachers Develop study guides, homework, tests, and other educational instruction to be delivered by
district to students during the pandemic.
Grade and evaluate student homework and tests.
Take phone calls and e-mails from students regarding questions about homework or
instructional materials.
Provide period updates to the lead teacher for your grade.
Director of MO Safety Officer and Facilities/Security Team Leader. The Director of MO is the Safety Officer
and responsible for completed the Safety/Damage Assessment and providing the Supt. with
Safety/Damage Survey updates on the safety and security of the campuses. The Director of MO is also responsible for
(Form G) organizing the delivery process of educational materials to students.
Director of Technology Communications Team Leader. The Director of Technology is responsible for working with
communications equipment to ensure the maintenance of communications between the Supt. and
other agencies and with critical staff as well as maintenance of the information delivery vehicles
(e.g., computer systems, cell phones, walkie talkies).
Director of Purchasing Purchasing Team Leader. The Director of Purchasing handles all staff requests for resources
needed during the pandemic, including but not limited to educational supplies, maintenance
supplies, and security equipment. During the pandemic, any purchases not typically during
normal school operations should be approved by the Finance and Admin Section Chief (Assoc
Supt of Business Services).
Asst Supt of Educational Services Team Leader. The Asst Supt of Educational Services is responsible for
Educational Services determining what curriculum will be provided to students and coordinating with teachers and
principals to ensure that the curriculum is adequate to meet the California State Standards and
the requirements of No Child Left Behind Act, as well as the IDEA.
Director. of Pupil Crisis Management Team Leader. The Director of Pupil Services is responsible for
Services implementing the crisis management plan (also responsible for the development of this plan).
The Director of Pupil Services shall coordinate the services of the school psychologists to
Injury/Information develop materials and online or telephone counseling for students and parents, as well as the
Reporting (Form O) services of school nurses to provide health information and counseling. The Director of Pupil
Services shall also be responsible for completion of the Injury/Information Form within the first
24 hours of the directive being issued by the County Health Department.
Asst Supt of Human Timekeeping and Comp Claims Team Leader. The Chief Business Official shall be responsible
Resources for timekeeping of staff that continues to work during the pandemic and adjustment of benefits
for staff that does not continue to work during the pandemic. The Asst. Supt. of HR can activate
HR staff as needed to assist with timekeeping, benefits, workers’ compensation claims, and
other employee-related issues.
Teachers: If disturbance is off campus, as much as possible, remain in your work area and maintain your
normal work routine.
Wait for further instructions indicating if campus is in a lock down situation.
“Teachers, we are initiating a school lock down. This is not a drill.”
Once the campus is secure you will hear; “The school lock down is over. This is not a drill.”
Principal or designee: Direct a lock down of the campus if you believe the situation warrants.
Establish a Command Post. You are the Incident Commander.
Initial ICS Forms: Consult with the Police Department and the District to coordinate appropriate protection for
• Incident Action Plan the school and its personnel.
(Form F) Inform teachers and staff of the emergency situation. If appropriate, use the public address
• ICS Check-In Log system.
(Form I) Minimum Incident Command System Activation Recommended: Operations Section
• Safety/Damage Survey (Facilities/Security Team). Activate ICS functions as needed.
(Form G) Do not permit staff or student to leave the school until you have determined it to be safe.
• Incident Information Direct the careful screening of all persons entering the school facility.
Report (Form E) If emergency response agencies become involved, they will form a Unified Command with
• Injury/Information the school district. You will be part of the Unified Command as the Incident Commander for
Reporting (Form O) your school. All decisions will be made by the Unified Command.
Teachers When the weather is hot (e.g., over 85 degrees), observe all students for symptoms of overheating.
Signs or symptoms of heat exhaustion include body cold, skin clammy; ashen colored skin;
physical exhaustion; dilated pupils; normal or subnormal temperature. If a student becomes
overheated, he/she should be placed in a cool room, provided a cool cloth to the head, and offered
cool liquids (preferable sports-type drink or juice, both of which contain some salt).
Call 911 for any student with the following signs or symptoms of heat stroke; body hot, skin hot,
red and dry; irritability; pupils constricted; temperature elevated; pulse rapid and strong.
Principal or designee: If you are experiencing high winds, which may affect your school site, contact the District
Office.
Initial ICS Forms: Establish a Command Post. You are the Incident Commander.
• Incident Briefing Tune to an Emergency Alert Station (EAS) to receive an update on the storm. Listen to
(ICS 201) KNX 1070 AM, KFWB 980 AM, and KFI 640 AM radio stations for regional emergency
• Incident Objectives alert information for the Los Angeles County area.
(ICS 202) Minimum Incident Command System Activation recommended: Operations Section (e.g.
• ICS Assignments Facilities/Security Team). Activate other Incident Command System functions as required
(ICS 203) to support your actions.
• Incident Action Plan Determine from the District and local authorities if staff and students should moved to the
(Form F) interior core area of the building away from outside windows and doors.
• ICS Check-In Log
(Form I)
• Safety/Damage Survey
(Form G)
• Incident Information
Report (Form E)
• Student/Staff Acctg
(Form N)
• Injury/Information
Reporting (Form O)
Teachers: Keep students indoors and away from windows and doors.
Close all windows and blinds and avoid building locations that have large roof areas or
spans.
Avoid all areas that have large concentrations of electrical equipment or power cables.
Follow instructions provided by Principal or emergency response agencies.
Report any injuries to the First Aid Team.
All Personnel: When informed of suspicious mail or packages do not panic or spread rumors or communicate
unverified information.
Remain away from any isolated area and follow instructions from the Principal or emergency
response agencies.
Principal or Visually inspect mail or package (except if powder has reportedly come from package). Never
designee: touch suspicious mail or packages.
Make assessment of the suspicious nature of the mail or package and contact 9-1-1 if deemed
Initial ICS Forms: suspicious.
• Incident Briefing Notify the District Office of the incident. The District Office will establish a District Office to
(ICS 201) EOC and provide any support ICS functions requested.
• Incident Objctvs Establish a Command Post. You are the Incident Commander. Possible initial Incident Command
(ICS 202) System Activation: Operations Section (Facilities/Security Team). Activate other ICS functions as
• ICS Assignments needed.
(ICS 203) Ensure that an evacuation of the immediate area has been conducted and that the area is isolated
• Incident Action and cannot be entered.
Plan (Form F) Direct custodian to ensure that HVAC system is shut down.
• Incident Check- Make a list of all the people who were in the room or area of the substance and provide this list to
in (Form I) the applicable emergency response agencies.
• Incident Info Ensure that everyone who may have had contact with the powder washes his/her hands and
Report (Form E) removes contaminated clothing as soon as possible. Contaminated clothing should be placed in
• Student/Staff plastic bags.
Acctg (Form N) When the emergency response agencies arrive, they will form a Unified Command with the school
• Injury/Info district. All decisions will be made by the Unified Command, and you will be part of the Unified
Report (Form O) Command as the Incident Commander for your school.
Discovering Party: Notify office of unfamiliar individual and report their location and behavior.
If the individual appears dangerous or is involved in criminal activity, avoid contact and
move to a safe location.
Teachers: When informed of a lockdown, initiate lock down procedures and await further instructions.
No staff or students are permitted to leave the school until it is safe. During lock down,
communicate any suspicious activities or noises to the office.
Remain calm and lock all doors and close window blinds.
Avoid window areas if possible.
Do not leave your classroom or work area.
Await further instructions or an announcement that the lockdown is over.
If the intruder enters your area, do not provoke an incident. Remain calm and do not get
involved. Leave the area.
Principal or designee: If you believe it is safe, approach the individual and explain the school’s visitors’ policy.
You should be accompanied by another adult staff member, if at all possible).
Initial ICS Forms: If suspicious or criminal activity has been reported, immediately dial 9-1-1 and contact the
• Briefing (ICS 201) District Office.
• Objectives (ICS 202) Consult with the Police Department and the District to coordinate a lockdown.
• ICS Assignments Activate the Incident Command System. You are the Incident Commander. Await the
(ICS 203) authorities.
• Incident Action Plan When other emergency response agencies arrive, a Unified Command will be formed. You
(Form F) will be in the Unified Command as Incident Commander of your school site. All decisions
• Check-In Log (Form I) will be made by the Unified Command.
• Incident Rpt (Form E)
• Student/Staff Acctg
(Form N)
• Injury/Info (Form O)
Principal: Assess if utility failure presents a threat to safety, if so contact 9-1-1 immediately.
Notify District Office and District Maintenance Department.
Contact the appropriate utility company if directed.
Southern California Edison (800) 655-4555 (dial “O”)
Southern California Gas Company (800) 427-2000 (dial “1” - gas leaks; “4” - all other
issues)
City of El Segundo Water/Wastewater Department (310) 524-2742
Initial ICS Forms (based on need):
Incident Briefing (ICS 201)
Incident Objectives (ICS 202)
Incident Assignments (ICS 203)
Incident Action Plan (Form F)
Incident Command Check-In Log (Form I)
Safety/Damage Survey (Form G)
Incident Information Report (Form E)
Student/Staff Accounting (Form N)
Teachers: Determine if any power lines, sewer lines, water lines, or gas lines are down or ruptured at the
school. If so, activate the Incident Command System Hazard Control Team to isolate the area.
Determine if an evacuation of classrooms is necessary.
Open window shades and use emergency flashlights as necessary.
Prepare to relocate your class to your pre-designated Assembly area.
Facility Manager If the Facility Manager determines that it is safe to close the utilities main, refer to the Utilities Team
Checklist.
Utilities/Facilities The Utilities/Facilities Team is responsible for complete shut-off or shut-down of all site utilities
Team (electric, water and gas) as necessary. Utility Team Leader shall assign staff to the various utilities to be
inspected and as necessary they will be shut-down or shut-off.
If these procedures are not followed, a severe electrical flash may result, causing blindness or an
electrical explosion may occur, causing extremely severe physical injury or even death.
Shutting Off Utilities - Gas
Since leaking natural gas can cause a fire or contribute to its growth, the hazard of fire is of primary
concern to the site. Never shut off Gas unless you are properly trained and authorized to do so by the
Principal. The main gas supply must be shut off as quickly as possible ONLY IF YOU SMELL GAS.
If you do not smell gas, leave the valve alone.
Never turn gas valves back on, wait for the arrival of local Gas Company staff to turn on such
systems to ensure they are working properly.
In addition, another source of water can be the hot water tank located at the site. It is important to know
the location of the water shut off and to be able to quickly shut off the supply so the water in the hot
water tank is not siphoned back into the city water mains which will likely be ruptured and
contaminated.
All Personnel: If disturbance is on campus, as much as possible, remain in your work area and maintain your normal
work routine.
Initial ICS Forms: Wait for further instructions indicating if campus is in a lock down situation.
• Incident Briefing “Teachers, we are initiating a school lock down. This is not a drill.”
(ICS 201) Once the campus is secure you will hear; “The school lock down is over. This is not a drill.”
• Incident
Objectives Identify students participating in the walkout/disturbance:
(ICS 202) Write down names of students.
• ICS Assignments Video tape and/or photo of students with digital cameras
(ICS 203) Identify the leaders.
• Incident Action
Plan (Form F) Discussion with students
• Injury/Info Rept Remain calm and lock all doors.
(Form O) Do not leave your building or work area unless you feel you are in imminent danger.
If you do leave the building, avoid any interaction with protestors.
Do not personalize; do not voice personal opinion on immigration; remain neutral, do not
antagonize not incite students with inflammatory comments. Inform students of the
consequences of their actions. Hold students accountable.
Encourage students to return to class without any penalty (amnesty)
Inform students of other options to express their concerns and political beliefs. Work with them,
i.e., school newspaper, letters to legislature and newspaper, rally, etc.
Await further instructions.
Principal, campus Meet with Administrative team: principal, vice principal, campus supervisors, counselors/CWA,
supervisors, and maintenance to plan/strategize
counselors, Notify District Office.
maintenance: Review equipment needs:
Are walkie talkies charged?
Are cell phones “On”
Get the bull horn
Get the video/digital camera
Secure campus
Lock gates
Personnel assigned to gates take their position
Direct a lock down of the campus if you believe the situation warrants.
Consult with the Police Department and the District to coordinate appropriate protection
for the school and its personnel.
Establish an Incident Command Post
Minimum Incident Command System Activation Recommended: Operations Section (e.g.,
Facilities/Security Team).
Direct the careful screening of all persons entering the school facility.
Request for additional campus supervisor hours for identified individuals and state the total hours
requested.
Debriefing
Meet with administrative team.
What could have been done different? Are we ready for tomorrow?
Prepare written notice for staff and PA announcement for next day.
Refer media to the Public Information Officer (e.g., Executive Director of Administrative
Services or designee).
By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC).The SARC contains information about
the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to
prepare a Local Control and Accountability Plan (LCAP), w hich describes how they intend to meet annual school-specific goals for all pupils, w ith specific activities to
address state and local priorities. Additionally, data reported in an LCAP is to be consistent w ith data reported in the SARC.
For more information about SARC requirements, see the California Department of Education (CDE) SARC W eb page at http://w w w .cde.ca.gov/ta/ac/sa/.
For more information about the LCFF or LCAP, see the CDE LCFF W eb page at http://w w w .cde.ca.gov/fg/aa/lc/.
For additional information about the school, parents/guardians and community members should contact the school principal or the district office.
DataQuest
DataQuest is an online data tool located on the CDE DataQuest W eb page that contains additional information about this school and comparisons of the school to
the district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates,
dropouts, course enrollments, staffing, and data regarding English learners).
Internet Access
Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries
and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a
w orkstation may be used (depending on availability), the types of softw are programs available on a w orkstation, and the ability to print documents.
Contact
W oodrow W ilson Middle
300 South Madre St.
Pasadena, CA 91107-4634
Phone: 626-396-5830
E-mail: [email protected]
2016-17 SARC - Woodrow Wilson Middle
District Contact Information (School Year 2017-18) School Contact Information (School Year 2017-18)
County-District-School 19648816058499
(CDS) Code
Pasadena is located just 15 minutes from dow ntow n Los Angeles, at the base of the San Gabriel Mountains. The city’s popular shops and restaurants blend
comfortably w ith tree-lined streets, distinctive neighborhoods, historic buildings and a vibrant cultural scene. Pasadena is most famous for the annual Tournament
of Roses Parade and Rose Bow l Game.
W ilson serves students from Pasadena, Altadena, and Sierra Madre in grades six through eight. W ilson has a traditional Middle School configuration w here students
receive daily instruction in English/Language Arts and Mathematics.
Every other day, students are taught Science, Social Studies, Physical Education, and participate in an elective class. Elective classes include Computers, Robotics,
Math intervention, English Intervention, Office Practice, Teacher Assistant, ELD, Drama, Orchestra, Advanced Orchestra, Strings, English Peer Tutoring
intervention program using Blast Junior, a strength finder program for teens, Spanish, and Music. As part of the Pasadena Unified School District’s Excellent Middle
Schools Initiative, W ilson students receive 90- minute blocks of instruction in four periods per day, Tuesday through Friday. On Mondays, students are dismissed
early, affording 50-minute instructional blocks. In addition, all students participate in an Advisory period on Monday. Using a set curriculum, students learn how to
set goals, connect w ith the school community, and plan their future careers and higher education during the advisory period.
W ilson provided teachers w ith information on implementing Common Core standards w hich included design-based learning w here students w ere actively involved
in the instructional program. These activities incorporate 21st century skills: creativity, collaboration, communication, and critical thinking.
Page 2 of 19
2016-17 SARC - Woodrow Wilson Middle
Student Enrollment by Grade Level (School Year 2016-17)
Grade Level Number of Students
200
Grade 6 183
Grade 7 178
Grade 8 175
150
Total Enrollment 536
100
50
0
Grade 6 Grade 7 Grade 8
Asian 2.8 %
Filipino 2.6 %
Last updated: 1/24/2018
Hispanic or Latino 68.1 %
W hite 10.3 %
Other 0.9 %
Page 3 of 19
2016-17 SARC - Woodrow Wilson Middle
A. Conditions of Learning
Teacher Credentials
Teachers School District
25
2015- 2016- 2017- 2017- Teachers with Full Credential
16 17 18 18 Teachers without Full Credential
Teachers Teaching Outside Subject Area of Competence
W ith Full Credential 17 20 24 730
20
10
0
2015-16 2016-17 2017-18
2.5
2.0
1.5
1.0
0.5
0.0
2015-16 2016-17 2017-18
Note: “Misassignments” refers to the number of positions filled by teachers w ho lack legal authorization to teach that grade level, subject area, student group, etc.
* Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.
Page 4 of 19
2016-17 SARC - Woodrow Wilson Middle
Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2017-18)
Year and month in w hich the data w ere collected: December 2017
Page 5 of 19
2016-17 SARC - Woodrow Wilson Middle
School Facility Conditions and Planned Improvements
W ilson Middle School w as originally constructed in 1930 and is currently comprised of 60 classrooms, a library, tw o computer labs, a staff room, an auditorium, a
gym, a small theater, and tw o athletic fields. Recently completed modernizations have included updating of original buildings, installation of new plumbing and air
conditioning, as w ell as w iring upgrades to support Internet access in all facilities. Eight new science labs and a building w ith six classrooms w ere also added. In
addition, the library, gym w ere completely remodeled.
A College and Career Lab has been added; the room is furnished in the style of a “google office” for students to investigate college and career opportunities.
Counselors have been trained in a curriculum to facilitate this exploration w ith our students.
Thanks to PUSD Bond Project Measure TT, the school added air conditioning to the cafeteria, sound, and ADA compliance, renovated the gym locker rooms, and
renovated the Quad to a Park-like setting w ith benches, soft and hard landscaping. Future deferred maintenance projects include exterior painting of school’s
main entry doors.
Cleaning Process
W ilson Middle School provides a safe and clean environment for students, staff, and volunteers. The district governing board has adopted cleaning standards for all
schools in the district. Basic cleaning operations are performed on a daily basis throughout the school year w ith emphasis on classrooms and restrooms. A joint
effort betw een students and staff helps keep the campus clean and litter-free. The principal w orks daily w ith six custodians to develop sanitation schedules that
ensure a clean, safe, and functional learning environment.
Maintenance & Repair
A scheduled maintenance program is administered by W ilson Middle School’s custodial staff on a regular basis, w ith heavy maintenance functions occurring during
vacation periods. Additionally, a scheduled maintenance program is administered by Pasadena Unified School District to ensure that school grounds and facilities
remain in excellent repair. A w ork order process is used w hen issues arise that require immediate attention. Emergency repairs are given the highest priority; repair
requests are completed efficiently and in the order in w hich they are received.
Restrooms/Fountains: Good
Restrooms, Sinks/Fountains A Bldg Boys Restroom by A114:
Hand dryer not w orking
Page 6 of 19
2016-17 SARC - Woodrow Wilson Middle
A Bldg 2nd Floor Girls Restroom:
Soap dispenser missing
Page 7 of 19
2016-17 SARC - Woodrow Wilson Middle
B. Pupil Outcomes
The percentage of students w ho have successfully completed courses that satisfy the requirements for entrance to the University of California and the California
State University, or career technical education sequences or programs of study.
English Language Arts / Literacy (grades 3-8 and 11) 29% 28% 42% 43% 48% 48%
Mathematics (grades 3-8 and 11) 17% 16% 30% 33% 36% 37%
Note: Percentages are not calculated w hen the number of students tested is ten or less, either because the number of students in this category is too small for
statistical accuracy or to protect student privacy.
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2016-17 SARC - Woodrow Wilson Middle
CAASPP Test Results in ELA by Student Group
Grades Three through Eight and Grade Eleven (School Year 2016-17)
Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded
Tw o or More Races -- -- --
Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of
students w ho met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students w ho met the standard (i.e., achieved
Level 3–Alternate) on the CAAs divided by the total number of students w ho participated in both assessments.
Note: Double dashes (--) appear in the table w hen the number of students is ten or less, either because the number of students in this category is too small for
statistical accuracy or to protect student privacy.
Note: The number of students tested includes all students w ho participated in the test w hether they received a score or not; how ever, the number of students tested
is not the number that w as used to calculate the achievement level percentages. The achievement level percentages are calculated using only students w ho received
scores.
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2016-17 SARC - Woodrow Wilson Middle
CAASPP Test Results in Mathematics by Student Group
Grades Three through Eight and Grade Eleven (School Year 2016-17)
Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded
Tw o or More Races -- -- --
Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total
number of students w ho met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students w ho met the standard (i.e.,
achieved Level 3–Alternate) on the CAAs divided by the total number of students w ho participated in both assessments.
Note: Double dashes (--) appear in the table w hen the number of students is ten or less, either because the number of students in this category is too small for
statistical accuracy or to protect student privacy.
Note: The number of students tested includes all students w ho participated in the test w hether they received a score or not; how ever, the number of students tested
is not the number that w as used to calculate the achievement level percentages. The achievement level percentages are calculated using only students w ho received
scores.
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2016-17 SARC - Woodrow Wilson Middle
CAASPP Test Results in Science for All Students
Grades Five, Eight and Ten
Percentage of Students Scoring at Proficient or Advanced
Science (grades 5, 8, and 10) 50.0% 37.0% 49.0% 45.0% 56% 54%
Note: Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) in
grades five, eight, and ten.
Note: Scores are not show n w hen the number of students tested is ten or less, either because the number of students in this category is too small for statistical
accuracy or to protect student privacy.
Note:The 2016-17 data are not available. The California Department of Education is developing a new science assessment based on the Next Generation Science
Standards for California Public Schools (CA NGSS). The new California Science Test (CAST) w as piloted in spring 2017. The CST and CMA for Science w ill no longer be
administered.
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2016-17 SARC - Woodrow Wilson Middle
Grade Level Four of Six Fitness Standards Five of Six Fitness Standards Six of Six Fitness Standards
Note: Percentages are not calculated w hen the number of students tested is ten or less, either because the number of students in this category is too small for
statistical accuracy or to protect student privacy.
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2016-17 SARC - Woodrow Wilson Middle
C. Engagement
Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite
Parents are involved in school activities by volunteering at schools and/or district events, being a part of a school-level and/or district-level parent groups,
participating in parenting and/or parent capacity building w orkshops, seminars, etc. District's Family Resource Center, in partnership w ith schools, Tw ilight Adult
Education, district departments and community organizations, offers parent classes, trainings, Parent University w orkshops, and seminars on parenting, helping
parents understand the state academic standards, state assessments, how to help their children to improve academic achievement, technology, leadership, etc.
Information on all district-w ide parent w orkshops, parent meetings and volunteering/leadership opportunities are posted on the Family and Community
Engagement w ebpage of pusd.us. Parents can also contact the Family Resource Center at (626) 396-3600 ext. 88191 for help on navigating the schools system,
information on parental involvement, trainings and volunteering. Additionally, the Family Resource Center's tw o Community Liaison Specialists provide support to all
schools on family engagement.
The District Family Resource Center, in collaboration w ith the Office of Student Support Programs and the District Advisory Council, offers trainings to parents and
staff on School Site Councils, including SPSA goals, budget, parental involvement policies, how to conduct successful meetings, Robert's Rules of Order, etc.
The District Family Resource Center supports parent advisory groups (AAPC, CAC, DAC, PTA, FYC, LCAP PAC, and DELAC) and Parent Leaders Group, a cross-
functional team that collaborates on family involvement programs and activities across the district. All parent groups provide annual recommendations to the
School Board on academics, budget, school climate, parental involvement, etc.
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2016-17 SARC - Woodrow Wilson Middle
Last updated: 1/26/2018
State Priority: Pupil Engagement
The SARC provides the follow ing information relevant to the State priority: Pupil Engagement (Priority 5):
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2016-17 SARC - Woodrow Wilson Middle
State Priority: School Climate
The SARC provides the follow ing information relevant to the State priority: School Climate (Priority 6):
Rate 2014-15 2015-16 2016-17 2014-15 2015-16 2016-17 2014-15 2015-16 2016-17
Suspensions 6.0% 7.1% 9.2% 5.0% 4.5% 4.6% 3.8% 3.7% 3.7%
Expulsions 0.2% 0.2% 0.0% 0.0% 0.0% 0.0% 0.1% 0.1% 0.1%
Suspensions Expulsions
10 0.25
School Suspensions School Expulsions
District Suspensions District Expulsions
State Suspensions State Expulsions
8 0.20
6 0.15
4 0.10
2 0.05
0 0.00
2014-15 2015-16 2016-17 2014-15 2015-16 2016-17
The safety of students and staff is a primary concern at W ilson Middle School. All visitors to the campus must sign in at the office and w ear a visitor’s pass at all
times. Supervision is provided to ensure the safety of each student before school, during breaks, at lunch, and after school. Supervision is a responsibility shared
among school security, teachers, and the administration. Students are also required to follow the dress code policy, w hich includes a uniform (blue and w hite
clothing).
The School Site Safety plan is updated annually in the fall by the administration, the School Site Council, and the Parent Teacher Association (PTA); revisions are
shared w ith all members of the staff. The plan w as most recently updated and review ed w ith school staff in 2017. Key elements of the Safety Plan include
disaster preparedness, communication, and practice. The school is in compliance w ith the law s, rules, and regulations pertaining to hazardous materials and state
earthquake standards. The school’s disaster preparedness plan includes steps for ensuring student and staff safety during a disaster. Fire, earthquake, and
lockdow n drills are conducted on a quarterly basis.
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2016-17 SARC - Woodrow Wilson Middle
Page 16 of 19
2016-17 SARC - Woodrow Wilson Middle
Average Class Size and Class Size Distribution (Secondary)
Subject Average Class Size 1-22 23-32 33+ Average Class Size 1-22 23-32 33+ Average Class Size 1-22 23-32 33+
* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is
reported by subject area rather than grade level.
*One Full Time Equivalent (FTE) equals one staff member w orking full time; one FTE could also represent tw o staff members w ho each w ork 50 percent of full time.
Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2015-16)
Expenditures Per Pupil Expenditures Per Pupil
Level Total Expenditures Per Pupil (Restricted) (Unrestricted) Average Teacher Salary
Percent Difference – School Site and District N/A N/A 9.5% 0.7%
Percent Difference – School Site and State N/A N/A 0.0% -7.1%
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2016-17 SARC - Woodrow Wilson Middle
Types of Services Funded (Fiscal Year 2016-17)
W oodrow W ilson Middle School is located in Pasadena, 15 miles from dow ntow n Los Angeles, adjacent to the Chapman W oods neighborhood. W ilson serves
approximately 550 students from Pasadena, Altadena and Sierra Madre in grades sixth through eighth.
W ilson has a traditional Middle School configuration w here students receive instruction from both Single-Subject credentialed teachers and Multiple Subject
credentialed teachers throughout the day. All students receive daily instruction in English Language Arts, Mathematics, Science, Social Studies, Physical Education
and participate in an elective class in a 6 period day. Elective classes include Computers, Robotics, ELD, Art, Spanish, Teacher Assistant, Library Aide and
Instrumental Music. On Mondays, students are dismissed early, affording 38 minute instructional blocks. In addition, all students participate in an Advisory period on
Monday. The guiding principles of W ilson Middle School include: Schedule, Curriculum and Instruction, Personalization, Parent Involvement, College/Career
Education, Meeting All Student Needs and Student Activities. The Association for Middle Level Education, This W e Believe, provides a framew ork for ensuring that
all students reach academic potential and are fully prepared for high school and beyond.
Four years ago, W ilson introduced the Advanced Studies Program. This is a highly accelerated program and students are required to test into the program.
Students learn all of the 6th grade and 7th grade math standards in the 6th grade year. As the students continue in the program they move to Math 8 in 7th
grade and Integrated Math 1 in the 8th grade. In science, students complete a science fair project and/or an Innovation Project. English and History is also
accelerated through process, product and content. W ilson has various committees and groups that support students academically and socially. These groups
include an active PTA, English Language Advisory Council and a School Site Council. Each of these groups of parents and school personnel meet monthly to plan
programs for students, parent education and involvement. W ilson has a variety of performance groups that includes the highly talented drumcorps, dance team,
choir, stage crew and Lion’s Head musical group, The PTA and Annual Fund provide monies for field trips, assemblies, teacher grants, disaster preparedness and
more. Students are involved in clubs for yearbook, Jr. Docents, Math Field Day, African American History Bee, Innovation Exposition, Robotics, Associated Student
Body (ASB), various sports teams including soccer, tennis, basketball and football as w ell as MOSTe (Motivating our Students through Experiences), a group for
girls that promotes higher education through adult mentorships. Through the district's Child W elfare Attendance and Safety Office, W ilson has various advocates
and interns that assist throughout the year w ith improving attendance, making home visits and conducting SART and SARB meetings. W e also have the YES
Program; students spend 6-10 w eeks in the program w ith support both academically and emotionally. This service is offered through the district Child W elfare
Attendance and Safety Office.
For detailed information on salaries, see the CDE Certificated Salaries & Benefits W eb page at http://w w w .cde.ca.gov/ds/fd/cs/ .
100000 140000
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2016-17 SARC - Woodrow Wilson Middle
100000 140000
120000
80000
100000
60000 80000
60000
40000
40000
20000
20000
0
0 Average Principal Salary Average Principal Salary Average Principal Salary
Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary (Elementary) (Middle) (High)
Professional Development
Staff members build teaching skills and concepts through participation in conferences and w orkshops throughout the year. For the past three years, the district
offered tw o staff development days.
During these sessions, teachers are offered a broad-based variety of professional grow th opportunities in curriculum, teaching strategies, and methodologies.
Recent staff development topics include:
• Transition to the Common Core State Standards
• Differentiation: Equity for all students
• Educational Technology
• Balanced Literacy
Page 19 of 19
PASADENA UNIFIED SCHOOL DISTRICT
CHILD WELFARE, ATTENDANCE & SAFETY
Table of Contents
Board of Education
Date – March 7, 2016
Board of Education
President Kimberly Kenne
Vice President Roy Boulgourjian
Clerk Brian McDonald Superintendent
Member Scott Phelps
Member Michelle Richardson Bailey
Member Scott Phelps
Member Elizabeth Pomeroy
Member Patrick Cahalan
Administration
Dr. Brian McDonald
Superintendent
Dr. Shawn Bird
Chief Academic Officer
Tendaji Jamal
Chief Of Technology
Bernadette Griggs
Chief Of Finance
Kathleen Sanchez
Chief Of Human Resources
Nelson Cayabyab
Chief Of Facilities Operations & Planning
Mission Statement
Mission
Woodrow Wilson Middle School provides a safe, supportive and positive environment and an academic program that is
implemented by a highly qualified teaching staff. The Wilson faculty continually expands their knowledge of middle school
students through on-going professional development. The programs at Wilson are designed to promote gains in the
academic, intellectual, emotional, social, and physical well-being of our students. At Wilson Middle School, parents and
teachers work as partners. All members of the school community are encouraged to be actively involved and are a vital
part of the school. Wilson is committed to providing our students with a rigorous academic program that challenges all
students and meets each student’s unique needs.
Vision Statement
1. Woodrow Wilson Middle School will provide a safe, orderly, and secure environment conducive to learning.
2. Woodrow Wilson Middle School will create a school in which pupils will attend regularly and be safe from both
physical and social-psychological harm.
3. Woodrow Wilson Middle School will work collaboratively with the district office and school board to identify,
establish and use strategies and programs to comply with school safety laws.
4. Woodrow Wilson Middle School will develop a plan to work cooperatively and collaboratively with parents, pupils,
teachers, administrators, counselors and community agencies, including law enforcement, to provide a safe and
orderly school and neighborhood.
5. Woodrow Wilson Middle School will develop an academic program that will focus on high expectations of pupil
performance and behavior in all aspects of the school experience.
6. Woodrow Wilson Middle School will work collaboratively with other elementary, middle schools and high schools
to assist in a smooth transition from one school level to another.
7. Woodrow Wilson Middle School will solicit the participation, views, and advice of teachers, parents, school
administrators, and community members and use this information to promote the safety of our pupils, staff and
community.
Woodrow Wilson Middle School is one of thirty schools in the Pasadena Unified School District. Woodrow Wilson Middle
School has an 540 pupil body and is served by a dedicated staff. Both staff and parents comment on the positive
changes that are ongoing in our school.
Woodrow Wilson Middle School faces challenges in maintaining a safe school. This section of the Comprehensive School
Safety Plan will describe programs in place at our school as well as strategies and programs of our school site council for
continued improvement in providing a safe, orderly, school environment conducive to learning.
Wilson currently employees 25 credentialed teachers, all of whom are highly qualified as designated by No Child Left
Behind federal legislation. Other support staff members who assist teachers and support the school include the following:
principal, assistant principal, counselor, Instructional Coach, 3 security officers, 3 full-time clerical staff, 5 custodians, 8
food service workers, part-time school nurse, health clerk, and Community Assistant. Wilson also employs a part-time
speech therapist, school psychologist and 9 Instructional Assistants for Special Education.
Additional Data
Woodrow Wilson Middle School has an enrollment of one pupils in 475. Approximately 80% % of the pupils are in families
receiving Aid to Families with Dependent Children that are eligible for free/reduce lunches. The ethnic makeup of the
pupil population is 67.8%, % Hispanic, 12.7%, % Black, 9.7% % Caucasian and see above. Our pupils have a variety of
life experiences. Some pupils have recently arrived from foreign countries while others have never left their
neighborhood.
Pupils have the opportunity to participate in noon and after-school activities. These include
Choir, Marching Band, Cheer leading, Dance, Drum Corps, Stage Crew, Lion Head's Jazz Band, Sports Teams include:
basketball, soccer, football, and tennis. Students stay after school in the LEARNs program for homework assistance,
recreation and skills.Tutoring, Spring trip to Washington D.C..
Staff provides opportunities and additional activities open to pupils in the areas of
Annual events at Wilson include: Winter Concert, Black History Assembly, Latino History Assembly, Tweety Tussel
Football Game, Science Fair, School Dances, Field trips, 8th Grade Activities and Promotion, Community Awards for 8th
Physical Environment
There are several wings an/or clusters of classrooms including 8 Science Classrooms classrooms 0 re-locatable
classrooms.
During the school day, staff members and administrators shall provide campus supervision. Identified problem areas
receive increased supervision to reduce discipline, crime, or other school safety concerns.
It shall be the practice of Woodrow Wilson Middle School to remove all graffiti from school property before pupils arrive to
begin their school day. Other acts of vandalism are promptly addressed.
The classrooms are monitored for safety and appearance by the administration and individual classroom teachers. The
pupils take pride in the appearance of the school.
Woodrow Wilson Middle School crime statistics reflect a total of 0 crimes reported during the 201X-1X school year.
Keeping reportable crimes at a minimum requires constant vigilance. The following strategies will be utilized in achieving
this goal
School Plan with Implementation Strategies for Case Management, Behavior RTi, Working collaboratively with CWAS,
and Progressive Discipline..
Woodrow Wilson Middle School maintains a copy of the district’s sexual harassment policy in the main office/principal's
office and the policy is available on request Sexual harassment policy. The District’s Sexual Harassment Policy contains
dissemination plans, applicable definitions, reporting requirements, investigation procedures, enforcement regulations,
and information related to suspension and/or expulsion for sexual harassment of or by pupils. Additionally, a notice
summarizing this sexual harassment policy appears in the Parent & Student Handbook, The parent student handbook is
distributed at the beginning of each school year to all parents and pupils.
Included in this Safe School Plan is a school map established by the School Site Council indicating safe entrance and exit
areas for pupils, parents and school employees.
12/2014.
To ensure the safety of pupils and staff, all visitors to the campus, except pupils of the school and staff members, shall
register immediately upon entering any school building or grounds when school is in session. District employees, not
assigned to Woodrow Wilson Middle School shall wear appropriate identification badges while on campus conducting
business.
Discipline procedures shall focus on finding the cause of problems and working with all concerned to reach the proper,
lawful solutions. The school’s discipline plan begins at the classroom level. Teachers shall use a visible classroom
management plan to communicate classroom rules, promote positive pupil conduct, and reduce unacceptable conduct.
Appropriate consequences are administered based on the seriousness of the pupil’s misbehavior.
Pupil conduct standards and consequences for Woodrow Wilson Middle School are specifically described in this
Comprehensive Schools Safety Plan including: (a) the adopted school discipline rules and procedures, (b) District
Disciplinary Guidelines, and (c) the adopted school-wide dress code.
Pupils may be suspended, transferred to another school, or recommended for expulsion or for certain acts. For specific
student violations, a mandatory expulsion recommendation shall be submitted by the administration of Woodrow Wilson
Middle School.
Site administrators contribute to a positive school climate, promote positive pupil behavior, and help reduce inappropriate
conduct. The principal/designee uses available district and other appropriate records to inform teachers of each pupil
identified under E.C. 49079.
Law enforcement is contacted and consulted to help maintain and to promote a safe and orderly school environment.
Woodrow Wilson Middle School employees comply with all legal mandates, regulations, and reporting requirements for all
instances of suspected child abuse.
If appropriate, additional internal security procedures affecting the integrity of the school facility include:
Some cameras throughout the school with the ability to replay. Plans for providing a complete and upgraded camera
system throughout the campus have been signed and are to be installed by the beginning of 2017-2018 school year.
School Climate
The principal sets a positive tone for the school, guides the staff and works closely with them on curriculum and school
safety issues. The school site’s organizational structure is open and flexible contributing to sensitivity concerning school
safety issues and promoting a safe, orderly school environment conducive to learning.
Beginning in 2013-2014 school year, Wilson Middle School added an Advanced Studies Program in the 6th grade. The
Advanced Studies Program at Wilson Middle School provides middle school students with a unique and personalized
learning experience, essential for adolescent emotional and academic growth. The program offers a rigorous curriculum in
all content areas. Students will receive instruction in math 7 in the 6th grade. Successful students will continue to be
eligible to take Advanced Math in the 7th and 8th grade.
The Advanced Studies Program will deepen students’ knowledge of academic subjects allowing them to exceed state
achievement standards. All subjects are taught with an emphasis on the 4 C’s: Creativity, Critical Thinking, Collaboration
and Communication. The Advanced Studies Cohort Model provides small teacher teams and highly qualified teachers that
are trained for gifted education. Goal of the program is to lay the foundation for students to engage in higher level
courses, including Advanced Placement in high school. The program expanded for the 2015-2016 school year to include
7th and 8th grade cohorts. There is at least one Advanced Studies Cohort in all grades 6-8. Students must take a
placement test to participate in the program. In addition, there is a review of assessment data, GATE identification and
grades for the previous two years as part of the selection process.
Wilson Middle School strives to offer courses to effectively serve the broad spectrum of students that attend our school.
Whether a student has a learning disability or a gift and talent that constitutes a learning difference and requires
individualized instruction, our teachers and support staff work to provide the teaching needed for each student to reach
their potential. Each grade level and subject has both honors and benchmark classes. Various electives are in place to
help our English Learners (Adv. ELD, LTEL Courses), Remedial Math, and study skills. Students also have the
opportunity to expand their knowledge with electives that are challenging such as, robotics, yearbook, and exploratory
electives. Inherent in all courses is a strong academic rigor and expectation that all students can and will succeed.
The guiding principles of Wilson Middle School include: Schedule, Curriculum and Instruction, Personalization, Parent
The teachers at Woodrow Wilson Middle School are highly qualified, with many teachers holding advanced degrees. The
staff is united in their desire to provide quality education for all pupils. Classrooms and teachers provide safe, orderly
learning environment, enhance the experience of learning, and promote positive interactions amongst pupil and staff.
Instructional time is maximized and disruptions are minimized.
All pupils are expected to behave in a manner that promotes safety and order. Pupils are encouraged to bring problems
to the principal, assistant principal, counselor, teacher or other staff members. The everyday goal is for the staff to be
proactive rather than reactive in all situations of concern.
The academic and behavior efforts of pupils are recognized and rewarded.
Cultural diversity is celebrated throughout the year by advisory, assemblies, school activities, curriculum integration.
Action Plan
Physical Environment
Goal: To provide a physical environment that is conducive for learning by all individuals on campus.
II. Desired Change #1: Wilson now has a librarian, however, the library areas and the library Annex need to be re-
invented to provide a desirable place for students to learn, study and relax in an academic environment.
a. Related Strategies and Activities
1. Creation of Student Lounge
2. Library Events- Book Clubs, Book Week, Mural Contest, Advisory focused on reading, Class
Presentations
b. Resources Required
1. Furniture, Paint, New Carpeting
2.
c. Personnel Assignments
1. Librarian
2.
e. Budget
1. $6000
2.
f. Evaluation criteria
1. Library Usage data
2. Teacher and student response to room/usage
III. Desired Change #2: Ensure that all students are in class on time and remain in class throughout the period. Passes
are used for students who are out of class to go to principal, assistant principal, counselor, another teacher, nurse
a. Related Strategies and Activities
1. Use Bright Pink Passes school-wide. Business may be conducted without a pass during nutrition and
lunch, but not in the five minute passing period after the bell rings. Students must ask teachers or adult in
charge for permission to go places to help minimize tardiness and loss of learning.
b. Resources Required
1. Passes
2.
c. Personnel Assignments
1. All staff
2. Security
e. Budget
1. $50
2.
f. Evaluation criteria
1. Print Tardy Reports Daily/Weekly/Monthly and by grade level from Aeries
2.
Action Plan
School Climate
Goal: To provide a safe and caring environment for all students. Ensure that students are appreciated for efforts and
strengths.
II. Desired Change #1: Student of the Month Assemblies, Attendance Awards, Advanced Studies End-of-year
celebration
c) Related Strategies and Activities
7. Create Criteria for who is selected for SOM. Recognize a particular group each time- ie: Math Field Day,
Perfect Attendance,
8. VIP Seating for SOM recipients
d) Resources Required
9. Additional Awards
10.
e) Personnel Assignments
11. Teachers, Administration, counselor
12.
g) Budget
15. $50.00 monthly
16.
h) Evaluation criteria
17. Survey of Students
18.
III. Desired Change #2: Recognition for those students who are exemplary and good students with regards to grades,
attendance and citizenship
i) Related Strategies and Activities
19. Incentives on a quarterly basis for this group of students- ie: breakfast with parents, raffle, pizza party,
Wilson Bucks, dance
20. Staff vs. Students sporting event for those students
k) Personnel Assignments
23. Counselor /Registrar
24. Administration /Teachers
m) Budget
27. $2000 yearly for incentives
28.
n) Evaluation criteria
29. Decrease in referrals and suspensions, better attendance rates and fewer failing grades.
30. Survey of Students.
Safety Strategies
Samples
Introduction
Safe Schools are orderly and purposeful places where students and staff are free to learn and teach without the threat of
physical and psychological harm. Woodrow Wilson Middle School promotes educationally and psychologically healthy
environments for all children and youth. Woodrow Wilson Middle School recognizes there are comprehensive, broad
factors directly related to a safe school environment such as the school facility, school programs, staff, parents and the
community. Woodrow Wilson Middle School further recognizes that safe school practices make major contributions to
academic and school improvement efforts.
Although keeping children safe requires a community-wide effort, schools are an important piece of the undertaking to
keep children safe. Woodrow Wilson Middle School’s efforts are illustrated below which broaden the safety planning and
incorporate an expansive range of strategies and programs in the school safety plan.
School Safety Strategy #1: Positive pupil interpersonal relations are fostered by teaching social-personal skills,
encouraging pupils to feel comfortable assisting others to get help when needed and teaching pupils alternative, socially
appropriate replacement responses to violence, including, but not limited to problem solving and anger control skills.
When appropriate, staff members shall make referrals to recognized community agencies and/or counseling and mental
health resources in the community to assist parents/student with issues prevention and intervention. The school uses a
variety of methods to communicate to pupils, parents, and the greater community that all children are valued and
respected.
Staff members at Woodrow Wilson Middle School have received training in conflict resolution and confrontation skills.
Woodrow Wilson Middle School uses a comprehensive approach to school violence prevention. Pupils are identified in
their school career using measures shown to be highly effective in identifying student with antisocial and aggressive
tendencies. These measures include: (a) number of disciplinary referrals to office, (b) observed aggressive behavior, and
(c) teacher observation.
Mental Health Programs Assigned to Woodrow Wilson Middle School is a school psychologist Cynthia Brazelton.
District programs contributing to mental health goals include Health Program implemented through science classes. . The
staff of Woodrow Wilson Middle School shall identify students in need and bring forth the student and the family to the
school's student study team. The staff of Woodrow Wilson Middle School shall implement the Incident Crisis Response
Plan for "suicide" in cases where a student exhibits specific characteristics. In incidences of possible suicide,
school/district psychologist or police crisis response units shall be contacted.
Professional Development The Pasadena Unified School District provides professional development for teachers,
parents, and community members. Amongst the goals of such programs are to help others establish and nurture a
healthy sense of self confidence and self control, to develop personal and social responsibility and to enhance academic
success.
Student Recognition Programs. Woodrow Wilson Middle School offers several recognition and award programs such as
Wilson Bucks to be spent in the Wilson student store, 8th grade Community Service Awards, Advanced Studies Awards,
Honor Roll, Principals' List, Beach Bus for students with 3.5 and above in May.
Nondiscrimination and Fair Treatment of Pupils A major source of conflict in many schools is the perceived or real
problem of bias and unfair treatment of students because of ethnicity, gender, race, social class, religion, disability,
nationality, sexual orientation, physical appearance, or some other factor. Effective schools convey the attitude that all
children can achieve academically and behave appropriately, while at the same time appreciating individual differences.
Effective schools communicate to students and the greater community that all children are valued and respected.
In order to maximize the successful education of all students and help them become productive citizens and lifelong
learners in a diverse society, all individuals including student, parents, staff and community members:
Students, parents, staff and community members shall join together to share a sense of belonging and take pride in our
schools, facilities and programs through participation and cooperation in support of the education of all students.
A copy of the “Parent Student Handbook” is provided to each parent/student annually or upon enrollment. This handbook
includes information pertaining to student rights to physical safety, to the protection of personal property, to respect from
adults, and to be free of discrimination on the basis of gender, race, color, religion, ancestry, national origin, ethnic group,
marital or parental status, physical or mental disability, sexual orientation or the perception of one or more of such
characteristics. The District’s policies on nondiscrimination and sexual harassment support these protections and serve to
promote the fair treatment of all children.
Discipline Policy and Code Effective and safe schools, develop, and consistently enforce, school-wide rules that are
clear, broad-based, and fair. School safety can be enhanced by the development of a school-wide disciplinary policy that
includes a code of conduct, specific rules and consequences that can accommodate student differences on a case-by-
case basis when necessary. Discipline consequences should be commensurate with the offense, should be written,
applied in a nondiscriminatory manner, and accommodate cultural diversity. Direct teaching and social problem solving
and social decision-making is now a standard feature of effective drug and violence prevention programs.
Woodrow Wilson Middle School uses both classroom and school-wide discipline codes that clearly communicate the
behavioral expectancies and consequences for pupils. Woodrow Wilson Middle School has developed plans to promote
positive behaviors in the playground, lunchroom, hallways, and assembly areas. Furthermore, Woodrow Wilson Middle
School participates in the following district programs:
Wilson Middle School is implementing the strategies from Behavior RTi that includes supports for all students in Tier I,
Tier II and some Tier III. We also have implemented a "Caught being Good", Wilson Bucks for students to spend in the
student store.
WeTip Hotline : At Woodrow Wilson Middle School, signs and other information pertaining to the “District’s We Tip
Hotline” shall be placed in visible location in buildings/classrooms at all school sites.
School Safety Strategy #3: Woodrow Wilson Middle School's administrators, teachers, families, pupils, support staff,
and community members recognize and make appropriate use of the early warning signs related to violence, substance
abuse, and other at-risk concerns.
Crisis Intervention and Disaster Planning The staff of Woodrow Wilson Middle School shall increase school safety by
evaluating and addressing serious behavioral and academic concerns. Weapons (on campus and in the community),
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bomb threats, explosives, fights, natural disasters, accidents, and suicides call for immediate, planned action, and long-
term, post-crisis intervention. Planning for such contingencies reduces chaos and trauma.
Woodrow Wilson Middle School benefits from the District’s Earthquake Disaster Crisis Response Plan (EDCR). The
EDCR Plan includes information on how to respond to a crisis. Risk factors, response and contingency plans, quick
response designs, parent contacts, debriefing, suicide/threat response, violence/aggression response and training/drills to
become aware of warning signs are among the areas addressed.
Gang Affiliation
Gang affiliation and gang activity will not be tolerated at Woodrow Wilson Middle School. The staff at Woodrow
Wilson Middle School shall work closely with the local law enforcement/Gang Unit regarding all issues and matters that
are gang related. Information from the school and the community shall be communicated to the student's parents, if the
pupil begins to make gang affiliations. Appropriate prevention and intervention strategies and programs shall be offered
to the families.
Alternative Programs. Research has shown that effective alternative programs can have long-term positive results by
reducing expulsions and court referrals. (If appropriate, Woodrow Wilson Middle School has access to the district's
continuation high school,), an Independent Study Program, a "Home-Hospital Study Program" and may make a referral
to the Office of Child Welfare and Attendance for placement in one of the programs offered through the Sample County
Department of Education. These alternative programs, when matched to a pupil’s needs, can produce positive outcomes.
Megan's Law Notification The staff of Woodrow Wilson Middle School shall receive Megan's Law Sex Offender
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Information from local law enforcement and that information shall be communicated with the public so that the information
can be used to protect students and families. Megan's Law provides the public with photographs and descriptive
information on serious or high risk sex offenders residing in California who have been convicted of committing sex crimes
and are required to register.
School Safety Strategy #4: Plan(s) and method(s) are available to identify isolated and troubled pupils, help foster
positive relationships between school staff and pupils, and promote meaningful parental and community involvement.
Parent/Guardian Involvement
Staff members in effective and safe schools make persistent efforts to involve parents/guardian by: Informing them about
discipline policies, procedures, and rules, and about their children’s behavior, both desirable and undesirable; involving
them in making decisions concerning school-wide disciplinary policies and procedures; and encouraging them to
participate in prevention programs, intervention programs and crisis planning.
Each classroom is arranged to help prevent aggressive behavior. High traffic areas are free of congestion. Pupils are in
full view of the teacher so the teacher can easily monitor students’ behavior. Teaching materials and student supplies are
readily accessible to minimize student-waiting time. Seats are arranged so students can easily see instructional
presentations and to reduce the opportunity for off-task behavior.
Community Linkages
When working with parents and students with specific issues, the staff at Woodrow Wilson Middle School will provide
information to the families regarding available community resources. In addition, information pertaining to the Youth
Services of City of Pasadena website www.pusd.us, The staff of Woodrow Wilson Middle School shall work closely with
recognized local city, county and state agencies.
School Safety Strategy #5: Specific employees (e.g., the campus supervisor) use unique strategies to promote school
safety.
Woodrow Wilson Middle School employs a principal (vice-principal), and (campus supervisor) whose job is designed to
help increase school safety, prevent prohibited offenses, and promote positive student relationships. The principal (vice-
principal), and (campus supervisor) has/have developed procedures to monitor the school campus, the surrounding
areas, and has designated the safe entrance and exit routes to school. Furthermore, recognizing that pupils are often the
first to know of dangerous plans or actions, the principal (vice-principal), and (campus supervisor) at Woodrow Wilson
Middle School makes himself/herself available for a pupil to safely report troubling behaviors that may lead to dangerous
situations.
When it comes to school safety, pupils are taught not to keep secrets. Effective relationships between the principal (vice-
principal), and (campus supervisor) and pupils help initiate appropriate investigations, help staff learn of suspects in
school offenses, and help collect important knowledge about community conflicts that may have an impact on school
safety.
To ensure the safety of pupils and staff and avoid potential disruptions, all visitors to the campus, except pupils of the
school and staff members, must register immediately upon entering any school building or grounds when school is in
session.
Woodrow Wilson Middle School has established a visible means of identification for visitors while on school premises (i.e.
tag). Furthermore, the principal, designee or campus supervisor may direct an individual to leave school grounds if
he/she has a reasonable basis for concluding that the person is committing an act that is likely to interfere with the
peaceful conduct of school activities or that the person has entered the campus with the purpose of committing such an
act.
Woodrow Wilson Middle School has developed a notice for disruptive individuals and, when appropriate, exercises the
authority to remove a visitor or outsider from the campus. Law enforcement is immediately contacted for individuals
engaging in threatening conduct, including disturbing the peace.
Woodrow Wilson Middle School’s notice and removal system establishes sufficient documentation for civil law remedies
as needed. For continuing disruptive behavior by a visitor or outsider, Woodrow Wilson Middle School shall contact the
district office to determine whether to file for a temporary restraining order and injunction.
School Safety Strategy #6: At Woodrow Wilson Middle School, effective procedures will followed to maintain a safe
physical plant and school site.
Schools can enhance physical safety be conducting a building safety audit in consultation with the Office of Child Welfare
and Attendance and/or law enforcement. Recent safety audits of Woodrow Wilson Middle School, has identified the
following issues:
Asbestos in Auditorium floor which has been abated and was replaced. .
School Safety Strategy #7: Each school site is being asked to write a strategy component focusing on either/both: (1)
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Search Institutes - "40 Developmental Assets". Search institute has identified building blocks of healthy development that
help young people grow up healthy, caring, and responsible. This is a research-based program that promotes school
safety through the promotion of student engagement in the 40 identified assets. Contact the DATE office for specific
information. (2) Character Education Program.
Supporting statement:
Wilson Middle School has developed and implemented Policies and Procedures for ensuring the safety of all students,
staff, parents and visitors in accordance with PUSD Board Policies. They are reviewed and updated annually.
Board Policy
Students
Employees who are mandated reporters, as defined by law and district administrative regulation, are obligated to report all
known or suspected incidents of child abuse and neglect. Mandated reporters shall not investigate any suspected
incidents but rather shall cooperate with agencies responsible for reporting, investigating and prosecuting cases of child
abuse and neglect.
The Superintendent or designee shall provide training regarding the reporting duties of mandated reporters.
In the event that training is not provided to mandated reporters, the Superintendent or designee shall report to the
California Department of Education the reasons that such training is not provided. (Penal Code 11165.7)
Parents/guardians may contact the Superintendent or designee to obtain procedures for filing a complaint against a
district employee or other person whom they suspect has engaged in abuse of a child at a school site.
Legal Reference:
Education Code
33308.1 Guidelines on procedure for filing child abuse complaints
44690-44691 Staff development in the detection of child abuse and neglect
48906 Notification when student released to peace officer
48987 Dissemination of reporting guidelines to parents
Penal Code
152.3 Duty to report murder, rape or lewd or lascivious act
273a Willful cruelty or unjustifiable punishment of child; endangering life or health
288 Definition of lewd or lascivious act requiring reporting
11164-11174.3 Child Abuse and Neglect Reporting Act
Web Sites
CDE: http://www.cde.ca.gov
School/Law Enforcement Partnership: http://www.cde.ca.gov/spbranch/safety/partnership.html
California Attorney General: http://caag.state.ca.us
California Department of Social Services: http://www.dss.cahwnet.gov
Governor's Office of Criminal Justice Planning: http://www.ocjp.ca.gov
Policy Pasadena Unified School District Unified School District
Policy Adopted: City: , California
Revised:
B. If the suspected child abuse has taken place within the family, call the Enter appropriate Agency Hotline at [Enter
Phone Number]
C. If the suspected child abuse has taken place outside the family, call the local police department at:
D. Content of call.
1) Name, address and age of child involved.
2) Clear description of suspected abuse.
A. The telephone call is to be followed by completion of the Suspected Child Abuse Report (form 11166.P.C.). These
forms are available in the Principal’s office at the high school or you may call the [Enter School Contact or Local
Agency] at [Enter Phone Number] for a form.
B. The written report is to be addressed to the person to whom the telephone report was made.
C. The written report must follow the phone call within 36 hours.
1. Suspected child abuse within the family, {Enter Appropriate Agency] {Enter Address], California [Enter Zip
Code]
2. Suspected child abuse outside the family should be mailed to the agency to which the report was called -
Adopted: 5/09/2015
Police Department: 626-744-4501
Address:
The reporting party should keep the yellow copy of the Suspected Child Abuse Report form (SS8572) or verification of
completion of the reporting obligation.
Caution:
1. The reporting responsibility has not been discharged until both the telephone call and written reports are
complete.
2. School personnel are not to engage in any investigation of suspected cases. The investigation will be done by the
child protective services office.
3. The reporting responsibility is an individual one which is NOT discharged by report to supervisors or
administrators.
Board Policy
Students
Suspended or expelled students shall be excluded from all school-related extracurricular activities during the period of
suspension or expulsion.
Except in cases where suspension for a first offense is warranted in accordance with law, suspension shall be imposed
only when other means of correction fail to bring about proper conduct. (Education Code 48900.5)
Expulsion is an action taken by the Board for severe or prolonged breaches of discipline by a student. Except for single
acts of a grave nature, expulsion is usually used only when there is a history of misconduct, when other forms of
discipline, including suspension, have failed to bring about proper conduct, or when the student's presence causes a
continuing danger to him/herself or others. (Education Code 48915)
The grounds for suspension and expulsion and the procedures for considering, recommending and/or implementing
suspension and expulsion shall be specified in administrative regulation.
Each principal shall annually inform all students and parents/guardians of the school's discipline rules and procedures and
of the availability of all district policies and regulations dealing with student discipline, suspension and expulsion.
(Education Code 35291, 35291.5)
Alternatives to suspension or expulsion will be used with students who are truant, tardy, or otherwise absent from
assigned school activities. (Education Code 48900)
The Superintendent or designee shall establish a supervised in-house suspension program which meets the requirements
of law for suspended students who pose no imminent danger or threat at school and for whom an expulsion action has not
been initiated.
The Superintendent or designee shall examine alternatives to off-campus suspension and may establish a suspension
program which involves progressive discipline during the school day on campus; use of conferences between staff,
parents/guardians and students; detention; student study teams or other assessment-related teams; and/or referral to
school support services staff. The use of such alternatives does not preclude off-campus suspensions.
Whenever a student is removed from a class because he/she committed an obscene act, engaged in habitual profanity or
vulgarity, disrupted school activities or otherwise willfully defied valid staff authority, the teacher of the class from which
the student was removed may provide that the student's parent/guardian attend a portion of a school day in that class.
After completing the classroom visit and before leaving school premises, the parent/guardian also shall meet with the
principal or designee. (Education Code 48900.1)
The Board encourages teachers, before requiring parental attendance, to make reasonable efforts to have the
parent/guardian visit the class voluntarily. The teacher also may inform the parent/guardian about available resources and
parent education opportunities. Teachers should reserve the option of required parental attendance for cases in which
they have determined that it is the best strategy to promote positive interaction between the student and the
parent/guardian and to improve classroom behavior.
The teacher shall apply this policy uniformly to all students within the classroom. This policy shall apply only to a
parent/guardian who lives with the student (Education Code 48900.1)
Parental attendance may be requested on the day the student returns to class or within one week thereafter. The principal
or designee shall contact any parents/guardians who do not respond to the request to attend school. The Board
recognizes that parental compliance with this policy may be delayed, modified or prevented for reasons such as serious
illness/injury/disability, absence from town, or inability to get release time from work.
District regulations and school site rules for student discipline shall include procedures for implementing parental
attendance requirements.
Parents/guardians shall be notified of this policy before it is implemented and at the beginning of each subsequent school
year. (Education Codes 48900.1, 35291, 48980)
District regulations and school-site rules for student discipline shall include procedures for implementing parental
attendance requirements.
Legal Reference:
Education Code
212.5 Sexual harassment
233 Hate violence reductions
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1981 Enrollment of students
17292.5 Program for expelled students
32050 Hazing
35146 Closed sessions (re suspensions)
35291 Rules (for government and discipline of schools)
35291.5 Rules and procedures on school discipline
48660-48666 Community day schools
48900-48926 Suspension and expulsion
48950 Speech and other communication
49073-49079 Privacy of student records
Civil Code
47 Privileged communication
Labor Code
230.7 Discharge or discrimination against employee for taking time off to appear in school on behalf of a child
Penal Code
240 Assault defined
242 Battery defined
243.4 Sexual battery
245 Assault with deadly weapon
261 Rape defined
266c Unlawful sexual intercourse
286 Sodomy defined
288 Lewd or lascivious acts with child under age 14
288a Oral copulation
289 Penetration of genital or anal openings
417.25-417.27 Laser scope
422.6 Interference with civil rights; damaging property
422.7 Aggravating factors for punishment
422.75 Protected classes
626.2 Entry upon campus after written notice of suspension or dismissal without permission
626.9 Gun-Free School Zone Act of 1995
626.10 Dirks, daggers, knives, razors or stun guns
868.5 Supporting person; attendance during testimony of witness
Court Decisions
Garcia v. Los Angeles Board of Education (1991) 123 Cal.App.3d 807
Fremont Union High School District v. Santa Clara County Board (1991) 235 Cal. App. 3d 1182
John A. v. San Bernardino School District (1982) 33 Cal. 3d 301, 308
Woodbury v. Dempsey (2003) 108 Cal. App. 4th 421
Management Resources:
Administrative Regulation
Number: 5144.1
Adopted: 07/2013
Students
Definitions
Suspension from school means removal of a student from ongoing instruction for adjustment purposes. However,
suspension does not mean any of the following: (Education Code 48925)
1. Reassignment to another education program or class at the same school where the student will receive
continuing instruction for the length of day prescribed by the Governing Board for students of the same grade
level.
2. Referral to a certificated employee designated by the principal to advise students.
3. Removal from the class, but without reassignment to another class or program, for the remainder of the class
period without sending the student to the principal or designee as provided in Education Code 48910. Removal
from a particular class shall not occur more than once every five school days.
Expulsion means removal of a student from the immediate supervision and control, or the general supervision, of school
personnel. (Education Code 48925)
Day means a calendar day unless otherwise specifically provided. (Education Code 48925)
School day means a day upon which the schools of the district are in session or weekdays during the summer recess.
(Education Code 48925)
Principal's designee means one or more administrators or, if there is not a second administrator at one school site, a
certificated person specifically designated by the principal, in writing, to assist with disciplinary procedures. Only one such
person may be designated at any time as the principal's primary designee and only one such person may be designated
as secondary designee for the school year. The names of such persons shall be on file in the principal's office. (Education
Code 48911)
Notice Of Regulations
At the beginning of each school year, the principal of each school shall ensure that all students and parents/guardians are
notified in writing of all school rules related to discipline, suspension and expulsion. Transfer students and their
parents/guardians shall be notified at the time of enrollment. (Education Code 35291.5, 48900.1, 48980)
Notification shall include information about the ongoing availability of individual school rules and all district policies and
regulations pertaining to student discipline. (Education Code 35291)
A student who aids or abets the infliction or attempted infliction of physical injury on another person, as defined in
Penal Code 31, may be suspended, but not expelled. However a student may be suspended or expelled pursuant to
Education Code 48900(a) once he/she has bee adjudged by a juvenile court to have committed, as an aide or abettor,
a crime of physical violence in which the victim suffered great or serious bodily injury. (Education Code 48900(s))
2. Possessed, sold, or otherwise furnished any firearm. knife, explosive, or other dangerous object unless, in the case of
possession of any object of this type, the student had obtained written permission to possess the item from a
certificated school employee, with the principal or designee's concurrence. (Education Code 48900(b))
3. Unlawfully possessed, used, sold, or otherwise furnished, or was under the influence of, any controlled substance as
defined in Health and Safety Code 11053-11058, alcoholic beverage, or intoxicant of any kind. (Education Code
48900(c))
4. Unlawfully offered, arranged, or negotiated to sell any controlled substance as defined in Health and Safety Code
11053-11058, alcoholic beverage or intoxicant of any kind, and then sold, delivered or otherwise furnished to any
person another liquid, substance or material and represented same as controlled substance, alcohol beverage or
intoxicant. (Education Code 48900(d))
6. Caused or attempted to cause damage to school property or private property. (Education Code 48900(f))
7. Stole or attempted to steal school property or private property. (Education Code 48900(g))
8. Possessed or used tobacco or any products containing tobacco or nicotine products, including but not limited to
cigars, cigarettes, miniature cigars, clove cigarettes, smokeless tobacco, snuff, chew packets and betel. This
restriction shall not prohibit a student from using or possessing his/her own prescription products (Education Code
48900(h))
9. Committed an obscene act or engaged in habitual profanity or vulgarity (Education Code 48900(i))
10. Unlawfully possessed or unlawfully offered, arranged, or negotiated to sell any drug paraphernalia, as defined in
Health and Safety Code 11014.5. (Education Code 48900(j))
11. Disrupted school activities or otherwise willfully defied the valid authority of supervisors, teachers, administrators,
other school officials, or other school personnel engaged in the performance of their duties. (Education Code
48900(k))
12. Knowingly received stolen school property or private property. (Education Code 48900(l))
13. Possessed an imitation firearm, i.e., a replica of a firearm that is so substantially similar in physical properties to an
existing firearm as to lead a reasonable person to conclude that the replica is a firearm. (Education Code 48900(m))
15. Harassed, threatened, or intimidated a student who is a complaining witness or witness in a school disciplinary
proceeding for the purpose of preventing that student from being a witness and/or retaliating against that student for
being a witness. (Education Code 48900(o))
16. Made terrorist threats against school officials and/or school property. (Education Code 48900.7)
Pursuant to Education Code 48900.7, the making of a terrorist threat includes any written or oral statement by a
person who willfully threatens to commit a crime which will result in death, great bodily injury to another person or
property damage in excess of $1,000.00, with the specific intent that the statement is to be taken as a threat, even if
there is no intent of actually carrying it out.
A student in grades 4 through 12 is also subject to suspension or recommendation for expulsion when it is determined
that he/she:
17. Committed sexual harassment as defined in Education Code 212.5. (Education Code 48900.2)
Pursuant to Education Code 48900.2 the conduct constitutes harassment when considered from the perspective of a
reasonable person of the same gender as the victim to be sufficiently severe or pervasive as to have a negative
impact upon the victim’s academic performance or to create an intimidating, hostile or offensive educational
environment.
18. Caused, attempted to cause, threatened to cause, or participated in an act of hate violence as defined in Education
19. Intentionally harassed, threatened or intimidated a student or group of students to the extent of having the actual and
reasonably expected effect of materially disrupting classwork, creating substantial disorder, and invading student
rights by creating an intimidating or hostile educational environment. (Education Code 48900.4)
A student may be suspended or expelled for any of the acts listed above if the act is related to school activity or school
attendance occurring at any district school under the jurisdiction of the Superintendent or principal or within any other
school district, including but not limited to the following circumstances: (Education Code 48900)
1. While on school grounds.
2. While going to or coming from school.
3. During the lunch period, whether on or off the school campus.
4. During, going to, or coming from a school-sponsored activity.
The Superintendent or principal may use his/her discretion to provide alternative to suspension or expulsion for a student
subject to discipline under this administrative regulation, including, but not limited to, counseling and an anger
management program. (Education Code 48900(r))
A teacher also may refer a student to the principal or designee for consideration of suspension from school. (Education
Code 48910)
When removing a student from his/her class, the teacher shall immediately report this action to the principal and send the
student to the principal for appropriate action. The student shall be appropriately supervised during the class periods from
which he/she has been removed.
As soon as possible, the teacher shall ask the student’s parent/guardian to attend a parent-teacher conference regarding
the removal. A counselor or psychologist should attend the conference if it is practicable, and a school administrator may
attend if either the parent/guardian or teacher so requests.
A student removed from class shall not be returned to class during the period of removal without the approval of the
teacher of the class and the principal. (Education Code 48910)
A student removed from class shall not be placed in another regular class during the period of removal. However, if a
student is assigned to more than one class per day, he/she may be placed in any other regular classes except those held
at the same time as the class from which the student was removed. (Education Code 48910)
The teacher of any class from which a student is removed may require the student to complete any assignments and tests
missed during the removal. (Education Code 48913)
Pursuant to Board policy, a teacher may provide that the parent/guardian of a student whom the teacher has removed
attend a portion of a school day in his/her child’s classroom. When a teacher makes this request, the principal shall send
the parent/guardian a written notice that the parent/guardian’s attendance is requested pursuant to law. (Education Code
48900.1)
The Superintendent or designee shall immediately suspend any student found at school or at a school activity to be:
(Education Code 48915)
1. Possessing, as verified by a district employee, or selling or otherwise furnishing a firearm, unless the student had
obtained prior written permission to possess the item from a certificated school employee, with the principal or
designee’s concurrence.
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2. Brandishing a knife, as defined in Education Code 48915(g), at another person.
3. Unlawfully selling a controlled substance listed in Health and Safety Code 11053-11058.
4. Committing or attempting to commit a sexual assault or committing a sexual battery as defined in item #14 under
“Grounds for Suspension and Expulsion”.
5. Possession of an explosive as defined in 18 USC 921.
Suspension also may be imposed upon a first offense if the Superintendent, principal or designee determines the student
violated items #1-5 listed in "Grounds for Suspension and Expulsion" above or if the student’s presence causes a danger
to persons or property or threatens to disrupt the instructional process. (Education Code 48900.5)
A student may be suspended from school for not more than 20 school days in any school year, unless for purposes of
adjustment a student enrolls in or is transferred to another regular school, an opportunity school, or continuation school or
class, in which case suspension shall not exceed 30 days in any school year. However, this restriction on the number of
days of suspension does not apply when the suspension is extended pending an expulsion. (Education Code 48903,
48912)
The Superintendent or designee may count suspensions that occur while a student is enrolled in another school district
toward the maximum number of days for which a student may be suspended in any school year. (Education Code 48903)
Suspensions shall be initiated according to the following procedures:
1. Informal Conference: Suspension shall be preceded by an informal conference conducted by the principal, designee
or the Superintendent with the student and whenever practicable, the teacher, supervisor or school employee who
referred the student to the principal. At the conference, the student shall be informed of the reason for the disciplinary
action and the evidence against him/her; the student shall be given the opportunity to present his/her version and
evidence in support of his/her defense. (Education Code 48911(b))
This conference may be omitted if the principal, designee or the Superintendent determines that an emergency
situation exists. An "emergency situation" involves a clear and present danger to the lives, safety or health of students
or school personnel. If a student is suspended without this conference, both the parent/guardian and student shall be
notified of the student's right to return to school for the purpose of a conference. The conference shall be held within
two school days, unless the student waives his/her right to it or is physically unable to attend for any reason. In such
case, the conference will be held as soon as the student is physically able to return to school. (Education Code
48911(c))
2. Administrative Actions: All requests for student suspension are to be processed by the principal or designee of the
school in which the student is enrolled at the time of the misbehavior. A school employee shall report the suspension,
including the name of the student and the cause for the suspension, to the Superintendent or designee.
3. Notice to Parents/Guardians: At the time of the suspension, a school employee shall make a reasonable effort to
contact the parent/guardian by telephone or in person. Whenever a student is suspended, the parent/guardian shall
be notified in writing of the suspension. (Education Code 48911)
This notice shall state the specific offense committed by the student. (Education Code 48900.8).
In addition, the notice may also state the date and time when the student may return to school. If school officials wish
to ask the parent/guardian to confer regarding matters pertinent to the suspension, the notice may add that state law
requires the parent/guardian to respond to such requests without delay.
4. Parent/Guardian Conference: Whenever a student is suspended, school officials may meet with the parent/guardian
to discuss the causes and duration of the suspension, the school policy involved, and any other pertinent matters.
(Education Code 48914)
While the parent/guardian is required to respond without delay to a request for a conference about a student's
behavior, no penalties may be imposed on the student for the failure of the parent/guardian to attend such
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conference. The student may not be denied readmission solely because the parent/guardian failed to attend.
(Education Code 48911)
5. Extension of Suspension: If the Board is considering the expulsion of a suspended student from any school or the
suspension of a student for the balance of the semester from continuation school, the Superintendent or designee
may, in writing, extend the suspension until such time as the Board has made a decision. (Education Code 48911(g))
Any extension of the original period of suspension shall be preceded by notice of such extension with an offer to hold
a conference concerning the extension, giving the student an opportunity to be heard. This conference may be held in
conjunction with a meeting requested by the student or parent/guardian to challenge the original suspension.
Extension of the suspension may be made only if the Superintendent or designee determines, following a meeting in
which the student and the student's parent/guardian were invited to participate, that the student's presence at the
school or at an alternative school would endanger persons or property or threaten to disrupt the instructional process.
(Education Code 48911)
When the Board is considering a suspension, disciplinary action, or any other action (except expulsion) against any
student, it shall hold closed sessions if a public hearing would lead to disclosure of information violating a student’s right
privacy under Education Code 49073-49079.
The Board shall provide the student and his/her parent/guardian with written notice of the closed session by or certified
mail. Upon receiving this notice, the student or parent/guardian may request a public meeting, and this request shall be
granted if made in writing within 48 hours after receipt of the Board's notice. However, any discussion that conflicts with
any other student's right to privacy still shall be held in closed session. (Education Codes 35146, 48912)
At the time a student is assigned to a supervised suspension classroom, the principal or designee shall notify the
student’s parent/guardian in person or by telephone. When the assignment is for longer than one class period, this
notification shall be made in writing. (Education Code 48911.1)
Authority To Expel
A student may be expelled only by the Board. The Board shall expel, as required by law, any student found to have
committed certain offenses listed below under “Mandatory Recommendation and Mandatory Expulsion.”
The principal, Superintendent or designee shall recommend that the Board expel any student found at school or at a
school activity to be: (Education Code 48915(c))
1. Possessing, as verified by a district employee, or selling or otherwise furnishing a firearm, unless the student had
obtained prior written permission to possess the item from a certificated school employee, with the principal or
designee’s concurrence.
2. Brandishing a knife as defined in Education Code 48915(g) at another person.
3. Unlawfully selling a controlled substance listed in Health and Safety Code 11053-11058
4. Committing or attempting to commit a sexual assault or committing a sexual battery as defined in item #14 under
“Grounds for Suspension and Expulsion” above.
5. Possessing an explosive as defined in 18 USC 921.
Upon finding that the student committed any of the above acts, the Board shall expel the student. (Education Code 48915)
The initial recommendation for consideration of expulsion is that of the school principal or the Superintendent. Designees
may not make this type of recommendation.
The recommendation for consideration of expulsion shall be submitted to the Director, Office of Student Services, who will
review the material and recommend:
1. Reassignment to appropriate regular education program.
2. Refer student to Alternative Program; i.e., Community School, Independent Study, Continuation or Opportunity
School, or other district programs.
3. Refer the matter to the Discipline Review Panel for further consideration.
When a case is referred to the discipline Review Panel, the panel shall question school personnel who have information
on the incident and the behavior record of the student charged and weigh the evidence presented.
The panel shall, in the case of an expulsion consideration, weigh information presented to determine:
a. Is the evidence sufficient to support consideration by the expulsion panel?
b. Has the district, through the schools involved, considered or utilized alternatives to expulsion when possible?
c. Have due process procedures been adhered to?
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The recommendation shall be either to proceed with the expulsion or to utilize an existing practical alternative in lieu of
expulsion.
If the district (school) has not adhered to due process requirements, the student shall be returned to school immediately.
If the Discipline Review Panel meets to consider a matter other than an expulsion, it shall provide its best judgment as to
an effective alternative program or plan to action.
The recommendation of the Discipline Review Panel shall be forwarded to the Director, Office of Student Services, who
shall then review the facts, concur, veto or modify the recommendation.
The extension of suspension shall be based upon determination by the Superintendent or designee that the presence
of the student at the school or in an alternative school placement would cause a danger to persons or property or a
threat of disrupting the instructional process. This extension shall be imposed only after the student and the
parent/guardian have been given the opportunity to be present at a hearing conducted by the Superintendent or
designee. At this time, the student and parent/guardian shall be given the opportunity to be heard and present any
information that might bear upon the decision.
Materials which support the decision of the person recommending the expulsion shall be prepared and submitted to
the Office of Student Services. The departments of Attendance, Guidance, Special Education and/or Health may be
requested to assist in the preparation of this material.
The student is entitled to one postponement of an expulsion hearing for a period of not more then 30 calendar days. The
request for postponement shall be in writing. Any subsequent postponement may be granted at the Board's discretion.
(Education Code 48918(a))
If the Board finds it impractical during the school year to comply with these time requirements for conducting an expulsion
hearing, the Superintendent or designee may, for good cause, extend the time period by an additional five school days.
Reasons for the extension shall be included as a part of the record when the expulsion hearing is held. (Education Code
48918(a))
If the Board finds it impractical to comply with the time requirements of the expulsion hearing due to summer recess of
Board meetings of more than two weeks, the days during the recess shall not be counted as school days. The days not
counted during the recess may not exceed 20 school days as defined in Education Code 48925. Unless the student
requests in writing that the expulsion hearing be postponed, the hearing shall be held no later than 20 calendar days prior
to the first day of the next school year. (Education Code 48918(a))
Once the hearing starts, all matters shall be pursued with reasonable diligence and concluded without unnecessary delay.
(Education Code 48918(a))
When the parent/guardian agrees to waive the Administrative Hearing Panel, they also waive all notification and timelines
related to the expulsion hearing process, along with their rights to appeal the determination of the Board.
The signed affidavit and findings of fact will be submitted to the Board for their approval. The Board has the discretionary
power to accept, reject, or modify all recommendations.
Whenever the Superintendent or designee recommends an expulsion hearing that addresses allegations of sexual assault
or sexual battery, he/she shall give the complaining witness a copy of the district’s suspension and expulsion policy and
regulation and shall advise the witness of his/her right to all the following: (Education Code 48918.5)
1. Receive five days’ notice of his/her scheduled testimony at the hearing.
2. Have up to two adult support persons of his/her choosing present in the hearing at the time he/she testifies.
3. Have a closed hearing during the time he/she testifies.
Whenever any allegation of sexual assault or sexual battery is made, the Superintendent or designee shall immediately
advise complaining witnesses and accused students to refrain from personal or telephone contact with each other during
the time when an expulsion process is pending. (Education Code 48918.5)
Written notice of the hearing shall be forwarded to the student and the student's parent/guardian at least 10 calendar days
before the date of the hearing. The notice shall include: (Education Code 48900.8, 48918 (b))
1. The date and place of the hearing.
2. A statement of the specific facts, charges and offense upon which the proposed expulsion is based.
4. Notification of the student’s or parent/guardian’s obligation, pursuant to Education Code 48915.1, to provide
information about the student’s status in the district to any other district in which the student seeks enrollment.
This obligation applies when a student is expelled for acts other than those described in Education Code 48915
(a) or (c).
5. The opportunity for the student or the student's parent/guardian to appear in person and/or be represented by
legal counsel or by a non-attorney advisor.
Legal counsel means an attorney or lawyer who is admitted to the practice of law in California and is an active
member of the State Bar of California.
Non-attorney advisor means an individual who is not an attorney or lawyer, but who is familiar with the facts of the
case, and has been selected by the student or student’s parent/guardian to provide assistance at the hearing.
6. The right to inspect and obtain copies of all documents to be used at the hearing.
7. The opportunity to confront and question all witnesses who testify at the hearing.
Whether the expulsion hearing is held in closed or public session, the Board may meet in closed session to determine
if the student should be expelled. If the Board admits any other person to the closed session, the parent/guardian, the
student, and the counsel of the student, shall also be allowed to attend the closed session. (Education Code
48918(c))
If a hearing that involves a charge of sexual assault or sexual battery is to be conducted in public, a complaining
witness shall have the right to have his/her testimony heard in closed session when testifying in public would threaten
serious psychological harm to the witness and when there are no alternative procedures to avoid the threatened
harm, including but not limited to videotaped deposition or contemporaneous examination in another place
communicated to the hearing room by closed-circuit television. (Education Code 48918(c))
2. Record of Hearing: A record of the hearing shall be made and may be maintained by any means, including electronic
recording, as long as a reasonably accurate written and complete transcription of the proceedings can be made.
(Education Code 48918(g))
3. Subpoenas: Before commencing a student expulsion hearing, the Board may issue subpoenas, at the request of
either the student or the Superintendent or designee, for the personal appearance at the hearing of any person who
actually witnessed the action that gave rise to the recommendation for expulsion. After the hearing has commenced,
the Board or the hearing officer or administrative panel may issue such subpoenas at the request of the student or the
County Superintendent of Schools or designee. All subpoenas shall be issued in accordance with the Code of Civil
Procedure 1985-1985.2 and enforced in accordance with Government Code 11455.20, formerly 11525. (Education
Code 48918(i))
Any objection raised by the student or the Superintendent or designee to the issuance of subpoenas may be
considered by the Board in closed session, or in open session if so requested by the student, before the meeting. The
Board’s decision in response to such an objection shall be final and binding. (Education Code 48918(i))
If the Board determines, or if the hearing officer or administrative panel finds and submits to the Board, that a witness
would be subject to unreasonable risk of harm by testifying at the hearing, a subpoena shall not be issued to compel
the personal attendance of that witness at the hearing. However, that witness may be compelled to testify by means
of a sworn declaration as described in item #4 below. (Education Code 48918(i))
4. Presentation of Evidence: While technical rules of evidence do not apply to expulsion hearings, evidence may be
admitted and used as proof only if it is the kind of evidence on which reasonable persons can rely in the conduct of
serious affairs. The decision of the Board to expel must be supported by substantial evidence that the student
committed any of the acts listed in "Grounds for Suspension and Expulsion" above.
Findings of fact shall be based solely on the evidence at the hearing. While no evidence shall be based solely on
hearsay, sworn declarations may be admitted as testimony from witnesses whose disclosure of their identity or
testimony at the hearing may subject them to an unreasonable risk of physical or psychological harm. (Education
Code 48918 (f) and (h))
In cases where a search of a student’s person or property has occurred, evidence describing the reasonableness of
the search shall be included in the hearing record.
a. Any complaining witness shall be given five days' notice before being called to testify.
b. Any complaining witness shall be entitled to have up to two adult support persons, including but not limited to
a parent/guardian or legal counsel, present during his/her testimony.
c. Before a complaining witness testifies, support persons shall be admonished that the hearing is confidential.
d. The person presiding over the hearing may remove a support person whom he/she finds is disrupting the
hearing.
e. If one or both support persons are also witnesses, the hearing shall be conducted according to Penal Code
868.5.
f. Evidence of specific instances of prior sexual conduct of a complaining witness shall be presumed
inadmissible and shall not be heard unless the person conducting the hearing determines that extraordinary
circumstances require the evidence to be heard. Before such a determination is made, the complaining
witness shall be given notice and an opportunity to oppose the introduction of this evidence. In the hearing on
the admissibility of this evidence, the complaining witness shall be entitled to be represented by a
parent/guardian, legal counsel or other support person. Reputation or opinion evidence regarding the sexual
behavior of a complaining witness shall not be admissible for any purpose.
g. In order to facilitate a free and accurate statement of the experiences of the complaining witness and to
prevent discouragement of complaints, the district shall provide a nonthreatening environment.
(1) The district shall provide a room separate from the hearing room for the use of the complaining
witness before and during breaks in testimony.
(2) At the discretion of the person conducting the hearing, the complaining witness shall be allowed
reasonable periods of relief from examination and cross-examination during which he/she may leave the
hearing room.
(3) The person conducting the hearing may:
(a) Arrange the seating within the hearing room so as to facilitate a less intimidating environment
for the complaining witness.
(b) Limit the time for taking the testimony of a complaining witness to the hours he/she is normally
in school, if there is no good cause to take the testimony during other hours.
(c) Permit one of the support persons to accompany the complaining witness to the witness
stand.
6. Decision Within 10 Days: The Board’s decision on whether to expel a student shall be made within 10 school days
after the conclusion of the hearing, unless the student requests in writing that the decision be postponed. (Education
Code 48918(a))
7. Decision Within 40 Days: If the Board does not meet on a weekly basis, its decision on whether to expel a student
shall be made within 40 school days after the student is removed from his/her school of attendance, unless the
student requests in writing that the decision be postponed. (Education Code 48918(a))
A hearing conducted by the hearing officer or administrative panel shall conform to the same procedures as apply to a
hearing conducted by the Board as specified in "Conduct of Expulsion Hearing."
The hearing officer or administrative panel shall, within three school days after the hearing, determine whether to
recommend expulsion of the student to the Board. If expulsion is not recommended, the student shall be immediately
reinstated. (See "Reinstatement.") The Superintendent or designee shall place the student in a classroom instructional
program, any other instructional program, a rehabilitation program, or any combination of these programs after consulting
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with district staff, including the student’s teachers, and with the student’s parent/guardian. (Education Code 48918(e))
If expulsion is recommended, findings of fact in support of the recommendation shall be prepared and submitted to the
Board. All findings of fact and recommendations shall be based solely on the evidence presented at the hearing. The
Board may accept the recommendation based either upon a review of the findings of fact and recommendations
submitted or upon the results of any supplementary hearing the Board may order. (Education Code 48918(f))
In accordance with Board policy, the hearing officer or administrative panel may recommend that the Board suspend the
enforcement of the expulsion for a period of one year. (See "Decision Not to Enforce Expulsion Order" below.)
The Board shall make its decision about the student's expulsion within 40 school days after the date of the student’s
removal from school unless the student requests in writing that the decision be postponed. (Education Code 48918(a))
2. Each discipline review panel shall consist of three certificated persons plus a chairperson and shall consist of
elementary educators when a review is being made of an elementary student and of secondary educators when a
review is being made of a secondary student. A panelist may not serve on any panel involving a student who is
currently attending the school in which he/she is assigned. A representative from Student Services shall be a
nonvoting member of each panel.
A chairperson and assistant chairperson, to serve when the chairperson is unable to serve, shall be appointed by the
Superintendent or designee and shall serve at his/her pleasure. Neither shall be a member of the Student Services staff.
A pool of panelists shall be established which shall be composed of personnel who have served or are currently serving
as members of administrative expulsion panels. The committee chairman shall select members to serve on individual
panels.
The meetings of the discipline review panel are open to school district personnel only.
The duties of the Discipline Review Panel are as follows:
1. The chairperson shall call a meeting of the panel as soon as possible, but no later than 10 school days after the
receipt of notice of a pending case.
2. A recommendation must be forwarded to the Director, Office of Student Services, within three days of the review
hearing.
3. In the event a member of the committee cannot be present at a meeting, the Director, Office of Student Services,
will appoint an alternate from the pool to attend.
If the Board conducts the hearing and reaches a decision not to expel, this decision shall be final and the student shall be
reinstated immediately.
Upon ordering an expulsion, the Board shall set a date when the student shall be reviewed for readmission to a school
within the district. For a student expelled for an act listed under “Mandatory Recommendation and Mandatory Expulsion”
above, this date shall be one year from the date the expulsion occurred, except that the Board may set an earlier date on
a case-by-case basis. For a student expelled for other acts, this date shall be no later than the last day of the semester
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following the semester in which the expulsion occurred. (Education Code 48916)
At the time of the expulsion order, the Board shall recommend a plan for the students rehabilitation, which may include:
(Education Code 48916)
1. Periodic review as well as assessment of the student at the time of review for readmission.
2. Recommendations for improved academic performance, tutoring, special education assessments, job training,
counseling, employment, community service and other rehabilitative programs.
With parental consent, students who have been expelled for reasons relating to controlled substances or alcohol may be
required to enroll in a county-sponsored drug rehabilitation program before returning to school. (Education Code 48916.5)
Written Notice to Expel
The Superintendent or designee shall send written notice of the decision to expel the student or parent/guardian. This
notice shall include the following:
1. The specific offense committed by the student for any of the causes for suspension or expulsion listed in
Education Code 48900 (a)-(o), Education Code 48900.2-48900.4, Education Code 48915 (c) and (Education
Code 48900.8).
2. The fact that a description of readmission procedures will be made available to the student and his/her
parent/guardian. (Education Code 48916)
3. Notice of the right to appeal the expulsion to the County Governing Board. (Education Code 48918)
4. Notice of the alternative educational placements to be provided to the student during the time of expulsion.
(Education Code 48918)
5. Notice of the student’s or parent/guardian’s obligation to inform any new district in which the student seeks to
enroll of the student’s status with the expelling district, pursuant to Education Code 48915.1 (Education Code
48918).
The suspension of the enforcement of an expulsion shall be governed by the following: (Education Code 48917)
1. The Board may, as a condition of the suspension of enforcement, assign the student to a school, class or
program appropriate for the student’s rehabilitation. This rehabilitation program may provide for the involvement of
the student’s parent/guardian in the student’s education. However, a parent/guardian’s refusal to participate in the
rehabilitation program shall not be considered in the Board’s determination as to whether the student has
satisfactorily completed the rehabilitation program.
2. During the period when enforcement of the expulsion order is suspended, the student shall be on probationary
status.
3. The suspension of the enforcement of an expulsion order may be revoked by the Board if the student commits
any of the acts listed under “Grounds for Suspension and Expulsion” above or violates any of the district’s rules
and regulations governing student conduct.
4. When the suspension of the enforcement of an expulsion order is revoked, a student may be expelled under the
terms of the original expulsion order.
5. Upon satisfactory completion of the rehabilitation assignment, the Board shall reinstate the student in a district
school. Upon reinstatement, the Board may order the expunging of any or all records of the expulsion
proceedings.
6. Suspension of the enforcement of an expulsion order shall not affect the time period and requirements for the
filing of an appeal of the expulsion order with County Board of Education.
7. The Superintendent or designee shall send written notice of any decision to suspend the enforcement of an
expulsion order during a period of probation to the student or parent/guardian. The notice shall also inform the
parent/guardian of the right to appeal the expulsion to the County Board of Education. (Education Code 48918 (j))
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Right To Appeal
The student or parent/guardian is entitled to file an appeal of the Board's decision to the County Board of Education. The
appeal must be filed within 30 days of the Board’s decision to expel, even if the expulsion action is suspended and the
student is placed on probation. (Education Code 48919)
Post-Expulsion Placements
The Board shall refer expelled students to a program of study that is: (Education Code 48915, 48915.01)
1. Appropriately prepared to accommodate students who exhibit discipline problems.
2. Not provided at a comprehensive middle, junior or senior high school or at any elementary school, unless the
program is offered at a community day school established at such a site.
3. Not housed at the school site attended by the student at the time of suspension.
When the placement described above is not available, and when the County Superintendent of Schools so certifies,
students expelled for acts described in items #6 through #13 and #17 through #19 under “Grounds for Suspension and
Expulsion” may be instead referred to a program of study that is provided at another comprehensive middle, junior, or
senior high school, or at an elementary school. (Education Code 48915)
The program for a student expelled from any of grades K-6 shall not be combined or merged with programs offered to
students in any of grades 7-12. (Education Code 48916.1)
2. The Superintendent or designee shall hold a conference with the parent/guardian and the student. At the conference
the student’s rehabilitation plan shall be reviewed and the Superintendent or designee shall verify that the provisions
of this plan have been met. School regulations shall be reviewed and the student and parent/guardian shall be asked
to indicate in writing their willingness to comply with these regulations.
3. The Superintendent or designee shall transmit to the Board his/her recommendation regarding readmission. The
Board shall consider this recommendation in closed session if information would be disclosed in violation of Education
Code 49073-49079. If a written request for open session is received from the parent/guardian or adult student, it shall
be honored.
4. If the readmission is granted, the Superintendent or designee shall notify the student and parent/guardian, by
registered mail, of the Board’s decision regarding readmission.
5. The Board may deny readmission only if it finds that the student has not satisfied the conditions of the rehabilitation
plan or that the student continues to pose a danger to campus safety or to other district students or employees.
(Education Code 48916)
6. If the Board denies the readmission of a student, the Board shall determine either to continue the student’s placement
in the alternative educational program initially selected or to place the student in another program that serves expelled
students, including placement in a county community school. (Education Code 48916)
7. The Board shall provide written notice to the expelled student and parent/guardian describing the reasons for denying
readmittance into the regular program. This notice shall indicate the Board’s determination of the educational program
which the Board has chosen. The student shall enroll in that program unless the parent/guardian chooses to enroll the
student in another school district. (Education Code 48916)
The Superintendent or designee shall, within five working days, honor any other district’s request for information about an
expulsion from this district. (Education Code 48915.1)
The principal or designee also shall notify appropriate city or county law enforcement authorities of any student acts which
may involve the possession or sale of narcotics or of a controlled substance or possession of weapons or firearms in
violation of Penal Code 626.9 and 626.10. (Education Code 48902)
Within one school day after a student's suspension or expulsion, the principal or designee shall notify appropriate city or
county law enforcement authorities, by telephone or other appropriate means, of any student acts which may violate
Education Code 48900(c) or (d), relating to the possession, use, offering or sale of controlled substances, alcohol, or
intoxicants of any kind. (Education Code 48902)
Outcome Data
The Superintendent or designee shall maintain the following data and report such data annually to the California
Department of Education, using forms supplied by the California Department of Education: (Education Code 48900.8,
48916.1)
1. The number of students recommended for expulsion.
2. The grounds for each recommended expulsion.
3. Whether the student was subsequently expelled.
4. Whether the expulsion order was suspended.
5. The type of referral made after the expulsion.
6. The disposition of the student after the end of the expulsion period.
A school district must inform any teacher, counselor or administrator in a supervisory or disciplinary position when, based
on records maintained by the district or received from law enforcement, it has information that, during the three previous
school years, a pupil has engaged in, or is reasonably suspected to have engaged in, the following criminal or disruptive
conduct at school, while going to or from school, or during a school sponsored activity:
Such information is confidential and shall not be further disseminated. Ed Code 49079.
District Policy
Adopted
Pasadena Unified School District Unified School District
Board Policy
Personnel
Sexual Harassment
The district prohibits sexual harassment in the work place and shall act promptly, visibly and vigorously in demonstrating
strong disapproval of sexual harassment in the work place. The Superintendent or designee shall develop appropriate
procedures to ensure that employees have a work place free of sexual harassment and to provide a mechanism for
resolution of complaints of sexual harassment.
Legal Reference:
Education Code
200 et al. Prohibition of discrimination on the basis of sex
212.5 Sexual harassment, defined
230 Particular practices prohibited, including sexual harassment
TITLE VII, CIVIL RIGHTS ACT as amended by Title IX, Equal Employment Opportunity Act
Meritor Savings Bank, FSB v. Vinson et al.
86 Daily Journal D.A.R. 2130
Regulation Pasadena Unified School District Unified School District
Approved: 06/2011 City: Pasadena , California
In accordance with Board policy prohibiting sexual harassment in the work place, the purpose of this regulation is to
provide a procedure to handle complaints of sexual harassment.
Unlawful sexual harassment under the Fair Employment and Housing Act (FEHA) also includes unwelcome sexual
advances of an employer toward an employee of the same sex and harassment on the basis of pregnancy disability.
[Gov. Code 12940 (h) (3) (c)]
Complaint Process
1. Employees may report incidents of sexual harassment to any supervisor, manager, or administrator at the school
site or in the department where they are working. If there is no supervisor, manager, or administrator to whom the
employee is comfortable reporting the incident, the report may be made to the next higher level in the chain of
command.
2. Any supervisor, manager, or administrator who has received a report, verbally or in writing, from any employee
regarding sexual harassment of that employee or another employee by a student or adult in the work place must
forward that report to the Cabinet level administrator within twenty-four (24) hours, or within a reasonable
extension of time thereafter for good cause.
3. All complaints of sexual harassment will be investigated and promptly resolved.
4. Upon receipt of an allegation of sexual harassment, the supervisor, manager, or administrator will designate an
investigator who will initiate an investigation into the complaint within 48 hours.
5. The school district will designate management employees at each work site who are trained to investigate sexual
harassment complaints.
6. After completion of the investigation, the manager will render his/her findings and a recommended disposition of
the complaint. In determining whether the alleged conduct constitutes sexual harassment, the manager will look
at the record as a whole and the totality of the circumstances, including the nature of the alleged sexual
harassment and the context in which the alleged incidents occurred.
7. If the complainant is not satisfied by the report of the manager and the recommended disposition, he/she may
submit the matter to the appropriate Cabinet officer. The complainant shall make an appeal in writing stating the
reasons why the complainant is dissatisfied with the report and recommended disposition. This written appeal
shall be on a form prescribed by the district and shall be signed by the complainant.
8. The Cabinet officer shall review the basis for complainant's appeal and the report and recommended disposition
compiled by the manager. The Cabinet officer may make a decision based on the record presented or, if he/she
determines it is necessary, collect any additional information deemed necessary. The decision of the Cabinet
officer may be appealed to the Superintendent or designee and then to the Board using the same appeal process
and form.
Enforcement
Each work site supervisor, manager, and administrator has full responsibility for maintaining a work environment free of
sexual harassment. Work site managers shall take appropriate actions to reinforce the district's sexual harassment policy.
These actions will include:
1. Maintaining an available supply of the policy and the district's brochures and materials regarding this policy.
2. Prompt removal of vulgar or sexually offensive graffiti or other displays.
3. Providing annual staff in-services within the first four weeks of each work year.
4. Taking appropriate disciplinary action as needed.
5. All supervisors, managers, and administrators shall instruct employees on the procedure for reporting sexual
harassment on an as needed basis.
7. A violation of policy or regulations shall constitute just and reasonable cause for discipline and shall be deemed to
be a violation of and refusal to obey the school laws of California and reasonable regulations prescribed for the
government of the district by the Board under Education Code 44932.
Confidentiality
District employees involved in processing sexual harassment complaints shall endeavor in good faith to protect the
privacy of all parties involved in a complaint of sexual harassment. Files pertaining to sexual harassment complaints shall
not be made available to the general public.
Records
Copies of all reports of sexual harassment shall be forwarded to the chief personnel officer who is responsible for
maintaining overall district records of incidents. Such records and reports shall not be made available to the general
public.
Educational Outreach
As a means of preventing sexual harassment, the Superintendent shall ensure that all employees are notified of the
adoption of policies and procedures to prevent sexual harassment. Each manager of a work site shall have a plan on file
for providing staff in-service and procedures relative to sexual harassment education and the policies, regulations, and
procedures.
State of California
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Appropriate Agency:
Address:
, CA
Phone:
Retaliation Prohibited
The district prohibits retaliatory behavior against any complainant or any participant in the complaint process. The
initiation of a complaint of sexual harassment will not negatively reflect on the employee who initiates the complaint, nor
will it affect the employee's job assignment, status, rights, privileges, or benefits.
Regulation Pasadena Unified School District Unified School District
Approved: City: , California
In accordance with board policy and the Education Code 35183. 35183.5, 48907, 49066, and Code of Regulations Title 5,
302 both students and staff of the school campus have the constitutional right to be safe and secure in their schools.
Students will come to school having paid proper attention to their personal cleanliness and neatness of dress
Policy
A student may not attend classes in a manner which:
Guidelines
The following are NOT permitted on campus:
Offenses
Dress code guideline will be honored at school events including school dances. Modesty and good taste are expected at
school and all school events.
Offenses & Consequences
1st offense: The student will be given a warning; parent will be contacted by the school to bring a change of clothing
before the student is admitted to class; personal responsibility is expected.
2nd offense: Parent contacted by school for change of clothing; parent conference; may result in other disciplinary
actions.
3rd offense: Student is suspended; possible recommendation of transfer to an alternative school or placement; may result
in other disciplinary actions.
(Note: Continued failure to comply with dress code may result in increased disciplinary actions; serious single or first time
offenses may result in immediate suspension.)
* These guidelines are designed to help reduce potential problems on campus and provide a positive learning
environment.
Blood Borne Pathogen Incident Reporting Form And Exposure Control Plan
Students
INFECTIOUS DISEASES
BP [ENTER #]
The Governing Board recognizes its dual responsibility to protect the health of students from risks posed by infectious
diseases and to uphold the right of students to a free and appropriate education.
For purposes of this policy, infectious diseases shall include all those listed by the State Department of Health Services
and the County Health Department.
The admission of a student with an infectious disease other than the serious illnesses addressed below shall be
determined by the Superintendent or designee according to law. The Superintendent or designee shall consult with the
student's parent/guardian and, as required, with the student's physician and/or the County Health Department, in
accordance with law and consistent with confidentiality provisions.
The Board encourages parents/guardians to inform the Superintendent or designee if their child has an infectious disease
so that any such child will have access to appropriate district programs and services, and so that school staff may work
cooperatively with the student's parents/guardians to minimize the child's exposure to other diseases in the school setting.
The Superintendent or designee shall ensure that student confidentiality rights are strictly observed in accordance with
law. No district employee shall release medical information, including knowledge of a bloodborne pathogen infection,
without written consent from the parent/guardian or adult student. Such information shall be shared only with those
persons specifically named in the written permission.
The district requires all staff to routinely observe universal precautions to prevent exposure to bloodborne pathogens and
prevent the spread of all infectious disease.
The Board desires to be supportive of students infected with bloodborne pathogens and to help their families cope with
difficulties they may face. The Board believes that schools can play an important role in educating the school community
about the nature of bloodborne pathogens and alleviating fears about their transmission.
(cf. 5141.6 - Student Health and Social Services)
(cf. 6142.1 - Sexual Health and HIV/AIDS Prevention Instruction)
(cf. 6142.8 - Comprehensive Health Education)
Legal Reference:
Education Code
48210-48216 Persons excluded
49073-75 Privacy of pupil records
49076 Access to records by persons without written consent or under judicial order
49403 Cooperation in control of communicable disease and immunization of students
49405 Smallpox control
49406 Examination for tuberculosis
49408 Information of use in emergencies
49450 Rules to ensure proper care and secrecy
49451 Parent's refusal to consent to medical exam
49602 Confidentiality of information disclosed by a parent or pupil 12 years or older to a
school counselor
California Constitution
Article 1, section 1 - Right to Privacy
Civil Code
56-56.37 Confidentiality of medical information
1798-1798.76 Information Practices Act
Court Decisions
Phipps v. Saddleback Valley Unified School District (1988), 204 Cal. App. 3d 1110
Doe v. Belleville Public School District, 672 F. Supp. 342
Thomas v. Atascadero Unified School District, 662 F. Supp. 376
Web Sites
CDE: http://www.cde.ca.gov
California Department of Health Services: http://www.dhs.ca.gov
Centers for Disease Control and Prevention: http://www.cdc.gov
NSBA, School Health Programs: http://www.nsba.org/schoolhealth/
Policy Adopted:
1. General
1.1. While recognizing that both students and employees diagnosed with an infectious blood borne disease are
entitled to a confidential relationship between themselves, the medical community and/or other agencies, the
Board of School Trustees encourages these individuals to meet with the School Principal and/or Superintendent
of Schools to discuss their disease and immediate and future needs.
1.2. Assessment
2. Students:
2.1. The Superintendent (or designate) will be informed, by the school principal as soon as is known, of any student
infected with an infectious blood borne disease.
2.2. A Risk Assessment will be conducted using a team approach including the personal physician, public health
personnel, the parent or guardian, and school district personnel as appropriate and will make recommendations
about the type of educational and care setting based on the following:
a. Behavior, neurological development and physical condition of the child;
b. Type of interaction expected with others.
c. What the potential is for exposure
d. Areas for potential for exposure
e. How exposure may happen
f. Who needs to know?
g. What will happen if there is a risk of exposure?
2.3. The team will consider the risk to others in the workplace, whether or not the individual is healthy enough to
continue to attend school, and what precautions should be taken to ensure the safety and health of others.
a. The identity of infected students will remain confidential and restricted to those who need to know or are
required to be informed.
2.4. Decisions on attendance at school are dependent on the circumstances of each individual case. Regular
evaluation of the appropriateness of attendance will be conducted.
2.5. The Board will be notified immediately when the team considers the health condition of a student to be a danger
to the immediate health and welfare of a school, its students or employees of the Board.
a. Upon being notified of the team’s concern, the Board will refer the matter to the Medical Health Officer in
accordance with the procedures outlined in the School Act.
Employees
2.6. The Superintendent will be informed, by district staff as soon as is known, of any employee infected with an
infectious blood borne disease.
2.7. Employees with an infectious blood borne disease, who are able to carry out the essential duties of their jobs in a
satisfactory manner without posing a health or safety risk to themselves or others, will be entitled to continue their
work.
2.8. Decisions regarding potential health or safety hazards will be made on a case-by-case basis in consultation with
the employee, the personal physician and district personnel as appropriate.
2.10.The Board will be notified immediately if the Superintendent considers the health condition of an employee to be
a danger to the immediate health and welfare of a school, its students or other employees of the Board.
a. Upon being notified of the Superintendent’s concern, the Board will refer the matter to the Medical Health
Officer in accordance with the procedures outlined in the School Act.
3.2. Schools will be provided with appropriate protective equipment including disposable waterproof gloves (natural
rubber latex, neoprene, nitrile, or vinyl), tongs or pliers and proper sharps containers.
3.3. Schools’ medical room mattresses will be either vinyl-coated beds or cloth mattress with a protective vinyl
(plastic) covering so that they can be cleaned as needed with a bleach solution.
3.4. Blankets can be cleaned as needed by forwarding them, in a clearly labeled plastic bag, to the Assistant
Supervisor Operations at the Facilities Office.
4. Universal Precautions
4.1. Universal Precautions to prevent transmission of blood-borne disease will be followed. Universal Precautions is
the term for infection control measures endorsed by the Canadian Centre for Occupational Health and Safety for
workers who might come into contact with blood and other body fluids. In summary they include:
a. Wash hands for 30 seconds after contact with blood and other body fluids contaminated with blood.
b. Wear disposable latex gloves when you encounter blood, body fluids, or when cleaning cuts, scrapes or
wounds. Wash your hands as soon as you remove your gloves. Dispose gloves in a plastic bag.
c. Use disposable absorbent material like paper towels to stop bleeding.
d. Discard bloodstained material in a sealed plastic bag and deposit in the garbage. Label as containing
blood-tainted material.
e. Cover cuts or scratches with a bandage until healed.
f. Immediately protect staff and students from coming in contact with blood-soiled surfaces. The area must
be disinfected with a fresh solution of one part bleach and nine-parts water (10% bleach solution).
Mops or brushes used for cleaning should be soaked in a bleach solution for 20 minutes.
(Note: The custodial department will provide each school with the product for dissolving in water to provide the bleach
solution.)
5.1. In accordance with the Occupational Health and Safety Regulations (section 6.35), the district’s Health & Safety
Coordinator will develop and maintain a list of positions and/or tasks and procedures where there is a potential for
occupational exposure to a blood borne pathogen.
5.2. Employees who have, or may have, occupational exposure to the hepatitis B virus, will upon request, receive a
hepatitis B vaccination (section 6.39, OH&S Regs).
Philosophy Of Discipline
• Behavior expectations and the consequences for not meeting expectations must be clearly communicated to all
students and their parents (in writing as well as verbally).
• The severity of consequences for violating behavior expectations increases with each incident of inappropriate
behavior.
• The consequences for violating behavior expectations should be severe enough to discourage students from
making poor behavior decisions.
• Expectations and consequences should permit students an opportunity to eliminate inappropriate behavior.
• Additionally, the school staff recognizes that the middle school years are a transition time from adolescence to
young adulthood. As a part of this transition, the student is given greater opportunities to be responsible and
demonstrate independence and good judgment. The structure of our behavior expectations (in the classroom as
well as school wide) is meant to encourage students to be responsible. The first step in many instances of
inappropriate behavior (those considered to be "minor") is a simple warning ("Your behavior is unacceptable.
Please stop such behavior"). It is only when a student ignores such warnings and continues to choose to act
irresponsibly (like a child rather than an emerging adult) that we involve parents and implement consequences.
I will expect
That when you refer a student for discipline:
1. The student has been made fully aware of classroom and school rules and knows what rules he/she has violated.
2. Teachers within a village will discuss any continuing behavior problems and schedule a team conference with the
student and parents when appropriate.
3. That information will be provided on the referral regarding previous actions you have taken regarding this specific
issue.
4. You have exhausted the interventions at your disposal (i.e., you have done everything you can do) and you have
followed the guidelines established by the administration and staff on what constitutes an appropriate behavior
referral.
5. The behavior was so serious or so blatant as to make immediate removal from the classroom necessary.
6. The written referral will be explicit in stating the offense(s).
7. You will send the student out of class with a referral only if his/her continued presence in the class would disrupt
or prevent teaching and/or learning.
8. If necessary, the referral will be delivered to the office at a time convenient to the staff member so that the issue
may be handled most efficiently, causing a minimum of lost class time.
I will expect
1. That each teacher will go to the doorway of his/her classroom after each class period as often as possible and
assume control of student behavior in the corridor.
2. That each staff member will hold students accountable for their behavior on the school grounds at all times.
1. Accelerated Reading
2. Annobolic Steroids
3. Announcements
4. Assemblies
5. Associated Student Body
6. ATOD policy
7. ATOD Use by Students
8. Attendance
9. Apprehension
10. Behavior
11. Behavior-Code of Conduct
12. Bills
13. Bullying
14. Bullying Prevention
15. Buss/Transportation regulations
16. Cafeteria
17. Campus Guidelines
18. Campus Visitors
19. Change of Address
20. Cheating
21. Classroom Discipline For Staff
22. Classroom Disruption/Insubordination
23. Code of Safety and Conduct
24. Communications Home/School
25. Communications Parent/School
26. Conduct
27. Conflict Resolution
28. Construction
29. Corridors and Restrooms
30. Crime Reporting
31. Detention
32. Discipline
33. Disrespect/Defiance
34. Drill Schedule
35. Extension of class period
36. Extracurricular Eligibility Policy
37. Eye Protection Devices
38. Fighting
39. First Aid
40. Fire/Emergency Drills
41. Food/Drinks on Campus
42. Forgery
43. Gangs
44. Graduation Requirements
45. Guidance
46. Guidelines for the Playground
47. Gum Chewing
48. Harassment
49. Homework
50. Honor Role
Safe School Plan 62 of 92 5/9/18
PASADENA UNIFIED SCHOOL DISTRICT
CHILD WELFARE, ATTENDANCE & SAFETY
51. Intervention
52. Insurance, School
53. Laboratory Safety
54. Language
55. Library
56. Lockers
57. Medication
58. Non-Punitive Self Referral
59. Open/Closed Campus
60. Overaffection
61. Parking and Traffic
62. Playground Equipment
63. Programs and Services
64. Prohibited Activities
65. Public Displays of Affection
66. Radios/Electronics
67. Recess
68. Release During School
69. Release of student to Peace Officer
70. Reporting Suspected Child Abuse or Neglect
71. Research Based Curriculum
72. Rewards for Good Behavior, Exceptional Effort, and Acd. Excel.
73. Rights and Responsibilities
74. Safe Ingress To and Egress From School
75. Search and Seizure
76. Stealing
77. Suspension and Expulsion/Due Process
78. Telephones
79. Textbooks
80. Truancy
81. Uniforms/Dress
82. Upper Grades Discipline Referral Procedures
83. Vandalism/Theft/Graffiti
84. Weapons
85. Yard Duty
86. Zero Tolerance
4/11/2018 Update
California law requires the Comprehensive School Safety Plan of each school to be annually evaluated and
amended, as needed, to ensure the plan is being properly implemented (Education Code 35294.2[e]). An updated
file of all safety-related plans and materials is maintained by Woodrow Wilson Middle School and is readily
available for inspection by the public.
California law also requires notice for public input prior to the adoption of the Comprehensive School Safety
Plan. Notice for public comment was provided on April 11, 2017 meeting at School Site Council Meeting. Notice
was provided by email, website, posted.
Woodrow Wilson Middle School’s “school site council” has evaluated our Comprehensive School Safety Plan
and has determined the following:
Amendments
See School Plan for 2017-2018 for additional plans for school climate.
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Signature Date Signature Date
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Signature Date Signature Date
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Signature Date Signature Date
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Signature Date Signature Date
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Signature Date Signature Date
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The Comprehensive Safety Plan is due on March 1, 2018. It contains both emergency preparedness and site safety
measures developed by the Pasadena Unified School District as well as Safe School Committees and individual school
sites. Although this is a uniform document for the school district, it is specifically developed for each individual school
site to meet their safety needs. Please ensure that you are acquainted with the data and information needed to
complete your school’s plan.
1) School Profile
a) Update all pertinent identifiable information related to school and SSC members.
b) Update Mission and Vision to reflect 2018-18 school year.
c) Crime Statistics can be found on the police department websites, school crime statistics and CBEDS data can
be found on CDE website (data1.cde.ca.gov/Dataquest//) or a duplicate copy can be requested through
CWAS.
d) Discuss educational and curricular activities offered by your school: Music, art, etc
2) Physical Environment
a) Discussion of the school grounds including renovations and years completed.
b) Discuss where your plan is located on your school ground.
c) School site identification procedures
d) Discussion of internal security procedures
e) Community involvement programs
3) School Climate
a) Emergency Response Plan (where is it located) how is it reviewed (SEMS/NEMS)
b) Cultural Events
c) Classroom Organization and Management
4) Action Plan: (18-21)
a) Physical Environment : review PPT for sample goals: Areas of improvement, Desired Change #1 and
#2, Resources, Personnel Assignments, Timeframe, Budget, Evaluation
b) School Climate : review PPT for sample goals
c) Areas of improvement, Desired Change #1 and #2, Resources, Personnel Assignments, Timeframe, Budget,
Evaluation
5) Safety Strategies
a) School Safety Strategies 1-7: Discuss any concerns related to safety hazards that need to be addressed.
b) Declaration of when school site council will review the document for the upcoming year.
6) School Safety Compliance: All B.P’s and A.R.’s have been uploaded to document. No work is needed on this part
from the school. Although, all new policy must be reviewed with staff to ensure compliance and standardization.
7) Procedures to ensure a Safe and Orderly Environment:
a) Discussion of classroom management and referral system
b) Response to Intervention
c) Supplemental Information used to review student concerns
8) School Site Policy
a) Open Enrollment
b) Discipline Procedures
c) ATOD policy
d) Bully Prevention: Olweus
e) Dress Code
f) Code of Conduct
1. Eric Sahakian: Director Child Welfare, Attendance and Safety: ext. 88238
1.1. Discipline, Security, Mental Health Programs, Resources, Alternative Ed, 504, Response to Intervention
2. David Davis: Coordinator, Emergency Preparedness: ext
2.1. Campus Audits, SEMS/NEMS
3. Ann Rector: Coordinator, Health Programs ext
3.1. California Healthy Kids Survey, Drug and Alcohol Programs, Character Building
3.2. Child Abuse
4. Dr. Michael Jason: Executive Director, Special Education, ext 88600
4.1. IDEA, threat assessment, Manifestation Determination, Behavior Support Plans, FAA
4.2. Response to Intervention
2.
3.
4.
5.
6.
7.
Not In Fully
SECTION TITLE CONTENTS
Developed Progress Developed
School District X
Name of school X
Name of principal X
Address X
1 School Information
Phone number X
E-mail address X
Date plan reviewed X
Date plan developed X
School layout X
Administration building X
Classroom buildings and
numbers X
Classrooms and numbers X
2 School Map Parking areas X
Main streets X
Campus entrance and exit X
Aerial photos (if available) X
Main Utility valves and switches X
Incident Command Post X
Committee names X
3 Safety Committee
Law enforcement X
Member’s names X
Incident Command POST (ICP)
responsibilities (see attached
org. chart) X
Crisis Response
4 (SEMS/NIMS) alternates X
Team
Contact Information (cell
numbers, e-mail, phone
numbers) X
Member’s names X
Not In Fully
SECTION TITLE CONTENTS
Developed Progress Developed
Two Components: People and
Programs and Physical
Action Plan for Environment X
5 Safe and Orderly Goal for each component X
Environment Objectives X
Related activities X
Timelines X
School Map with designated
staging areas X
Staging Areas ON Student request and reunion
6
Campus gate and alternate X
Evacuation routes X
Alternate staging areas X
Community map X
Staging Areas OFF Location of staging areas X
7
Campus Alternate sites X
Location of supplies X
Equipment and Teacher emergency kits X
8
Supplies Inventory list X
Phones X
Radios X
Communication
Computers X
9 Systems
Intercom X
Student runners X
Special signals, etc. X
Not In Fully
SECTION TITLE CONTENTS
Developed Progress Developed
Fire X
Earthquake X
Lockdown X
Student release X
Child abuse reporting
procedures X
Emergency procedures X
Suspension and expulsion
Policies and policies X
10
Procedures Dangerous student notification
procedures X
Discrimination and sexual
harassment policy X
Dress code policy X
Safe ingress and egress X
Safe and orderly environment
(section 4) X
School rules and referral policy X
Safe School Plan 69 of 92 5/9/18
PASADENA UNIFIED SCHOOL DISTRICT
CHILD WELFARE, ATTENDANCE & SAFETY
Not In Fully
SECTION TITLE CONTENTS
Developed Progress Developed
Hate crime reporting X
Crime Reports X
Individual Student
Evacuation Plans (NEW) X
Student attendance sheets X
Emergency card information X
Student and Staff
11 List of students with special
Rosters
needs X
Law Enforcement Review
Local public meeting/date
District Office approval/date
12 Compliance
Public meeting/date
Post on School Accountability
Report Card/date
Assigned to schools are a school psychologist and school counselor. School staff shall identify students in need and bring
forth the student and the family to the school’s RtI Team. In extreme crisis responses schools shall implement the Incident
Crisis Response Plan for “suicide” in cases where a student exhibits specific characteristics. In incidences of possible
suicide, school/district psychologist or police crisis response units shall be contacted.
Five Acres
1. Jefferson Elementary
2. Washington K-5
3. Washington 6-8
Hillsides
1. Franklin Elementary
2. San Rafael Elementary
3. Wilson Middle School
Pacific Clinics
1. Cleveland Elementary
2. Jackson Elementary
3. Roosevelt Elementary
4. Rose City High School
PUSD
1. Blair High School
2. Don Benito Elementary
3. Field Elementary
4. McKinley Elementary/Middle
5. Norma Coombs
6. Sierra Madre Elementary Upper/Lower Campus
7. Eliot
8. Washington K-5
9. Washington 6-8
Hathaway/Sycamores
1. Longfellow Elementary
2. Madison Elementary
3. Pasadena High School
4. Webster Elementary
Every student is entitled to a safe school environment free from: discrimination, harassment, intimidation and bullying. The
District’s Policy on Bullying can be accessed on the District’s website. Copies are available in the school office.
1. The District prohibits bullying. This includes, but is not limited to: discrimination, harassment, intimidation, and
bullying based on the actual or perceived characteristics set forth in Penal Code section 422.55 and Education
Code section 220, and disability, gender, gender identity, gender expression, nationality, race, or ethnicity,
religion, sexual orientation, or association with a person or group with one or more of these actual or perceived
characteristics. Bullying is defined in Education Code section 48900 (r)
2. School personnel must immediately intervene (e.g. to commence an investigation within 24 hours of receiving a
notification, 48 hours for school personnel to provide an update to parent/guardian of involved student(s) if they
witness an act of discrimination, harassment, intimidation or bullying provided it is safe to do so.
3. Acts of discrimination, harassment, intimidation, or bullying should be brought to the attention of the principal.
4. You may make an anonymous complaint by contacting the principal or the Director of Child Welfare, Attendance,
and Safety. If there is sufficient corroborating information, the District will commence an investigation.
5. Complaints of discrimination, harassment, intimidation or bullying will be considered confidential. However, it may
be necessary to disclose certain information in order to effectively investigate.
6. Students who violate the District’s policies on discrimination, harassment, intimidation or bullying may be subject
to discipline, including suspension and expulsion.
7. The District prohibits retaliation against individuals who make complaints of discrimination, harassment,
intimidation, bullying or provide information related to such complaints.
8. Students and parents also may contact the District’s Office of Child Welfare, Attendance and Safety, at (626)396-
3600, extension 88238.
Bullying
What is a threat?
Types of Threats
Transient threats-
Expression of intent to harm
Express temporary feelings of anger/frustration
Usually can be resolved on the scene or in the office
After resolution, threat no longer exists
Usually end with clarification
Substantive threats
Express intent to physically injure someone beyond the immediate situation
There is at least some risk the student will carry out the threat
Require protective action
May be legal violations and require police consultation
During an active shooter situation, the natural human reaction, even if you are highly trained, is to be startled, feel fear
and anxiety, and even experience initial disbelief and denial. You can expect to hear noise from alarms, gunfire, and
explosions, and people shouting and screaming. Training provides the means to regain your composure, recall at least
some of what you have learned and commit to action. There are three basic options: run, hide, or fight. You can run away
from the shooter, seek a secure place where you can hide and/or deny the shooter access, or incapacitate the shooter in
order to survive and protect others from harm.29
As the situation develops, it is possible that you will need to use more than one option. During an active shooter situation,
individuals will rarely have all of the information they need to make a fully informed decision about which option is best.
While they should follow the plan and any instructions given during an incident, they will often have to rely on their own
judgment to decide which option will best protect lives.
Respond Immediately
It is not uncommon for people confronted with a threat to first deny the possible danger rather than respond. An
investigation by the National Institute of Standards and Technology (2005) into the collapse of the World Trade Center
towers on September 11, 2011, found that people close to the floors impacted waited longer to start evacuating than
those on unaffected floors.30 Similarly, during the Virginia Tech shooting, individuals on campus responded to the
shooting with varying degrees of urgency.31 These studies highlight this delayed response or denial. For example, some
people report hearing firecrackers, when in fact they heard gunfire.
Train staff and students to overcome denial and to respond immediately. For example, train students and staff to
recognize the sounds of danger, act, and forcefully communicate the danger and necessary action (e.g., “Gun! Get out!”).
In addition, those closest to the public-address or other communications system, or otherwise able to alert others, should
communicate the danger and necessary action. Repetition in training and preparedness shortens the time it takes to
orient, observe, and act.
Upon recognizing the danger, as soon as it is safe to do so, staff or others must alert responders by contacting 911 with
as clear and accurate information as possible.
Run
If it is safe to do so, the first course of action that should be taken is to run out of the building and move far away until you
are in a safe location.
Hide
If running is not a safe option, hide in as safe a place as possible.
Students and staff should be trained to hide in a location where the walls might be thicker and have fewer windows. In
addition
Remain silent;
Use strategies to silently communicate with first responders if possible, (e.g., in rooms with exterior windows make signs
to silently signal law enforcement and emergency responders to indicate the status of the room’s occupants);
Hide along the wall closest to the exit but out of the view from the hallway (allowing for an ambush of the shooter and for
possible escape if the shooter enters the room); and
Fight
If neither running nor hiding is a safe option, as a last resort when confronted by the shooter, adults in immediate danger
should consider trying to disrupt or incapacitate the shooter by using aggressive force and items in their environment,
such as fire extinguishers, chairs, etc. In a study of 41 active shooter events that ended before law enforcement arrived,
the potential victims stopped the attacker themselves in 16 instances. In 13 of those cases, they physically subdued the
attacker.32
While talking to staff about confronting a shooter may be daunting and upsetting for some staff, they should know that
they may be able to successfully take action to save lives. To be clear, confronting an active shooter should never be a
requirement of any IHE employee’s job; how each individual chooses to respond if directly confronted by an active shooter
is up to him or her. Further, the possibility of an active shooter situation is not justification for the presence of firearms on
campus in the hands of any personnel other than law enforcement.
1. Supervise the student and assign a "designated reporter." Ideally, the chain of supervision begins with the
perceptive, trained gatekeeper who escorts the student directly to the attention of a school crisis team member
who will serve as the “designated reporter”. This is typically a school psychologist, counselor, social worker or
nurse who has been trained to conduct suicide risk assessment. Under no circumstances should the student be
allowed to leave school or be alone (even in the restroom) until a risk assessment has been completed and a plan
has been generated. It may be appropriate to solicit the aid of collaborators to monitor the child while the crisis
team member seeks a phone in private.
2. Collaborate with administration or crisis team personnel. Many potentially difficult decisions will have to be made
and having the support and consultation from an administrator 'and one other staff member (perhaps the school
psychologist, nurse, counselor, or social worker) is both reassuring and prudent.
3. Warn parents or protective services. Whether a child/adolescent is assessed to be low, moderate or high risk,
parents or protective services must be notified in a timely fashion by the “designated reporter”.
4. Provide resources to parents. Provide parents with additional school-site and local mental health resources as
appropriate.
5. Utilize law enforcement when appropriate. All school crisis teams should have a representative from local law
enforcement. If a student resists, becomes combative or attempts to flee, law enforcement can be of invaluable
assistance. In some cases they can assume responsibility for securing a "72-hour hold" which will place the youth
in protective custody up to three days for psychiatric observation.
Has the student though about suicide (thoughts or threats alone, whether direct or indirect, may indicate LOW
risk)?
Have they tried to hurt themselves before (previous attempts, repetitive self-injury may indicate MODERATE
risk)?
Do they have a plan to harm themselves (the greater the planning, the greater the risk)?
What method are they planning to use and do they have access to the means (these questions would indicate
HIGH risk)?
Sample student question: Have you ever thought about suicide (harming yourself)?
Other indicators: current or recent thoughts, signs of depression, direct or indirect threats, sudden changes in
personality, friends, behaviors, evidence of self-harm in written or artwork; dark internet websites and chats.
Actions: Reassure and supervise student; warn parent; assist in connecting with school and community
resources; suicide-proof environments; mobilize a support system; develop a safety plan that identifies caring
adults, appropriate communication and coping skills and resource numbers.
Document all actions.
Sample student question: Have you ever tried to kill (hurt yourself) before?
Other indicators: previous attempt; recent mental health hospitalizations; recent trauma (losses, victimization);
recent medications for mood disorders; alcohol and substance addiction; running into traffic or jumping from
high places; repetitive self-injury.
Actions: See high risk.
Document all actions
Sample student question: Do you have a plan to kill (harm) yourself today?
Other indicators: current plan with method/access; finalizing arrangements; giving away prized possessions or
written/emailed good bye notes; refusal to agree to a safety plan.
Actions
Crisis Preparedness
Assess for suicide risk. While students who self-injure are generally low risk for suicide they often have
complex mental health histories.
Warn and involve parents if active wounds appear or student assesses at any risk level for suicide.
Utilize school/community resources. Tighten the circle of care by obtaining appropriate signed releases of
information.
Document all actions.
Encourage appropriate coping and problem-solving skills, do not discourage self-harm.
Identify caring adults at school and appropriate replacement skills utilizing “No Harm Agreements”.
Teach substitute positive behaviors (i.e. rubber bands, ice), communication skill building journaling, help
seeking behavior), reduction of tension (exercise/stress management), limiting isolation, regulation of
emotions and distress tolerance.
SI behaviors are imitated and can spread across grade levels, schools/campuses, clubs, and peer groups.
Each student should be assessed and triaged individually. If the activity involves a group "rite of
togetherness," the peer group should be identified and each student interviewed separately. When numerous
students within a peer group are referred, assessment of every student will often identify an "alpha" student
whose behaviors have set the others off. The "alpha" student should be assessed for more serious emotional
disturbance. While most students participating in a group event will assess at low risk, identifying moderate
and high risk students and targeting them for follow up is critical.
Respond individually but try to identify friends who engage in SI.
School mental health professionals should refrain from running specific groups that focus on cutting rather
focusing on themes of empowerment, exercise/tension relief and grief resolution.
Health educators should reconsider the classroom presentation of certain books, popular movies, and music
videos that glamorize such behaviors and instead seek appropriate messages in the work of popular artists.
Monitor the internet chat and websites
SI should not be discussed in detail in school newspapers or other student venues. This can serve as a
"trigger" for individuals who SI.
Those who SI should be discouraged from revealing their scars because of issues of contagion. This should
be discussed and explained and enforced.
Educators must refrain from school wide communications in the form of general assemblies or intercom
announcements that address self-injury.
In general, designated person should be clear with the student that although the fact of SI can be shared, the
details of what is done and how, should not be shared as it can be detrimental to the well-being of the
student's friends.
Prepare a re-entry plan. All students returning from mental health hospitalization should have a re-entry
meeting where parents, school and community mental health personnel make appropriate follow up plans.
The California Child Abuse and Neglect Reporting Act (“CANRA,” Penal Code sections 11164-11174.4) requires certain
professionals, known as mandated reporters, to report known or suspected instances of child abuse or neglect to law
enforcement.
• Teachers
• Instructional aides, teacher’s aides, or instructional assistants
• Classified employees of any public school
• Administrators or employees of organizations whose duties require direct contact and supervision of children
• Licensees, administrators, or employees of a licensed community care or child day care facility.
• It’s a crime
• Failure to report can result in a demotion, dismissal, and revocation of credentials.
• By not reporting and only informing your school site administrator of suspected abuse does not release you of
your obligation to file a report as a mandated reporter.
• Criminal liability: You may be guilty of a misdemeanor – punishable by up to six months in jail or by a fine of
$1,000 or both.
• Civil Liability: Cost of defense or related damages the child incurs
Reasonable Suspicion
Reasonable suspicion of child abuse means that, after examining all the facts in the situation, most people with
comparable professional training and experience in a similar position, would also suspect abuse. In other words, when
you have any information that would lead a reasonable person to suspect abuse, you are required by law to make a
report. This does not mean that you have to have conclusive proof of child abuse; just that you have a reason to believe it
might be happening.
How to report
Also, in writing
Within 36 hours of your initial telephone report
To Child Protective Services
Keep your copy, maintain redacted copy in Main office, and send redacted copy to CWAS
Confidentiality
Mandated reports are confidential and may be disclosed only among agencies receiving, investigating, and prosecuting.
Safe School Plan 82 of 92 5/9/18
PASADENA UNIFIED SCHOOL DISTRICT
CHILD WELFARE, ATTENDANCE & SAFETY
If the police or a child protective worker discloses to anyone that you made a report, report to CWAS to follow up with a
call to their supervisor.
Notify parents
Respond to bullying
1. Educate
2. Encourage
3. Conflict Resolution (if
applicable; non disciplinary
offences)
4. Discipline (for
repeat/egregious offenses)
5. Monitor and Follow-Up
Adapted from:
Browning, Wright, D. (2013). Threat Assessment Training.
COLUMBIA-SUICIDE SEVERITY
RATING SCALE
(C-SSRS)
Lifetime Recent - Clinical
Version 1/14/09
Posner, K.; Brent, D.; Lucas, C.; Gould, M.; Stanley, B.; Brown, G.; Fisher, P.; Zelazny, J.;
Burke, A.; Oquendo, M.; Mann, J.
Disclaimer:
This scale is intended to be used by individuals who have received training in its administration. The questions contained
in the Columbia-Suicide Severity Rating Scale are suggested probes. Ultimately, the determination of the presence of
suicidal ideation or behavior depends on the judgment of the individual administering the scale.
Definitions of behavioral suicidal events in this scale are based on those used in The Columbia Suicide History Form,
developed by John Mann, MD and Maria Oquendo, MD, Conte Center for the Neuroscience of Mental Disorders
(CCNMD), New York State Psychiatric Institute, 1051 Riverside Drive, New York, NY, 10032. (Oquendo M. A.,
Halberstam B. & Mann J. J., Risk factors for suicidal behavior: utility and limitations of research instruments. In M.B. First
[Ed.] Standardized Evaluation in Clinical Practice, pp. 103 -130, 2003.)
For reprints of the C-SSRS contact Kelly Posner, Ph.D., New York State Psychiatric Institute, 1051 Riverside Drive, New
York, New York, 10032; inquiries and training requirements contact [email protected]
© 2008 The Research Foundation for Mental Hygiene, Inc.
Reprint authorization granted to the Office of Child, Welfare, Attendance and Safety- Pasadena Unified School District, on 7/30/14, by
Dr. Posner.
SUICIDAL IDEATION
Ask questions 1 and 2. If Both are negative, proceed to “Suicidal Behavior” section. Lifetime Time Past 1 Month
If the answer to question 2 is “yes”, ask questions 3, 4, and 5. If the answer to He/She Felt
question 1 and/or 2 is “yes”, complete “Intensity of Ideation” section below. Most Suicidal
1. Wish to be Dead.
Subject endorses thoughts about a wish to be dead or not alive anymore, or wish to
fall asleep and not wake up.
Have you wished you were dead or wished you could go to sleep and not
Yes No Yes No
wake up?
If yes, describe:
If yes, describe:
3. Active Suicidal Ideation with Any Methods (Not Plan) without Intent to Act
Subject endorses thoughts of suicide and has thought of at least one method during
the assessment period. This is different than a specific plan with time, place or
method details worked out (e.g., thought of method to kill self but not a specific
plan). Includes person who would say, “I thought about taking an overdose but I
never made a specific plan as to when, where or how I would actually do it…and I Yes No Yes No
would never go through with it.”
Have you been thinking about how you might do this?
If yes, describe:
4. Active Suicidal Ideation with Some Intent to Act, without Specific Plan
Active suicidal thoughts of killing oneself and subject reports having some intent to
act on such thoughts, as opposed to “I have the thoughts but I definitely will not do
anything about them.”
Yes No Yes No
Have you had these thoughts and had some intention of acting on them?
If yes, describe:
If yes, describe:
INTENSITY OF IDEATION
The following features should be rated with respect to the most severe type of ideation (i.e.,
1-5 from above, with 1 being the least severe and 5 being the most severe). Ask about time
he/she was feeling the most suicidal.
Or did you do it purely for other reasons / without ANY intention of killing yourself (like
to relieve stress, feel better, get sympathy, or get something else to happen)? (Self-
Injurious Behavior without suicidal intent)
If yes, describe:
Has there been a time when you started to do something to end your life but
someone or something stopped you before you actually did anything?
If yes, describe:
interrupted attempts, except that the individual stops him/herself, instead of being stopped
by something else. Total # of Total # of
Aborted or Aborted or
Has there been a time when you started to do something to try to end your life but Self Self
you stopped yourself before you actually did anything? Interrupted Interrupted
If yes, describe:
If yes, describe:
Our school philosophy at Wilson Middle school is that families, students, and school
staff should work in partnership to help each student reach his/her potential. As partners
we agree to the following:
As a student I will:
Believe that I can learn and will learn.
Read for at least 30 minutes, five days a week.
Come to class on time, ready to learn and with assignments completed.
Set aside time every day to complete my homework.
Know and follow the school and class rules.
Follow the school's uniform dress code.
Regularly talk to my parents and my teachers about my progress in school.
Respect my school, classmates, staff, and family.
Ask for help when I need it.
________________________________ Student signature
______________________________________Principal’s Signature