Safe School Plan 

For

Adele Harrison Middle School 

2008-2009 Academic School Year

What is a safe school?

"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.  They are characterized by sensitivity and respect for all individuals (including those of other cultural and ethnic backgrounds), an environment of nonviolence, clear behavioral expectations, disciplinary policies that are consistently and fairly administered, students' affiliation and bonding to the school, support and recognition for positive behavior, and a sense of community on the school campus.  Safe schools also are characterized by proactive security procedures, established emergency response plans, timely maintenance, cleanliness, and a nice appearance of the campus and classrooms."

Taken from "Safe Schools: A Planning Guide for Action"

California State Department of Education

Adele Harrison Middle School Statement re Equity, Equality and Safety:

Adele Harrison Middle School provides access to educational programs for students of diverse ages and needs.  Programs work collaboratively to provide an enhanced educational experience for all.  A campus that is safe and accessible is a primary goal.

Students’ Rights to a Safe School

"All students and staff of primary, elementary, junior high, and high schools have the inalienable right to attend campuses which are safe, secure, and peaceful."          

California Constitution, Article I, Section 28(c): Right to Safe Schools

Table of Contents

Page          

I.               ADELE HARRISON MIDDLE School’s Mission Statement . . . . . . . ……. . . . . . . . . 4

II.             Data Gathered and Analyzed

            An Assessment of the Current Status of School Crime  . . . . . . . . . . . . . . . . . ……. . . . . . . . 4

III.  Strategies and programs……………………………………………………………….…….5

            A.  Child Abuse Reporting Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ….. . . . . . . . . 5

B.    Disaster Procedures  (also see Disaster Plan, pages 20-30). . . . . . . . . . . . . . . . ... . . . . . . . . .6

C.   Policies Regarding Actions Leading to Suspension and/or Expulsion . . . . .  . . . . . …. 6           

            D.  Procedures to Notify Teachers of Dangerous Pupils  . . . . . . . . . . . ... . . . . . . . . . . . . . . . 7

            E.  Sexual Harassment Policy  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . …. . . . . . . . . . . . . . . . 7

            F.  School-wide Dress Code  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . … . . . . . . . . . . . . . . . . .8

            G.  Procedures for Safe Ingress and Egress  of Pupils . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

H.   Procedures to Ensure a Safe and Orderly Environment  . . . . . . . . . . . . . . . . . . . . . . . . .10

      Component 1:  The Social Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .10

      Component 2:  The Physical Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

I.  The Rules and Procedures on School Discipline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  . 16

J.      Other Safe School Strategies and Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

K.   Action plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ……... . . . . . . . . . . . . . . . 17

L.    AHMS Disaster Plan……………………………………………………..………………......17

NOTE:  Student Handbook Attached

I.      ADELE HARRISON MIDDLE School’s Mission Statement

Adele Harrison Middle School is a community where students are cherished, respected and their view of the world is enlarged through lifelong learning.

II.   Data Gathered and Analyzed II. Data gathered and analyzed: An assessment of the current status of school crime

The Detentions, Alternate Days (In-House Suspensions), and the Suspensions for the First Trimesters of both the 2007/08 and the 2008/09 school years were compared and analyzed. 

A comparison of discipline statistics at Adele Harrison Middle School for 2007/07 versus 2007/08 indicates a slight increase in the total number of disciplinary incidents (625 incidents in 08/09 versus 612 incidents in 07/08) .  The last 2 years follow two consecutive years (2005/06 and 2006/07) of fairly significant decreases in disciplinary incidents. This 2 year trend of increase in misbehavior is a concern.

The total number of incidents increased slightly less than 2% this past year from 2007/2008.  What differs significantly from last year, however, is the type of disciplinary action taken in the 08/09 school-year.

Looking at each type of discipline shows that:

• The number of Detentions increased by 1% this past year.  In 2007/08 there were 496 total Detentions (167 in 6^th grade, 139 in 7^th grade , and 190 in 8^th grade) compared to 501 Detentions in 2008/09 (81 in 6^th grade,182 in 7^th grade, and 238 in 8^th grade). 

• The number of Alternate Days (In-House Suspension) decreased by 53% from 2007/08 to 2008/09 First Trimester, declining from 93 days to 50 days (3 days for 6^th grade, 18 days for 7^th graders, and 29 days for 8^th graders). 

• The number of students suspensions from school during the First Trimester of 2008/09 decreased by 1 (23 in 07/08 versus  22 in 08/09) but there was an  increase in the number of actual days of suspension by 100% (36 days in 07/08 vs 74 days in 08/09).  It should be noted that for the 08/09 statistics, one single student was suspended for a total of 21 days and another student for a total of 10 days. 

• There were no students expelled from school during the first trimester of either year.

We utilize a progressive discipline system at Adele.  In this system, lesser consequences are initially issued for student rules violations with the goal of changing behavior and avoiding greater consequences being issued. 

When tracking the 2006-07 6^th grade class to 2008-09 as 8^th graders, as a cohort group, the total number of incidents resulting in detentions  increased over 400% (from 54 in the 6^th grade and 139 in the 7^th grade to 238 detentions in the 8^th grade).  During this same 3 year period, the total number of student assignments to Alternate Day increased 100% (from 14 in the 6^th grade to 29 in the 8^th grade).  It should be noted however, that the total number of Alternate Days for this cohort did not change from the 7^th to the 8^th grade year (29 for each of those 2 years).

It should also be noted that informal records (Leadership Class graphs) of student spirit and student participation in schoolwide activities dramatically decreases by each succeeding grade level.  Student participation and spirited involvement in activities is exceptionally high in the 6^th grade and often marginal by the 8^th grade.  There may be a connection between the decrease in student involvement and participation in activities and the increase in student behavior offenses.  This will be a study area for us this year as we work to make our campus a safer place to learn and grow.

Further Study Areas and School Focus:

• An additional study area for the school will also be a focus on students who are consistently misbehaving and/or truant to determine if our current programs and activities to meet their needs and to connect them to the school campus is effective.  This will include a review of our Detention and Alternate Day programs to determine their efficacy.
• For student involved in pre-gang activity AHMS school counselors have already made referrals to district programs focusing on these concerns. 

III.  Strategies and programs

A.   Child Abuse Reporting Procedures

All school staff actively monitor the safety and welfare of all students.  Staff understand their responsibility as child care custodians and immediately report all cases of known and suspected child abuse. 

To assure that school staff have adequate training, newly hired teachers sign a statement indicating their completion of child abuse training as part of their certification requirement; school administrators, teachers, classroom assistants, and other classified school employees participate in periodic training in child abuse identification and reporting procedures.  Written descriptions of reporting requirements and disclosure of employee confidentiality rights are also provided as part of the training.

When a case of child abuse becomes apparent or is suspected, discussion is conducted with the employee having knowledge of the abuse and a school administrator or counselor.   Plans are developed at this time to verbally report the abuse to the police department or to Child     Protective Services in a timely manner and to complete a written “Suspected Child Abuse Report” within the required three days.  Plans are also completed to assure ongoing monitoring of the student.  School staff work closely with police and Child Protective Services with follow up actions as needed. 

Considerable effort is made to maintain the confidentiality of the student and employee in all cases of child abuse reporting.  Copies of all written reports are maintained in the school office and in the district Student Services Department. 

References:              SVUSD Policy 5144.4

Board Policy 5144.4 and Administrative Regulation 5144.4(a) (b) (c) (d) (e).

B.    Disaster Procedures, Routine and Emergency

Preventative efforts are put in place to prevent problems before they occur.  Education of staff and students is primary to ensure a smooth, uncomplicated action plan should a real emergency situation occur.  Therefore, the following plans are in place:

·      The Disaster Plan is posted in all rooms

·      Evacuation maps are posted in all roomS

·      Evacuation drills are held regularly and include faculty, staff, and students.

The disaster plan is reviewed and updated annually.

References:            SVUSD Board Policy 6114 (a) (b), 6114.3 and

            Administrative Regulations 6114 (a) (b) (c) and 6114.3 (a) (b) (c)

C.   Discipline & Policies regarding actions, which lead to Suspension and/or Expulsion

                        In accordance to SVUSD Board Policy 5144 (a),   “The Governing Board believes that one of the major functions of the public schools is the preparation of youth for responsible citizenship.  The district shall foster a learning environment which reinforces the concepts of self-discipline and the acceptance of personal responsibility.  Students are expected to progress from being adult-directed to self-directed with minimal application of disciplinary measures.

In order to maintain an environment conducive to attaining the highest quality of education in the district, there must exist certain disciplinary policies and regulations relating to student conduct which delineates acceptable behavior and provides the basis for sound disciplinary practices within each school in the district.  These policies and regulations will be enforced fairly and uniformly and consistently without regard to race, creed, color or sex.

The administration, teachers and classified staff share the mutual responsibility for student conduct and safety and the enforcement of district policies and regulations.  The Board shall give all reasonable support and assistance to all employees with respect to the student discipline.

The Board recognizes that not all students will adhere to district rules for appropriate behavior.  Sufficient support services shall be provided so that continually disruptive students will not be returned to regular classes without some modification of behavior.  Students may be assigned to other alternative programs or be subject to removal from school.”

Prior to suspending a student, a school conference is held with the student and an administrator to discuss the student’s offense except in cases when the student is not available.  Parents are notified of the offense and the suspension in a timely manner after the decision is made to suspend the student.  If necessary, a principal’s conference may be scheduled before the end of the suspension period to discuss terms of returning to school with a behavior contract or to consider further disciplinary action.  If the principal decides to recommend expulsion, the student and parent are also notified verbally and in writing by the school principal.  Following such a decision, a district Student Service’s administrator will contact the parent to discuss the student’s placement while waiting for the case to be acted on at the district level.

The governing board authorizes school officials to inspect school property and search students, student lockers, desks, and their personal property.  School administrators must have reasonable suspicion, based on objective facts, that a student is violating or has violated a school rule, regulation, or statute.  The scope of the search must be reasonably related to the objective of the search and not excessively intrusive in light of the age and sex of the student and the nature of the infraction.  Procedures used in conducting searches will follow those set forth in district policy 5145.12.  Sometimes, police officers assist school officials in conducting searches.

            References:            SVUSD Board Policy 5131, 5144, 5144.1, 5144.11, and 5145.12 and

Administrative Regulations 5144.1 (a) – (p), 5144.2 (a) – (e), 5145.11 (a) and 5145.12

D.   Procedures to notify teachers of dangerous pupils

                        Each September each team leader is provided with a list of enrolled students who have one or more suspensions to be shared with all the teachers on that team.  This list includes student suspensions from elementary school for our new 6^th graders.  The following procedure is used in notifying teachers of the suspension history:

1.    In September suspension lists are provided to each interdisciplinary team leader who shares information with the team members.

2.    Teachers are advised about the confidential nature of the data.

The process for informing teachers of student suspensions as they occur during the school year is by written notification to the interdisciplinary team leader as to the details of the suspension.  The interdisciplinary team leader shares the information with the team members.

When the district receives information from the juvenile court system that a student has been convicted of a serious or violent crime requiring teacher notification, the principal and the teachers are provided with written notice from the district Student Services’ Department. 

E.    Sexual harassment policy

                        Sexual harassment of any student or employee by another person is prohibited.  SVUSD Policy 4119.11 and 5145.7 prohibits sexual harassment of employees and students.  School rules also prohibit sexual harassment.  

Students are directed to immediately report incidents of sexual harassment to an administrator or teacher.  All reports are thoroughly investigated in a timely manner.  A

school administrator will determine an appropriate course of action for each complaint.                         

Actions may include the following:

            A.  Student counseling and education, when appropriate.

            B.  Parent notification, when appropriate.

            C.  A report to the police or Child Protective Services as appropriate or required by law.

D.   Student disciplinary actions may include suspension, placing on a behavior contract, other appropriate means of corrections, or a recommendation for expulsion.

District policy related to sexual harassment of students requires the following:

A.  Posting of the district’s sexual harassment policy in a prominent location near each principal’s office.

B.  Notifying the staff, students, and parents of the sexual harassment policy at the         beginning of each school year or at the time of enrollment.

C.  Including notification of the sexual harassment policy as part of any orientation materials or programs provided for new students at the beginning of the year or with new students when they enroll.

D.  Including the sexual harassment policy in school and district publications.       

E.  Taking appropriate administrative actions to reinforce the district by providing staff inservice and student instruction and/or counseling.

Students, and/or their parents, can use the District’s Uniform Complaint Procedure (SVUSD Policy 1312.3) to file a formal complaint of sexual harassment.  Our sexual harassment policy is publicly posted and informs students and parents of their right to use this process.

References:            SVUSD Policy on Sexual Harassment and Adele Harrison Student Handbook (Nondiscrimination/Harassment.”  SVUSD Board Policy 4119.11, 4219.11, 4319.11 and 5145.7)

F.    School-wide dress code

The School Governing Board believes that appropriate dress and grooming contribute to a productive learning environment.  The Board expects students to give proper attention to personal cleanliness and to wear clothes that are suitable for the school activities in which they participate.  Students have the right to make individual choices from a wide range of clothing and grooming styles, but they must not present a health or safety hazard or a distraction which would interfere with the educational process.

When gangs constitute a danger to students, the Superintendent or designee may restrict student dress and grooming as necessary to comply with Board policy related to gang activity.

Students and parents/guardians shall be informed about the school dress code at the beginning of the year when revised.  A student who violates the dress code shall be subject to appropriate disciplinary action.

Note that the AHMS Dress Code applies to all students at all times when students are on school grounds, including school activities that are after dismissal; the AHMS Dress Code also applies to all students who participate in school activities that are off campus.

1. Clothing, jewelry, and personal items (backpacks, fanny packs, gym bags, water bottles etc.) shall be free of writing, pictures or any other insignia which are crude, vulgar, profane or sexually suggestive, which bear drug, alcohol or tobacco company advertising, promotions and likenesses, or which advocate racial, ethnic or religious prejudice.

2. Clothes shall be sufficient to conceal undergarments at all times. The following are prohibited: See-through or fish-net fabrics; half-shirts; side-less shirts; clothing with holes or that is torn or ripped; ragged, cut-off pants or sweats; bare midriffs; and excessively short skirts or shorts.

3. Wallet chains and dog collars are not permitted.

4.Each school shall allow students to wear sun-protective clothing, including but not limited to hats, for outdoor use during the school day.

5. Shoes must be worn at all times.

6. Pajamas and/or slippers of any kind are not permitted.

7. Shorts and skirts must be at least fingertip length when arms are placed naturally at the student’s side.

8.  Tops must cover the midriff and must be at least as high as the top of the student’s armpit.

The following portion of the AHMS Dress Code is consistent with the section of SVUSD Board Policy 5132 that states that the Principal may, “restrict student dress and grooming as necessary to comply with Board policy related to gang activity”.  The AHMS Dress Code is also consistent with California Education Code section 35183.7(b) & (c), which states that the, “governing board of any school district may adopt or rescind a reasonable dress code policy that requires pupils to wear a schoolwide uniform or prohibits pupils from wearing ‘gang-related apparel’… Adoption and enforcement of a reasonable dress code policy pursuant to subdivision (b) is not a violation of Section 48950.”*

9. Wearing of clothing and accessories of any kind that are deemed by the Principal and/or law enforcement to indicate unauthorized group affiliation is not allowed.  Examples of prohibited clothing and accessories include but are not limited to: solid red and/or blue clothing, clothing with a solid red and/or blue background, all bandanas, “hanging” belts, red and/or blue shoelaces, rubber bands worn around pants legs and/or wrists, red and/or blue head bands**, gloves worn during warm weather, caps & hats that can be affiliated with unauthorized groups, including but not limited to: LA Dodgers, Oakland Raiders, SF 49ers; red and/or blue fingernail polish**, tattoos, all clothing brands and designs with any unauthorized group symbols or signs on it, including but not limited to: “13”, “14”, XIII, XIV, all area codes (707, 415, 213, 310, etc.),VSL, VSN, BPM, MM, etc.

The Principal reserves the right to modify, with appropriate and timely parent notification, this portion of the AMS Dress Code at any time during the school year.

California Education Code 48950 declares that California Education Code 35183 does not violate students’ Free Speech rights as defined in California Education Code 48907.

** If worn habitually or in combination with other prohibited apparel.

References:  SVUSD Board Policy 5132, 5136(a)

G.   Procedures for safe ingress and egress of pupils

Students at Adele Harrison MS arrive to and leave from the campus by one of four methods:

1.    Bus

2.    Bicycle or skateboard

3.    Walking

4.    Parent drop-off

Parent drop-offs occur at the north entrance (known as the Parent Loop).  Buses drop-off and pick-up students in the west side bus circle.  Bicycles and skateboards enter and depart from the southwest, northwest and northeast corners of the campus.  Walking students enter from all sides except the parent/student drop-off area and the west side of the bus circle.

Teachers, campus supervisors, and administrators supervise students as they ingress and egress.

Parents are always welcome on campus as visitors and are required to check in at the office and obtain a visitor’s pass.  Those parents or visitors who have not checked in to the office are directed to do so or are escorted to the office by the campus supervisors.

Monthly meetings of site managers/administrators and campus supervisors provide opportunity to dialog on campus safety and preventative measures to ensure the safety of all staff and students on this campus.

H.   Procedures to Ensure a Safe and Orderly Environment 

Ethnic/Cultural Diversity           

All school-home materials including weekly correspondence and the Parent/Student Handbook are translated into Spanish by the school’s translator and made available to all students and parents.

Speech and language assessments, as well as complete psychological batteries, are administered in both Spanish and English.

A bilingual translator and/or aide is available during school hours to speak with non-English speaking parents and students, schedule appointments, handle attendance, arrange teacher conferences, and deal with crisis situations.

Specific programs are provided that encourage appreciation and respect for all cultures.  A variety of programs and classroom activities across the curriculum deliver awareness of cultural diversity.

Parent education classes are offered in both Spanish and English – through Adele Harrison Middle School and S.A.Y. (Social Advocates for Youth).

Counseling services are available in both Spanish and English.

ESL/ELD services are available at three levels at Adele Harrison:

·      ESL instruction (in English with Spanish support) in Language Arts and Social Studies, with sheltered instruction (in English) with aide support in math, and science, and mainstreamed classes in electives and physical education;

·      ESL instruction (in English with Spanish support) in Language Arts and Social Studies, with sheltered instruction (in English) in math, and science, and mainstreamed classes in electives and physical education;

• ESL instruction (in English) in Language Arts with sheltered instruction (in English) in math, science and social studies, and mainstream classes for physical education;

Students who have successfully completed these levels within the ESL program are grouped and monitored in their mainstream classes.

        Several teachers and other staff are involved in Spanish language classes and/or are working towards certification through the Bilingual Teacher Training Program or clear Cross-Cultural Language Development Training

Life Experiences of Students and Staff           

Staff works with local social service agencies such as Sonoma County Mental Health Outreach, Social Advocates for Youth, Child Protective Services, Operation Youth (for Medical and Dental services), and local mental health professionals to assist families in obtaining a wide range of services.

The school works closely with the law enforcement and two local service agencies (Friends in Sonoma Helping – FISH and Sonoma Rotary) to provide clothing, food, school supplies and other services to needy families.

Staff and students take on various ‘social action’ projects to make a difference at school or in the community.

‘Life Skills’ and ‘Lifelong Guidelines’ are taught and reinforced school-wide, across the curriculum, through many original and well thought out classroom and school activities.  The Life Skills are Integrity, Initiative, Flexibility, Perseverance, Organization, Sense of Humor, Effort, Common Sense, Problem-Solving, Responsibility, Patience, Friendship, Curiosity, Cooperation, and Caring.  The Lifelong Guidelines are Trustworthiness, No Put-Downs, Active Listening, Truthfulness, and Personal Best.

A formal partnership has been established between the school and local businesses through the Middle School Resource Board.

A Peer Helping program provides an extended resource from peers in the areas of academic tutoring, new student welcoming, and conflict managing.

An on-site mentoring program (Stand By Me Mentoring Program) currently provides adult mentors for many of our Adele Harrison Middle School students.  Mentors meet with students for a minimum of one hour per week, providing academic tutoring as well as social support.  A separate portable building exists for mentoring activities.

The Student Study Team operates in a variety of functions beyond simply identifying learning handicaps.  It also focuses on family and school-based interventions that could assist students and families at risk.

Staff Expertise           

The staff has had a variety of curriculum specific in-services in areas such as Integrated Thematic Instruction, Brain Compatible Classrooms, Project R.E.W.A.R.D., Read Naturally, Teaching in the Block, E.S.L., Differentiated Instruction and Bullying Prevention.  By providing varied, effective instructional strategies for children, the staff helps to insure the likelihood of success for each student, thereby increasing self-esteem and reducing the risk of failure.

The curriculum at Adele Harrison is delivered through Interdisciplinary Grade Level Teams.  Interdisciplinary team planning time and sharing of expertise is provided through an organized and regularly scheduled meeting time each week.

The staff and administration have developed and regularly reviewed a school-wide behavior management system with systemized individual and school-wide rewards.

Physical/Health Concerns

AHMS Students are provided with instruction geared to specific health issues through Social Science, P.E. and Science curriculum areas.

School administration and counselors make regular referrals to community health services, community counseling services, Child Protective Services, Social Advocates for Youth, Mental Health Outreach, Children’s Day Treatment, and Law Enforcement agencies.

Adele Harrison Middle School is an approved Drug Free Zone, & a Tobacco-Free Zone.

Information regarding nutrition, hygiene, dental care and health is provided through the district’s family life curriculum and other classroom programs, in addition to individual needs being addressed by counselors and/or health aides or nurses.

Adele Harrison Middle School provides an early morning breakfast program.

Safe schools Component 1: The Social Climate

Leadership           

Adele Harrison’s School Principal provides leadership and direction for the school community, sharing governance with the School Site Council, Parent Network, English Learner Advisory Council and the Teacher Leadership Team.  Teachers have received training in consensus and other decision-making strategies.

The school administration is highly visible on campus, interacting with students, staff and parents, and modeling listening, conflict resolution, continuing education, and other behaviors that are encouraged throughout the school community.

Written communication with parents is ongoing and regular.  The school publishes a monthly newsletter that contains information from the Parent Network, English Learner Advisory Council, administration, and staff.  The newsletter is printed in both English and Spanish.

The administration, counselors, nurses/health aides and Child Welfare Specialist are often involved in home visits regarding attendance and behavior, health and abuse issues, sometimes with the assistance of law enforcement.

School Organization           

·      Adele Harrison Middle School Team Leaders, Department Chairs, and School Site Council are actively involved in the development of the school’s action plan and approves other schoolwide plans such as the Safe School Plan.

·      The School Site Council reviews action plan progress on an annual basis.

·      Plans that include specifically designated staff roles and responsibilities exist for a variety of emergency situations.

·      The school counseling staff offers parenting classes to parents and guardians, in both English and Spanish, during the school year.

·       The English Learners Advisory Council exists to enhance school communication.  Meetings are led by an administrator, ELD Teacher, and the Bilingual Translator.

Classroom Organization and Structure           

• Instruction in both academic and social skills development is an essential part of Adele Harrison Middle School’s program.  All students are taught how to learn and how to solve interpersonal problems through school-wide study skills, Life Skills, and Lifelong Guidelines education.  Other programs address students’ needs for self-esteem, decision-making, affective relationships, etc.
• Time-on-task is protected, and classroom interruptions are held to a minimum.
• Instructional structure and strategies that consider the benefits of social interaction are encouraged and utilized.  These include: Interdisciplinary teams, Integrated Thematic Instruction (emphasizing Brain Compatible Classrooms and teaching to the Seven Intelligences), Bilingual/ESL/Sheltered education, and CPM mathematics.
• Heterogeneous groups are used exclusively throughout the scheduling process in order to ensure balanced classrooms with the exception of one 8^th grade algebra class.
• Counseling groups address friendship skills, family problems, divorce issues, grief issues, study skills, and other adolescent issues.

Participation and Involvement           

• A strong sense of belonging exists among the members of the Adele Harrison Middle School community, including staff, students, parents, and the Sonoma Valley community.  All persons are given the opportunity to participate in identifying needs, developing plans, implementing improvement activities, and evaluating school programs and projects.
• Teachers are actively involved in the consensus problem solving process and the development and refinement of school operating systems through monthly Team Leader and Department Chair meetings.
• Local sheriff and fire department officials assist the district and school staff in conducting safety reviews of the school site.
• AHMS has widespread active involvement of parents with a minimum of 500 hours on a yearly basis.  Parents and community members participate in a variety of volunteer functions, including serving on the Resource Board, School Site Council, and District Advisory Committee.

Affiliation and Bonding           

• The Interdisciplinary Team structure at Adele Harrison Middle School fosters an atmosphere of togetherness while working towards a cohesive whole.
• Appreciation for individual and cultural differences is taught and celebrated in school programs through friendship building, and Life Skills/Lifelong Guidelines curriculum activities.  Students learn to be proud of their own identity and heritage and such uniqueness is celebrated.
• Adele Harrison encourages many student bonding activities outside of the classroom.  These include games, relays, and contests organized by the student Leadership class, noontime intramurals, various clubs, interscholastic sports and school dances.

Behavioral Expectations

·      Adele Harrison Middle School is committed to encouraging a positive learning environment for all students and staff.  This learning environment nurtures self-esteem, encourages respect for others and their property, and develops responsibility and self-discipline.

·      Adele Harrison MS works to guarantee that our campus is a place where students know the expectations, have some involvement in creating realistic expectations, and understand the consequences for not meeting these expectations.

·      Classroom expectations are established in order to maximize on-task behaviors, discourage disruptions, provide a safe and secure environment, and maintain acceptable standards of common courtesy towards others.

·      Recognition programs are both individual and school-wide and such recognition calls attention to positive citizenship, scholarship, and responsibility.

Support and Recognition           

• Adele Harrison Middle School provides many opportunities for students to become involved in the development of a healthy, positive learning environment.  Efforts are made by both students and staff to regularly recognize those students who make positive contributions to the school community, including invitations to lunches and trimester awards assemblies.
• Individual support programs are developed by the administration, school psychologist, and counselors for individual students who need modifications of the general plan in order to be successful in school.
• Students, staff, and volunteers at Adele Harrison Middle School feel appreciated and receive indications that their efforts are noted and honored by others.  The staff has formal and informal means of recognizing and supporting each other through written notes, social functions, and validation at faculty meetings.

SAFE SCHOOLS Component 2: The Physical Environment

School Location           

• Community service programs are integrated into the school program.  Migrant Education Academic Talent Search, the Stand By Me Mentoring Program,  and Social Advocates for Youth (SAY) run programs on our campus.
• The school and its surroundings have been designated as a Drug Free Zone, and a Tobacco-Free Zone with signs indicating those designations.
• Our classrooms, library and Multi-Purpose Building are used on a regular basis by various community groups.
• The school has a strong partnership with law enforcement and juvenile probation to minimize crime in the school community areas. 

School Grounds           

• AHMS and district policy mandates immediate repair of any vandalism, including “tagging,” to discourage further incidents.  Likewise, any potentially dangerous conditions receive priority attention from maintenance staff.
• Adele Harrison Middle School’s behavior management plan and its emergency plan both ensure supervision and order under any unusual or unforeseen circumstances.  Staff roles are documented, understood, and alternates are designated in advance in case of emergencies.
• Regular supervision schedules developed by the staff in conjunction and with the school-wide behavior management plan, control and limit unsupervised areas and quickly identify potential safety hazards for our children, and encourage safe play.
• Parent partnership with the school has accounted for thousands of hours of service dedicated to campus development.

School Buildings/Classrooms           

There is an on-going program to maintain classroom and overall campus attractiveness. 

Facilities are maintained as district budget allows with a yearly maintenance plan.

Internal Security           

• In addition to a close working relationship with local law enforcement, community use of facilities during non-school hours is encouraged.  The custodial schedule provides staff on campus from early morning until late at night to ensure safety and security.
• The site is well lit and has security alarm systems, as well as the necessary fire alarm system.  All but the front and northwest side gates are locked to outsiders during the school day.
• All equipment is engraved and inventoried yearly.

AHMS has an emergency plan for dealing with earthquakes, fires, unauthorized intruders, and other emergency situations (see Disaster Plan portion of this report).

I.      Rules and procedures on school discipline are well-known to students and staff:

Adele Harrison Middle School rules and the District’s Grounds for Suspension and Expulsion are in the student handbook (attached) and are mailed home to parents and students in the summer before school starts.  Parents and students are required to turn in a signed document that they have both read and understand the school rules and the ‘Grounds for Suspension and Expulsion.’  Teachers review the school rules in the first couple days of the school year.  The principal meets with all students during their P.E. class within the first two weeks of school to review with the students school rules and grounds for suspension and expulsion.  We believe it is important for students to know and understand the rules so they can follow them.

J.      Other strategies and programs related to maintaining a safe and orderly environment     conducive to learning at the school:

·      Ongoing assessment of school safety issues

·      Safe School Ambassadors Program

·      Weekly Site Administration Meetings

·      Monthly Secondary Management Team Meetings

·      Daily “Words of Wisdom” broadcast establishing a safe, orderly environment

·      Fair, firm, and consistent enforcement of school standards

·      Staff, students, and parent involvement in school decision making – SITE Council, Parent /Teacher Network and in the English Learner Advisory council

·      Staff development in First Aid / CPR

·      Student Recognition Program – Honor Awards, Student Leadership, Student Council, Team Awards, P³ Awards

·      Student Study Teams

·      Psychological Assessment Services

·      Emphasis on Community Service – Middle School Collaborates with Elementary Schools and High School and in activities such as the Kiwanis “Builders Club’

·      Independent Study

·      After-school recreational activities

·      Drama and Instrumental Music

·      Elective opportunities

·      Varied field trip experiences

·      Varied student assemblies experiences

·      Gifted and Talented Education

·      Before School Homework Help

·      Individual Help from school staff members

·      Leadership Class and student generated activities

K.            Action plan.

Continuing efforts will be made to ensure that Adele Harrison Middle School remains a safe school that is an orderly and purposeful place where students and staff are free to learn and teach without the threat of physical and psychological harm.

2008-2009 School Year:

Continue all procedures as outlined in the AHMS Safe School Plan, including areas of study   listed on page 5

Continue monthly meetings of site managers/administrators and campus supervisors

Continue staff, student and parent input in the planning and decision-making processes

Continue regular assessment of school climate

Continue regular assessment of the physical environment of the school and safety conditions

L.            Adele Harrison Middle School Disaster Plan

I.  Purpose

This plan was designed to provide a framework for protecting students, staff, and school facilities in the event of disastrous emergency conditions.  It outlines planned responses to a variety of disasters, including fire, earthquake, bomb threat, hazardous chemical spills, and other potentially dangerous situations.  Further, it assigns specific roles and responsibilities to school staff.

II.  Specific Procedures

A.  Fire

Within School Building:

Teacher:

a.            Sound Fire Alarm

b.            Evacuate to outdoor rally point

c.            Take roll

d.            Notify Fire Department (911)

e.            Secure access roads for emergency vehicles

f.            Keep students at a safe distance from the fire and fire fighting equipment

g.            Notify District Office (935-4246)

h.            Principal to determine if Student release or Site Evac should be implemented.

i.            Fire Department will determine when the school is safe for re-entry.

Near School Site:

a.            Notify Fire Department (911)

b.            Principal will determine the need to evacuate buildings or school site

c.            Notify District Office (935-4246)

B.  Explosion or Threat of Explosion

1.            Explosion:

Teacher:

a.            Give DROP AND COVER command (see below)           

b.            Sound school fire alarm

c.            Evacuate to outdoor rally point

d.            Take roll

e.            Notify Fire Department (911)

f.            Secure access roads for emergency vehicles

g.            Keep students at a safe distance from buildings and fire fighting equipment

h.            Notify District Office 935-4246

i.            Principal to determine if Student Release or Site Evac. should be implemented.

j.            Fire Department will determine when the school is safe for re-entry

2.            Threat of Explosion (See Bomb Threat below)

            Follow procedure b through j above.

C.  Earthquake/Drop and Cover

Teacher:

a.            Give DROP AND COVER COMMAND

b.            After shaking stops, evacuate to outdoor rally point, avoiding routes with architectural overhangs.

c.            Take roll

d.            Check for injuries and render first aid

e.            DO NOT return to building

f.            DO NOT light any fires

g.            Keep a safe distance from any downed power lines

h.            Stay alert for aftershocks

g.    Principal will issue further instructions

DROP AND COVER PROCEDURES:

INSIDE SCHOOL BUILDING:

a.            Get under desk or table with back to windows

b.            Drop to knees, clasp both hands behind neck, bury face in arms, make body as small as possible, close eyes and cover ears with forearms.

c.            Maintain position until shaking stops

OUTSIDE ON SCHOOL GROUNDS:

a.            Assume DROP AND COVER position in an open space.

b.            Maintain position until shaking stops

c.            Move away from buildings, trees, overhead wires and poles

D.  Fallen Aircraft

1.            Principal will determine what action should be taken.  When necessary, teachers and staff will take immediate action for the safety of students without waiting for directions from the Principal.

2.            Notify Fire Department (911)

3.            Maintain a safe distance, allowing for possible explosion.

E.  Bomb Threat

Telephone Operator:

a.            Listen - DO NOT interrupt caller

b.            If possible, alert supervisor by a pre-arranged signal while the caller is on the line

c.            Notify supervisor or Principal immediately after completing the call.

Principal or Designee:

a.            Determine if school should be evacuated.

b.            Notify Sheriff Department (Dispatch:  565-2121)

c.            Notify Fire Department (911)

d.            Notify District Office 935-4246

F.  Chemical Spill

Chemical accidents of disaster magnitude include tank truck accidents involving large quantities of toxic material.

Teacher:

a.            Close all windows and doors

b.            Remain inside school buildings

Principal or Designee:

c.            Notify Fire Department (911)

d.            Notify District Office 935-4246

e.            Fire Department will advise of further actions to be taken

G.  Severe Windstorm

Prior Warning:

Principal determines if Student Release should be implemented

No Warning:

Teacher

a.            Give DROP AND COVER command

b.            Close windows and blinds

c.            Remain near an inside wall

d.            Avoid auditoriums, gymnasiums and other structures with large roof spans.

e.            Evacuate classrooms bearing full force of wind to safe area.

H.  Flood

Depending on the method of warning and estimated time before flooding arrives, the Principal may initiate one of the following procedures:

1.      Evacuate school buildings

2.      Evacuate school site

3.      Student release

I.  Intruder on Campus

Principal or Designee:

a.            Announce on PA that there is an intruder on campus

Teacher

b.            Lock Doors

c.            DROP AND COVER

d.            Stay in and locked down until law enforcement clears the campus

e.            If snatch and run, hold students in abductees class for questioning by law enforcement.

f.            If held hostage, cooperate.

III. Disaster Functions and Responsibilities

A.  Command and Control

Person:            Mike Peters, Principal

Successor:             1) Karla Conroy 2) Lora Grimes

Command Post:  Inside school, Principal’s Office

                            Outside, Northeast corner of Plaza near 500 wing

Functions:            1. Orders evacuation from the school building and/or school site if deemed

                             appropriate.

                        2.  Authorizes student release, if necessary

                  3.  Assigns disaster responsibilities and directs response activities.

                  4.  Collects, analyzes and reports information concerning students and staff who

                       are injured or unaccounted for; facility damage assessment, etc.

                  5.  Determines the need for, and requests, outside assistance.

B.  Evacuation Supervisor

Person:            Deborah VanHorn

Successor:            Gina Parisi

Location:            Blacktop by 501

Functions:            1.  Supervises the orderly evacuation of students and staff from school buildings.

                        2.  Receives status reports on student/staff missing or injured from area

                             supervisors

3. Informs incident commander of the status of all staff and students.

4.  Supervises an orderly off-site evacuation when ordered to do so by the

       incident commander.

5.     Supervises the orderly movement of students into shelter or the disbursement of food and water when ordered to do so by the incident commander.  Coordinates these actions with shelter operations.

C.  Operations Coordinator

Person:            Bob Quackenbush, Head Custodian.

Successor:            Elizabeth Mills

Location:            Incident Command Post

Functions:            1.   Determines the nature of the emergency

                  2.  Supervises the containment of the emergency

                  3.  Supervises the securing of EMS access to the site.

                  4.  Supervises search and rescue operations

                  5.  Informs incident commander of the size and scope of the emergency, and the

                        need (if any) of off-site evacuation.

                  6.  Supervises the reaction team, first aid and shelter operations.

D.  Communications/Public Information Coordinator/District Communication

Person:            Mike Peters

Successor:            Lora Grimes

Location:            Incident Command Post

Functions:            1.  Responds to communication requests of incident commander.

                        2.  Provides status reports to the district office as indicated, including site evac.

     and/or student release action.

3.  Responds to requests for information from the media

4.  Reports and/or releases information concerning the status of students, staff

     and school  facilities.

5.  Requests outside assistance as directed by the Principal

E.  Area Supervisor/Reaction teams

Person:            Liz Mills, Betty Ogaz, Joyce Miller

Successors:            Maria Campos

Members:              Prep Period teachers

Location:            Blacktop

Functions:            1.  Check with classroom teachers to see if any students/staff are missing or

                             injured.  Requests on-site medical assistance and rescue as indicated.

2.  Informs the evacuation supervisor of the status of all students in their area.

3.  Supervises the orderly off campus evacuation of the classes in their area.

4.     Completes and directs a systematic search of all rooms, bathrooms, and other areas for trapped or  injured staff or students.

5.  Secures school buildings against unauthorized re-entry.           

6.  Determines and secures off-site evacuation routes.

7.  Performs other duties as directed by the operations coordinator

F.  Student Release

Person:            Gina Parisi, Attendance & Welfare Specialist; Deborah VanHorn, Office Manager,

                             Maria Campos, Bilingual Aide

Successor:            Gene Ventura

Location:            Inside school:  Main Office

                        Outside school:  Outside Kitchen Lobby next to Parent Loop

Functions:            1.   Identify parents or authorized person indicated on student emergency card.

2.     Completes and maintains student release forms.

3.     Calls area supervisors to send student to student release area located at gate north of staff room.

4.     Liz Mills, Campus Supervisor will supervise student release area.

G.  First Aid

Person:            Gina Parisi

Successor:            Gary Green

Location:            Inside school - Nurse’s office

                        Outside school – Central Plaza (flag pole)

Functions:            1.  Assess injuries and provides first-aid treatment, as indicated. 

2.  Determines the need for skilled medical assistance from the paramedics.

3.  Establishes priorities for transporting of injured to hospitals, when

    transportation is available

4.  Ensures that students who are to be moved for further medical care are tagged

     with their name, address and any pertinent medical information.

H.            Shelter Operations

Person:            Amee Alioto

Successor:            Joyce Miller

Locations:            School Site:  Emergency Supply Container

                        Off Site:  TBA

Functions:            1.   Assesses restroom and sleeping facilities

2.   Assesses the adequacy of available food, water, blankets and other supplies

3.   Determines what additional equipment and supplies are needed

4.   Coordinates with emergency food services

I.  Emergency Food Service

Person:            Michelle Echeverria, Kitchen supervisor

Successor:            TBA

Location:            Emergency Supply Container

Functions:             1.    Assesses the adequacy of available food and water

2.     Coordinates with Shelter Operations as to what additional equipment and supplies are needed

J. Damage Assessment

Person:            Bob Quackenbush, Head Custodian

Successor:            Mike Peters

Location:            Incident Command Post

Functions:            1.  Conducts a systematic survey of all buildings and grounds for structural

                             damage.

2.   Survey damage to utility systems and shuts down main power, gas and water

      mains as indicated.

(Note the District Office will provide a structural engineer to determine the extent of structural damage when indicated.)

IV.  Disaster Plan Annual Check List

Date                                    Activity                                     Person

Aug/Sep                        Hazard Assessment                        Principal and Custodian

Aug/Sep                        Update Floor Plan                        Principal

Aug/Sep                        Plan Review                                    Principal/staff/parents

Sep                                    Staff Orientation                        Principal

Sep/Oct                        Survey of Staff Skills            Principal

Oct                                    Message to Parents                        Principal

Oct                                    Assign Disaster Functions            Principal

Oct/Nov                        Review Resource                         Principal

                                      Agreements

V.  Pre-Disaster Procedures

A.  Hazard Assessment

Prior to the arrival of the teacher staff each year, the Principal and Custodian will undertake a physical survey of all school facilities and grounds for the identification and removal of potential hazards.

B.  Floor Plan

A floor plan of the building and grounds which indicates all exits, utility shut-offs, fire extinguishers, and emergency equipment/supplies will be updated a necessary by the Principal.

C.  Plan Review

This disaster plan should be reviewed annually by a committee consisting of the Principal, staff,  and parent representatives.

D.  Drills

In accordance with State law, evacuation drills will be conducted on a monthly basis; at least one of these should not be announced to staff in advance.  An earthquake DROP AND COVER drill will be held at least once each year.  These drills should be evaluated (e.g. evacuation times, opportunity for staff feedback, etc.) and the results used in the Plans review.

E.  Plan Orientation

All school staff should receive an orientation to this Plan at the beginning of each school year.  A survey of staff skills will be maintained and updated periodically.  A public review copy will be maintained in the school library, and the Assistant Superintendent, Police Dept., Fire Marshall and President of the Parent’s Club each will be provided with a copy.

F.  Message to Parents

At the beginning of each school year, the Principal will communicate pertinent information in writing about this Plan to parents.  All parents will be asked to sign an emergency medical release form for their children, and to designate other people authorized to pick-up their children in the event of a disaster.

G.  Supplies and Equipment

A portable supply of first aid and other supplies should be obtained and maintained in the Office. In addition, each classroom should be provided with minimal “Classroom Disaster Kits” which will be kept near that room’s primary evacuation exit.

H.  Resource Agreements

Annual arrangements should be made to provide for temporary shelter of students and staff in the even the school must be evacuated. And also to provide for skilled medial assistance when requested.

VI.  Emergency Policies and Procedures

A.  Authority to Implement this Plan

The Plan will be implemented by the Principal or his designee when conditions exist that warrant its execution.

B.  Structure and Organization

Emergency and disaster functions have been identified and pre-assigned, including successors.  These should be reviewed annually by the Principal.

C.  Alert and Warning

1.      Fire -  The alarm system is activated manually, providing intermittent rings for three to five minutes.

2.      Other evacuations - depending on the situation and the amount of warning provided, the school fore alarm system will be activated; an announcement will be made over the PA system; or the Principal will send a written notice to all teachers and staff.

D.  Communications

Telephones will be used only to report emergency medical conditions or to request emergency assistance.  A bullhorn and/or runners will be used on the school grounds, and a battery operated transistor radio will be used to receive information on local conditions.

E.  Search and Rescue

Any necessary search and rescue will be performed by a team of at least two people.  Rescue should not be attempted if hazardous conditions exist (e.g., live electrical wires down, hazardous chemical spills, etc.).

F.  Evacuation

If needed, evacuation of the school buildings will be ordered by the Principal.  Teachers will ensure that all students have left the classroom by the designated routes.  They will also take the roll book and the Disaster Kit with them.  Students and staff will assemble in pre-designated locations, and roll will be taken by the teachers.  Further instructions will be issued by the Principal or his designee.

In the event that the entire school site is ordered evacuated by the Principal or public safety officials, students and staff will wait for busses at the usual pick up locations, or will proceed on foot to a location which will be designated at the time.

G.  Student Release and School Closure

Release of students may be advised by public safety or District staff, or may be authorized by the Principal whenever a condition exists which warrants such action (e.g. earthquake, severe winter storm, etc.)  In such cases, students must be pick-up and signed out by a parent or authorized representative of the parent.  Students will be released from the school office (or if being held outside the school buildings, at the gate adjacent to the Parent Loop.)  Students who are not picked-up will be kept at the school or the school designated shelter.

When the decision is made o release students, the District Office will be notified by phone or other means.  Parents will be advised of release criteria and procedures in writing, at the beginning of the school year.  School closures and re-opening will be reported on the radio.  (a pre-disaster Resource Agreement should be arranged with a local radio station so parents can be informed in advance)

H.  Teacher Buddy System

Teachers in adjacent classrooms have responsibility for each other.  If one teacher must remain with injured students or must assume other disaster responsibilities, the other teacher will evacuate and supervise both classes of students.

I.  Physically Disabled

Any students or staff with physical disabilities which could pose difficulties in an emergency situation will have another student or staff member pre-assigned to assist them during evacuation and throughout any disaster or emergency.

J. Status Report

As soon as possible following a disaster, the Principal will submit a status report to the District Office; updated reports will be issued as the situation warrants.  Parents may contact the District Office if they are not able to reach the school by telephone.  Additional communication to parents will be via posted signs on the front and side gates and by the stationing of the ‘Student Release Staff’ outside the Kitchen Lobby, next to the Parent Loop.

K.  Shelter

Presently, the school is prepared to shelter 200 students for 3 days.  If  long-term shelter arrangements are required, the Red Cross will be notified and will provide additional shelter to staff and supplies.  Temporary, daytime shelter will be in place on the adjacent fields behind the school and on the blacktop, if safe.  The school has ample supplies for temporary shelter including canopies, bedding, first aid supplies ad the like.

Post Evacuation Instructions

1. After all students accounted for, move students to first^s-period classes or to the blacktop area designated for their first period class, if the school building is deemed not safe.

2. Move two classes together and release one teacher.

a)    Use released teachers to help in:

1.     Search and rescue

2.     Student release

3.     Medical help

4.     Shelter Operations

b)    Send Primary Caregivers home

3. Logistics staff starts pulling out supplies

a)    Use storage first out list

b)    Set up:

1.     Medical

2.     Parent Check In

3.     ICP (Incident Command Post)

4.     Toiletries and water

5.     Shelter