2018-2019 Wilson SPSA

PASADENA UNIFIED SCHOOL DISTRICT
SCHOOL ACCOUNTABILITY PLAN

2018-2019
-The Single Plan for Student Achievement
Woodrow Wilson Middle School

19-64881-6058499
CDS Code
Date of this revision: May 9, 2018
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:
Contact Person: Kyle Douglas

Position: Principal
Phone Number: (626) 396-5800
Address: 300 South Madre St.
Pasadena, CA 91107
E-mail Address: douglas.kyle@pusd.us
The District Governing Board approved this revision of the School Plan on June 14, 2018 .
The Single Plan for Student Achievement for Woodrow Wilson 1 of 72 5/30/18
Middle School
Table of Contents
Mission Statements and School Descriptions

School Data for 2017-2018 School Year (Prior Year)
Equity Report
Status and Change Report
Chronic Absenteeism
Suspension Rate
English Learner Progress
Graduation Rate
College/Career
Assessment Performance Results
English Language Arts (ELA)
Additional ELA Assessment Data for English Learners (EL)
ELA California Alternate Assessment (CAA) Data
Mathematics (Math)
Additional Math Assessment Data for English Learners
Math California Alternate Assessment (CAA) Data
Detailed Report
Academic Performance
School Conditions and Climate
Academic Engagement
Student Group Report
Planned Improvements for Student Performance - Summary of School Targets for School Year 2017-2018
Planned Improvements in Student Performance – Target/Goal Page
Summary of Expenditures in this Plan
Total Allocations and Expenditures by Funding Source
Total Expenditures by Object Type
Total Expenditures by Goal
Restricted Funding Personnel
Centralized Services
School Site Council Membership
Recommendations and Assurances
Appendices
School Accountability Report Card
Middle School
Site Level Parent Involvement Policy
Site Level School/Parent Compact
Attendance Improvement Implementation Plan
Instructional Services
Comprehensive School Safety Plan Sb-187
Kindergarten Transition Plan and Objectives
Middle School
Mission Statements and School Descriptions
2018-2019
School Vision and 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 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.
Wilson Middle School is engaged in implementing the Common Core State Standards. Students participate in the 4 C's of 21st
Century learning: Creativity, Collaboration, Communication and Critical Thinking. Woodrow Wilson Middle School is a school
community committed to providing a comprehensive teaching and learning environment based on rigorous and relevant curriculum
that prepares students for college and career pathways.
School Profile Description

Please include:
• geographical, social, cultural, educational and economic community base
• grade levels/school configuration
• student enrollment figures/trends
• poverty level (e.g., percentage of students that are on free/reduced price lunch)
• feeder program and schools
• language, racial and ethnic make-up of the student body
• school staffing
• school facilities, including technology, library and media resources
• how the school community works together to establish and promote the culture of the school
• description of how the school provides individual student academic assessment results in language the parents understand,
including an interpretation of those results
• other important characteristics of the school and
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.
Middle School
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.
Middle School
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.
Middle School
School Data for 2017-2018 School Year (Prior Year)
Student Enrollment by Group
Student Demographics Culture/Climate

-------- # % 16-17 17-18
African American 57 11.63% Attendance % 96.5% 96.5%
Asian 18 3.67% Truancy % ? ?
Hispanic/Latino 335 68.37% Suspensions
White 47 9.59% # of 52 41
Multiple/No Response 21 4.49% # of individual students N/A 25
Other 12 2.24% Referral for Expulsions
English Learner 49 10% # mandated 4 1
Socio-Econ. Disadvantaged 413 84% # permissive 0 0
Special Education 73 15%
Foster Youth 7 1%
Total Enrollment: 490
--------
--------
Reclassification --------
Target 15% increase
% of students who
16%
reclassified
% of students that moved
?
up by 1+ levels
Middle School
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.
Fall 2017 Equity Report
State Indicators All Students Performance Total Student Groups Student Groups in Red/Orange
Chronic Absenteeism N/A N/A N/A
Suspension Rate (K-12) 7 7
English Learner Progress (1-12) 7 6
Graduation Rate (9-12) N/A N/A
College/Career (9-12) N/A N/A N/A
English Language Arts (3-8) 7 6
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)
Conclusions based on this data:

1. The current system of discipline is not having the desired affect. ( deterring poor behavior )
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 )
Middle School
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
2016-17 Chronic Absenteeism by Subgroup

Student Subgroup Cumulative Enrollment Chronic Absenteeism Count Chronic Absenteeism Rates
Kindergarten N/A
Grades 1-3 N/A
Grades 9-12 N/A
Ungraded Elementary and Secondary N/A

1.
Middle School
Suspension Rate
each indicator.
Fall 2017 Suspension Rate Status and Change Report
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
Very Low Maintained

Asian 18
0% 0%
Very Low Maintained
Filipino 14
0% 0%
High Increased
Hispanic 385
8.8% +1.8%
* *
Two or More Races 9
High Increased
White 66
10.6% +3.8%
Middle School
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.
Middle School
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

Medium Declined Significantly
English Learner 84
72.6% -10.5%
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
State Indicators Students Performance Status Change
Medium Increased
Suspension Rate (K-12)
8% +0.8%
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

1. Our re-designated English Language Learners have declined significantly in Math. The -25 point drop is significantly below the
district standard.
2. Although the English Language Learners have maintained their ELA standard, the subgroup is significantly below the District
standard.
Middle School
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


1.
Middle School
College/Career
each indicator.
Fall 2017 College/Career Status and Change Report

(Percent Prepared)
College/Career N/A N/A
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

An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons.(Percent Prepared)
The performance level (color) is not included when there
Assessment Number of Students Status Change
English Language Arts (Grade 11)

1.
Middle School
each indicator.
Fall 2017 English Language Arts Status and Change Report

Low Maintained
English Language Arts (3-8) 492
57 points below level 3 -2.2 points
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 Maintained
All Students 492
Very Low Maintained
English Learners 162
* *
Foster Youth 4
Low Declined Significantly

Homeless 63
Low Maintained
Very Low Declined
Low Declined
African American 67
Increased
High Significantly
Asian 14
33.1 points above level 3
+27.1 points
High Declined Significantly
Filipino 13
17.6 points above level 3 -23.6 points
Very Low Declined
Hispanic 338
* *
Two or More Races 8
Low Increased
White 49
9.3 points below level 3 +8.2 points
Middle School
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
State Indicators Number of Students Status Change

Low Maintained
EL - Reclassified Only 105
Very Low Maintained
EL - English Learner Only 57
Low Increased
English Only 220

The California Alternate Assessments (CAAs) are administered to eligible students with the most significant cognitive disabilities. The 2017 CAA
results for English language arts (ELA) [OR mathematics] are displayed below for informational purposes only. These results will be included in
future calculations for the Academic Indicator. The graphs below display the percent of students who achieved Levels 1, 2, and 3.
Fall 2017 ELA California Alternate Assessment (CAA) Assessment Data
State Indicators Number of Students Level 1 Level 2 Level 3


1. All sub-groups with the exception of two a negative percentage increase. Our homeless and Foster Youth had a significant
decrease of -20 points along with our Filipino subgroup of -23 points.
2. Our Asian student sub-group increased 27.1 points. This growth is significant and speaks to the strength of the Advanced Studies
and Math Field Day instruction.
3. Wilson showed inconsistent growth across the spectrum but still is below or far below District levels.
Middle School
Mathematics (Math)
each indicator.
Fall 2017 Mathematics Status and Change Report

Very Low
Declined Significantly
Mathematics (3-8) 490 113 points below level
-20.6 points
3
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

All Students 490
* *
Foster Youth 4

Homeless 62
African American 67
High Increased
Asian 14
20.4 points above level 3 +10.7 points
Filipino 13
Hispanic 338
* *
Two or More Races 7
Low Maintained
White 48
Middle School
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

Very Low Declined
English Only 218

The California Alternate Assessments (CAAs) are administered to eligible students with the most significant cognitive disabilities. The 2017 CAA
results for English language arts (ELA) [OR mathematics] are displayed below for informational purposes only. These results will be included in
future calculations for the Academic Indicator. The graphs below display the percent of students who achieved Levels 1, 2, and 3.
Fall 2017 Math California Alternate Assessment (CAA) Assessment Data


1. Math scores are significantly below district average. The scores are in all sub-groups but one over 110 points below meeting
standard.
2. Our Asian sub group has increased by 10.7 points. This is consistent with their scores in other areas.
Middle School
Detailed Report
English Learner Progress Indicator (Grades K-12)
Student Group 2016 2017
English Learners 83.1% 72.6%
The percent of English Learners who made progress towards English proficiency.
College/Career Indicator
Student Group Prepared Approaching Prepared Not Prepared

For the Fall 2017 Dashboard, the College/Career Indicator (CCI) is reported as Status only. Because it only contains one-year of data, both Change
and a performance level (color) will not be calculated or reported. For more information about the CCI, please visit the California Department of
Education Web resource page at http://www.cde.ca.gov/ta/ac/cm/.
Academic Indicators (Grades 3-8)
Indicator 2016 2017
English Language Arts 54.8 points below level 3 57 points below level 3
Mathematics 92.4 points below level 3 113 points below level 3
Assessment Performance Results for Grade 11
Indicator 2016 2017
English Language Arts
Mathematics

1. Test scores are not reflective of the teaching and learning that is taking place at Wilson Middle School.
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.
Middle School
Detailed Report
Suspension
Indicator 2016 2017
Suspension 7.1% (41) 9.2% (53)

1. More than 25% of suspensions are from multiple offenders.
2. Alternate to suspension efforts such as RTI and the district wide alternate suspension program will provide additional supports.
Middle School
Detailed Report
Academic Engagement
Graduation
Indicator 2015 2016 2017
Graduation

1.
Middle School

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 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
Two or More Races
White

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.
2. Wilson's sub groups significantly under perform District standards.
3. Foster Youth and African Americans are the two groups that have the most significant drop in academic performance.
Middle School
Planned Improvements for Student Performance - Summary of School Targets for School Year 2017-2018
Area of Focus Measurable Outcomes (Targets)

Math Increase the % of students scoring meets or exceeds on the SBAC math assessment by 5-7 percentage points.
English Language Arts Increase the % of students scoring meets or exceeds on the SBAC ELA assessment by 8-10 percentage points.
Closing the Gap- must include Increase performance of targeted subgroups by 7-10 percentage points, reducing the achievement gap. In addition, increasethe % of EL
one indicator for EL students students achieving proficiency by 5-7 percentage points.
Parent and Community Increase the % of students scoring high on school connectedness (measured by California Healthy Kids Survey) by a minimum of 5 percentage
Engagement points.
School Safety, Climate and Decrease % of students suspended by a minimum of 10 percentage points. In addition, reduce the office referrals by 20%. Maintain ADA of
Culture >96%
School Selected* Increase the effective use of technology in all classrooms and home communication as measured by teacher
Graduation/Career and College N/A
Ready (High Schools Only) –
must include an indicator for
CAHSEE
* Select one of the following: Science, Social Studies/History, VAPA, Technology, Special Education.
The Single Plan for Student Achievement for Woodrow Wilson Middle School 23 of 72 5/30/18
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
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.
Area of Focus: School Safety, Climate and Culture (LCAP Goal 3)

X 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:
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.
Measurable Outcomes: LCAP metrics-schools can include additional
Increase the % of students scoring meets or exceeds on the SBAC Math assessment by 5 percentage points.
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
All students will complete the

area?
goal)
district performance tasks
Teachers may meet with the

coach to collaborate on a
lesson, teach lesson and
debrief on a scheduled basis
to be determined mutually
with coach, teacher and
administration.
Carnegie Math strategies are

utilized by the Advanced
Studies program.
Accelerate the curriculum for

high achieving/GATE students
Warm-ups-Open-ended to
encourage critical thinking
Work with the Central Office

to better incorporate GATE
strategies into our Advanced
Studies program.
Continue building a growth

mindset in students and teach
specific strategies to assist
students in persevering with
CCSS.
Teachers continue to use

math notes as well as math
journals and online textbook
to help students with
homework assignments and
retention of concepts and
procedures.
Teachers use manipulatives in
area?
goal)
the classroom consistently for
conceptual understanding.
Use NearPod to teach math

lessons.
Students need to use journals

to explain their thinking.
Teachers use the smarter

balance practice assessments
to expose students to new
assessment model.
Teachers may use Tenmarks

(or newly adopted curriculum)
to assess and practice to build
skills after teaching a concept.
Teachers may work with coach

to backwards map curriculum
and pacing guide.
Use of Tenmarks (or newly

adopted curriculum)
assessments, including pre-
assessment to determine
instruction.
Clothesline Math
Review groups to work on

previously un-mastered
concepts
Professional Development:
Provide professional
area?
goal)
development in CCSS and
unpacking standards.
Regular department meetings

for all math teachers and
collaboration at grade levels.
“A” meetings may be used
for department collaboration.
Teachers may attend

professional development
training as offered by the
district.as well as conferences
Teachers will receive

additional training in new
math adoption materials

Math (LCAP Goal 1) Graduation/College and Career Ready (LCAP Goal 1)
X English Language Arts (LCAP Goal 1) School Selected (circle one): Science, Social Studies/History, VAPA, Technology,
Narrative:
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.
Areas of need include:

Classroom Books
Book bins
Classroom Rugs
Book Shelves
Common Planning period (grade level and or Department)
increased homework completion
common core aligned resources
grade level department titles
Non Fiction Reading
The bookshelves, classroom libraries, carpets have been ordered and will be in classrooms by Fall 2017. District will be providing books as part of the middle school roll out of
balanced literacy.
• 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

area?
goal)
Students exceeded or met The following are strategies Results of department and 4000-4999: Books And Title I 10,000 August 2017-May
standard in ELA. There is a and actions that may be used district performance tasks will Supplies 2018
need for a higher percentage by the teachers to address the be used to monitor progress.
5000-5999: Services And Title I 15,000
of students to meet/exceed needs:
Other Operating
and to be at our above the Evidence of student work and
Expenditures
district average. Teacher/coach meeting with grades at the end of the
ELA teachers on regular basis grading period. 5800: Title I 10,000
School Needs: Professional/Consulting
1. Better utilize instructional Summer reading initiative. Pre/Post Assessments Services And Operating
Coach as a model for Direct Expenditures
Instruction in ELA through Use of district curriculum,
coaching. scope and sequence and Discuss data with students
performance tasks as a guide and show the correlation
2.Common and consistent between class work and test
daily lesson planning that Include direct instruction in scores.
requires students to think and multiple modalities (visuals,
respond in DOK (Depth of etc.) to help students build Goal of 70% proficiency on
Knowledge) 3 and higher on a background and make
tests, writing assignments,
regular basis. connections. Performance Tasks and
common assessments
3.Common Planning period Vocabulary development provided in PUSD Curriculum
(grade level and or (Kinsella Strategies) Guide
Department) or during "A"-
Mondays at least once per Breakdown vocabulary SBAC Results
semester definitions
For Writing, teach students Degree of Reading Power as a
4. Implement more how to “break down a measurement for reading
meaningful homework prompt” level growth/
assignments
area?
goal)
Use Core Literature
5. Common core aligned
resources Use specific strategies to
grade level department titles improve comprehension
(prediction, making
connections, etc.)
Teacher modeling of reading

and writing by thinking aloud.
Teach note taking strategies

(Cornell, Outlining)
Reciprocal Reading Strategies
Teachers use specific

strategies for reading and
understanding
informational/non-fiction
texts.
High expectations for all levels

Webb’s Depth of Knowledge
Implementation of Balanced
Literacy gained from ELA
Summer Institute and
Instructional Coach training.
Professional Development for

lesson planning.
ELA teachers attend district

meetings for learning CCSS.
Meet as a department to
collaborate and learn literacy
strategies, data analysis,
area?
goal)
analysis of student work.

X Closing the Gap (LCAP Goal 1) Special Education,
Narrative:
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.
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
Introduction of the MESA

program and all STEAM
instructional strategies.
Day- today substitutes to

release teachers or common
meeting time to:
• Perform Data analysis
and departmental
planning
• Plan common lessons
incorporating access to
core strategies to be used
in
lesson study
• Conduct team teaching
lessons and debrief
• Analyze student work
and data relevant to
lesson study
Peer-coaching and
observations with feedback
area?
goal)
Discuss data with students

and show the correlation
between class work and test
scores.
Use specific SDAIE strategies:

scaffold lessons, provide
ample wait time, use hands on
materials, provide students
with feedback etc.
Training for teachers on SDAIE

strategies for EL students and
training on how to better
accommodate special
education students.
Instructional coach will attend

all trainings at district level
and share with site staff.
Provide teachers with

resources for culturally
responsive curriculum and
resources.
Strategic and effective co-

teaching to support access to
rigorous standards-based
instruction
Use specific strategies to

improve comprehension
(prediction, making
connections, etc.)
area?
goal)
Vocabulary development
(Kinsella Strategies)
Academic Language
Use of ELD Curriculum or

integrated curriculum with
ELA standards
Include direct instruction in

multiple modalities (visuals,
etc.) to help students build
background and make
connections.
High expectations for all levels

of thinking
Provide field trip opportunities
for students to have concrete
experiences and expand
perspectives to make sense of
academic work.
Encourage students who are

having difficulty to sign up for
LEARNS and tutoring for
homework assistance.
Provide academic assistance

and/or credit recovery
through LEARNS and
supplemental tutoring.
Communicated to parents
Content and language

objectives are clearly defined,
displayed and reviewed with
students in all classes.
area?
goal)
Provide students with relia

and connect lessons to
student’s background
experiences.
Provide students with

opportunities to interact and
discuss: teacher/students and
among students.
Dedicated ELD teacher
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:
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.
Area of Focus: X School Safety, Climate and Culture (LCAP Goal 3)

Narrative:
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.
• 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.

area?
goal)
Classroom Management Below are Strategies we may Monthly Reports to CWAS will 5800: LCFF-LCAP 4500.00 August 2017-May
issues can not be the cause of implement, but not limited to, show a decrease in Professional/Consulting 2018
instructional shortfalls. in order to help us make suspensions, referrals and Services And Operating
area?
goal)
progress on this goal: truancy letters. Expenditures
Students transferred to
Wilson from Group Quarterly Assemblies Review and analysis of 5900: Communications LCFF-LCAP 1900
Homes/Discipline Transfers discipline referrals by grade
continue to have difficulty Referral to Impact as needed level at least once per
adjusting to a comprehensive semester. Use Aeries to report
middle school program. In Introduction of Mentoring in categories, by teacher,
addition, many of these program for young boys and infraction and grade level.
students also receive special girls.
education services.
Weekly meetings with
Although truancy decreased Principal, Asst. Principal,
by 50%, Wilson needs to security to review student
continue enforcing the referrals/areas of concern.
policies and procedures used
to decrease truancy even Teachers standing in there
more. doorway greeting children as
they enter and monitoring
hallways during passing.
All available staff outside

during lunchtime and
nutrition.
Work collaboratively with

Hillsides Mental Health
Use of Advisory time to make

positive connections and Bully
prevention curriculum
Parent Forums
SARB/SART Process
Classroom Management that

focuses on Redirecting
negative behavior and
implementation of the
area?
goal)
Behavior RTi 16 Classroom
Management Strategies.
Principal and Assistant

Principal will provide support
for teachers needing
assistance in classroom
management
Fully utilize CWAS counselor,

intern and advocate
Monthly case management

meetings.
Quarterly Student of the

Month Assemblies
Re-instate Wilson bucks and

student store to encourage
positive behaviors
Students must maintain a 2.0

gpa and have good citizenship
to participate in extra-
curricular activities.
Functioning and effective ASB

will work collaboratively with
Administration to provide
school spirit and activities for
student involvement and
ownership.
Honor Roll Incentive each

semester culminating in Beach
Bus for end of the year 3.5
students and above
area?
goal)
Complete the Review 360 for

internalizing and externalizing
behaviors twice per year to
guide Tier II & Tier III
interventions
Student led assemblies twice

per year to address issues
important to them such as
bullying, peer relationships.
Utilize the support staff

including but not limited to:
PPD School Safety Officer (if
they are reinstated ) , CWAS
Counselor, Intern and
Advocate, School Security
Team, Hillsides, school
psychologist, school nurse,
Saturday/Monday school
monthly/bimonthly as an
alternative to suspension.
Develop a plan for collecting

data on Tier II interventions
Institute Busted Certificate to

give to students who
demonstrate outstanding
effort in academics.
Monthly lunchtime
entertainment focused on
performing arts
area?
goal)
Open the schools game room
as an incentive for students.
Work with faculty on

developing school-wide
consistent consequences
across all classrooms
PAWS SEL curriculum?
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.

X Parent and Community Engagement (LCAP Goal 4)
Narrative:
• Parent Involvement- Increase % of parents agreeing that school/district encourages parent involvement to X%

area?
goal)
Not all parents are aware of Calendar monthly PTA SSC, Monthly PTA 2000-2999: Classified Annual Fund 16,000 August 2018-May
what is happening at Wilson ELAC and AAPC meetings. minutes/agendas/sign-in Personnel Salaries 2019
to ensure effective Send home calendar in US sheets
5000-5999: Services And Title I Part A: Parent 2500.00
home/school communication. mail.
Other Operating Involvement
Monthly SSC
Expenditures
All teachers are using Aeries Use School Messenger to send minutes/agendas/sign-in
Gradebook, weekly emails and voice sheets 5900: Communications LCAP 5000
messages to parents.
All parents need to sign up for Monthly ELAC
Parent Portal/ABI access to minutes/agendas/sign-in
monitor grades Send home weekly Sunday sheets
night phone blasts to parents
about upcoming week in Volunteer Sign in Logs
English and Spanish.
Monthly counseling logs
area?
goal)
Send home fliers/information
in First Period. Have students The number of parents
place in Agendas. attending PTA meetings will
consistently reach 20
Translation Support. members. New elected
officials to replace outgoing
Parent/Teacher/Student parents will also be a sign of
Compact signed by all forward progress.
stakeholders.
Number of logins to Web site
Parents will know the Parent will be recorded.
Involvement policy for Wilson
Middle School and how they Agenda System will be shared.
can be involved.
Creation of Wilson Middle

School handbook for families
to share our unique programs.
Weekly email sent home each

week via email. Send home
information to parents on
joining the email blast.
Encourage parents to use

Aeries Parent Portal
Continue with monthly Coffee

with the Principal
Ensure teachers have students

write important dates in
Agendas.
School -wide implementation

of agenda checking system
Agendas have information in

area?
goal)
the front about the school,
guidelines, and expectations.
Provide monthly tours for new

and prospective parents.
Have students participate in

registration during the
summer for books, PE clothes,
meeting with counselor, ID
pictures etc.
Provide information to
parents on Wilson website.
Update regularily.
School staff will provide

information on a weekly basis
to the PTA board member in
charge of communications.
Use Peachjar for on-line fliers
Community Assistant working

with parent volunteers and
providing parent education in
conjunction with district
Welcome Center.
Site Specific Goal 5:

English Language Arts (LCAP Goal 1) School Selected (circle one): Science, Social Studies/History, VAPA, XTechnology,
Narrative:
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.
Technology will be used effectively in 100% of classes as measured by teacher survey given by Tech Leader.

area?
goal)
Technology is a key Chrome Book Check (1-1) 4000-4999: Books And Title I 1000 August 2017- May
component to 21st Century Infuse technology into Supplies 2018
learning and the CCSS being curriculum as much as Informal observations of
5000-5999: Services And Title I 1000
fully implemented in all core possible in order to effectively classrooms
Other Operating
subjects. utilize these tools.
Expenditures
Formal Observations- use of
Utilize more effective and technology
efficient ways of delivery Create system for equitable
curriculum and Chrome books deployment
communicating with all and usage
stakeholders. (Google
Classroom) Differentiated Professional
area?
goal)
Development for teachers in
the use of Chrome Books,
Google apps, docs, forms,
drive, etc., Nearpod, IREADY
Develop a Technology PLC of

teachers from different
departments and grade levels
(Assisted by Harmony Cano)
Target : (insert annual target/goal)

Each school should write a goal that will be measured against internal measures; benchmarks, trimesters, performance tasks, end of course exams???
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,
What are the needs that How and when will we

“X” if included
can be identified from monitor the progress of our
as part of
outcomes? What strategies or actions strategy? What resources or When will we
What funding source and amount will be Program
should be implemented to -who will be measured training will be needed to implement our
used in our implementation? Improvement
What do we need to work address this need? when using what tool? implement our strategy? strategy?
(PI) Schools
on to improve results in this -what is the target (base &
ONLY
area? goal)


“X” if included
as part of
(PI) Schools
ONLY
area? goal)


“X” if included
as part of
(PI) Schools
ONLY
area? goal)
Total Allocations and Expenditures by Funding Source
Total Allocations by Funding Source

Funding Source Allocation Balance (Allocations-Expenditures)
LCAP 136,623 121,623.00
Title I 121,891 64,891.00
Title I Part A: Parent Involvement 2955.00 455.00
Total Expenditures by Funding Source

Funding Source Total Expenditures
Annual Fund 16,000.00
LCAP 15,000.00
LCFF - Supplemental 56,000.00
LCFF-LCAP 16,400.00
None Specified 10,000.00
Title I 57,000.00
Title I Part A: Parent Involvement 2,500.00
Middle School
Total Expenditures by Object Type

Object Type Total Expenditures
2000-2999: Classified Personnel Salaries 72,000.00
4000-4999: Books And Supplies 31,000.00
5000-5999: Services And Other Operating Expenditures 18,500.00
5800: Professional/Consulting Services And Operating 44,500.00
Expenditures
5900: Communications 6,900.00
Total Expenditures by Goal
Goal Number Total Expenditures

Math 30,000.00
English Language Arts 35,000.00
Closing the Gap 76,000.00
School Safety, Climate and Culture/College and Career 6,400.00
Parent and Community Engagement 23,500.00
Site Specific Goal 5 2,000.00
Middle School
Restricted Funding Personnel
2017-2018
Personnel Funding General Duty and SPSA support

Community Assistant Annual Fund Assists teachers, school nurses, administrative staff and other school personnel in providing liaison
activities with parents and students; assists with parent meetings and advisory councils; may provide
transportation as needed; reads, writes and converses in English and another designated language
(i.e. Spanish, Armenian, etc.). Partial Funding. District covers 6 hours.
English Language Learner Title I /LCAP-LCFF Prepare ELL students for English Language instruction. Assists with student reclassification.
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.
Site Services 2018-19

School: Wilson
Resource # of students Per Pupil Share to School Total Share of School
District Authorized # of FRL students @ school District FRL # 9424

30100 Title I Reservations
Direct Services
$ 2,231,889.00 383 $ 236.83 $ 90,706.02
Total Share of School $ 90,706.02

`
The District will provide the following direct services with Title I Authorized Reservation total amount of $2,231,889.
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.
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):
X English Learner Advisory Committee

Signature
African American Parent Council
Signature
Community Advisory Committee for Special Education Programs
Signature
Gifted and Talented Education Program Advisory Committee
Signature
Other committees established by the school or district (list):
Signature
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:
Kyle Douglas 04/24/18

Typed Name of School Principal Signature of School Principal Date
Lydia Finkley 05/18/18
Middle School
Typed Name of SSC Chairperson Signature of SSC Chairperson Date
Middle School
Appendices

Insert the latest, always a year behind.
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
Site Level School/Parent Compact
Attendance Improvement Program
Attendance Improvement Implementation Plan
School: Woodrow Wilson Middle School Principal: Kyle Douglas

School Number: 78 Counselor: Bryan Smith
Date Completed: May 2018 Principal Signature:
Goal: Increase the percentage of students attending at 96% or higher.
2015-2016 ADA Short Term Goal 2016-2017 ADA Long Term Goal 2017-2018 ADA Long Term Goal
95.75 97.70 98
GOAL 1: ATTENDANCE & DROPOUT PREVENTION PLAN

Frequency
Strategy & Activity Description Target Audience/s Measure of Success
Daily/Weekly/Monthly/Yearly
Work with Community Liaison, CWAS Chronically truant students Students will meet weekly with case Improve attendance by 50% of the
counselor, intern and advocate to identify carrier targeted students.
chronically truant students and provide
appropriate interventions. These include,
but are not limited to: counseling, home
visits, SSTs, SARTs, SARBs. Use data from
Truancy Reports sent from district.
GOAL 2: TEACHING ATTENDANCE

Frequency
Attendance letter sent home to parents All Students This is completed on an annual basis. Parents will be knowledgeable of the
explaining the importance of attendance, Updates are provided throughout the year attendance policies and procedures and
procedures for clearing absences. This as appropriate and needed. will follow them accordingly.
information is sent home in the
registration packet, sent home with Students will not receive Letter 3’s.
students, link on school website and is a After Letter 2 has been sent to parents
section in the student agenda.
Truancy Meetings after Letter 2 for all
parents who received letters in both the
morning and evening led by the school
administrator with assistance from the
school counselor and CWAS
Personnel on campus.
GOAL 3: PREVENTION & INTERVENTION

Frequency
Monthly Rewards by grade level and All students Grading Periods and at Quarterly Attendance Rates by grade level with a
Advisory period for the best attendance assemblies. goal of 98% each period for each grade
for the attendance period. The Grade level
Level Attendance Banner hangs in the
main hallway next to a bulletin board with
each grade level’s monthly attendance.
Certificates to students with 98% or better

attendance for Student of the Month
Assemblies
During 5 week assemblies with Assistant

Principal, printouts of attendance are
given to all students. Students with 96% or
above will participate in a raffle. Students
with excessive tardies and absences are at
risk of losing privileges.
Students with perfect attendance each

grading period will receive recognition.
Pasadena Unified School District
Instructional Services
GIFTED AND TALENTED EDUCATION
GATE Principal’s Checklist
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 1: Program Design

1:1 The plan for the district program has a written statement of philosophy, goals, and standards appropriate to the needs and abilities of gifted learners.
1:2 The program provides administrative groupings and structures appropriate for gifted education and available to all gifted learners.
1:3 The program is articulated with the general education programs.
Does the school administrative leadership team have access to and review the LEA GATE plan on an annual basis to ensure that X
the school plan is articulated with the District plan?
Do K-2 teachers observe for potential giftedness and use flexible groupings in response to observed characteristics of
giftedness in the classroom?
Are GATE students in grades 3-5 placed in cluster groupings or part-time groupings?
Are GATE students in grades 6-12 encouraged to participate in rigorous classes such as Pre AP, AP and Honors? X
Are GATE services provided to students during the regular instructional school day? X
Are all parents informed of the schedule of the GATE Parent Leadership meetings? X
Are all parents informed of the GATE Parent Education Workshops offered by the District? X
Do secondary counselors review their case loads to be aware of which students are GATE so that they can be appropriately X
Section 1: Program Design
1:1 The plan for the district program has a written statement of philosophy, goals, and standards appropriate to the needs and abilities of gifted learners.
1:2 The program provides administrative groupings and structures appropriate for gifted education and available to all gifted learners.
1:3 The program is articulated with the general education programs.
counseled and encouraged to participate in rigorous academic courses as they transition from elementary to middle school and
middle school to high school?
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?
Section 3: Curriculum and Instruction

3:1 A differentiated curriculum is in place, responsive to the needs, interests, and abilities of gifted students.
3:2 The differentiated curriculum for gifted students is supported by appropriate structures and resources.
Elementary
1 2 3
Are teachers trained on the development and implementation of an Individual Learning Plan (ILP) for GATE students?
Do all teachers include a discussion of the ILP during the November parent conference for GATE students?
Does differentiation of instruction focus on the depth and complexity of content, advanced or accelerated pacing, and the
unique expression and application of student understanding?
Are the following instructional options used in the development of the School GATE Plan:
● Individual Learning Plan
● Independent projects
● Interest based enrichment opportunities
● GATE clusters with GATE certified teacher
● Curriculum compacting
● Vertical subject-matter acceleration
● IB program
Middle School X
Are high-achieving GATE students placed in accelerated or honors classes?
Does differentiation of instruction focus on the depth and complexity of content, advanced or accelerated pacing, and the X
Are the following instructional options used in the development of the School GATE Plan: X
● Honors class
● Pre-AP classes
● IB classes
● Enrichment classes
● Options for GATE Advisory
High School
Do honors classes offered in the core subject areas of ELA and math provide a more rigorous educational experience?
Does differentiation of instruction focus on the depth and complexity of content, advanced or accelerated pacing, and the
Are GATE students monitored for under-achievement and provided with one-on-one counseling to address their needs?
Are Advanced Placement classes are available?
Is the IB diploma program available?
Do students qualify for enrollment in Honors, Advanced Placement, and/or IB classes based on teacher recommendation, GPA,
grades in the specific subject, standardized test scores, and/or portfolio or demonstration options?
Are the following instructional options used in the development of the School GATE Plan:
● Honors classes
● AP classes
● IB classes
● Career Pathways classes/Independent Study
● Options for GATE Advisory
All Grades X
Does the Principal provide leadership in supervising and monitoring implementation of the GATE Principals Checklist to ensure
that GATE students are receiving an appropriate education?
Does the Principal lead the work of the School GATE Team (Principal, GATE Site Representative, GATE Parent Representative) to X
review and modify the GATE Principals Checklist annually as needed?
Does the School Site Council review and approve the GATE Principals Checklist annually? X
Do students have an opportunity to provide input on their educational experience and the level to which their needs are being
met?
Is the GATE Principals Checklist developed in response to the specific and varied learning needs of the individual school X
population?
Section 4: Social and Emotional Development

4:1 Actions to meet the affective needs of gifted students are ongoing.
4:2 At risk gifted students are monitored and provided support (e.g. underachievement, symptoms of depression, suicide, substance abuse).
Do schools provide enrichment activities that foster social interaction among GATE students? X
Do elementary GATE students have the opportunity to visit secondary schools and/or shadow secondary students in Honors or X
AP classes to help ease anxiety about transitioning to secondary school?
Are high school students informed of the opportunity for concurrent enrollment at Pasadena City College?
Do GATE students have access to small-group counseling sessions offered at the school and are made aware of services X
available outside of the school?
Do middle and High School students have an option for a GATE focused advisory to support their specific social/emotional
needs?
Section 5: Professional Development

5:1 The district provides professional development opportunities related to gifted learners on a regular basis.
Does the Principal schedule time for the GATE Coordinator to provide professional development at the school site during A X
meetings on any of the following topics:
● PUSD GATE Program Overview
● GATE Identification Process
● Characteristics of Gifted Learners from Diverse Populations
● How to get or renew GATE Certification
● How to create and use the Individual Learning Plan
Does the Principal schedule other GATE-related professional development at the school site during A meetings on any of the X
following topics:
● Kaplan’s Prompts of Depth and Complexity/Content Imperatives
● Acceleration of content (Universal Themes and Big Ideas)
● Differentiation of skill, product, process
● Critical and Creative thinking
● Independent Study/Developing an Interest
● Curriculum Compacting
Section 5: Professional Development
5:1 The district provides professional development opportunities related to gifted learners on a regular basis.
● Characteristics of Giftedness
● Scholarly Behaviors (Thinking like a Disciplinarian)
● Interdisciplinary lesson development
Section 6: Parent and Community Involvement

6:1 Open communication with parents and the community is maintained.
6:2 An active GATE advisory committee with parent involvement is supported by the district.
Does the school have a GATE Parent Advisory Committee (PAC) that meets four times per year? X
Does the GATE PAC review the School GATE Plan for the purpose of suggesting improvements? X
Is the socioeconomic, linguistic and ethnic diversity of the school represented on the GATE Parent Advisory Committee? X
Does the school regularly send a parent representative to the District GATE Parent Leadership meetings? X
Is the School GATE Plan shared with parents and the community effectively and systematically? X
Section 7: Program Assessment

7:1 The district provides ongoing student and GATE program assessment that is consistent with the program’s philosophy, goals, and standards.
Do all stakeholders (GATE PAC, administrators, teachers, community members, and students) have an opportunity to give input X
on the development, implementation, and effectiveness of the school GATE program on an annual basis?
Name of School Site: Woodrow Wilson Middle School

---------------
Principal: Kyle Douglas
---------------
School Site Council Chair (typed): Lydia Finkley
---------------
Date Approved By GATE Site Advisory Council: NA
---------------
Date Approved By School Site Council May 2017
Dates and times of calendared site GATE Advisory meetings

2018-2019:
Date Topic
1st meeting False
2nd meeting
3rd meeting
4th meeting
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)
School Safety Committee Chair: 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.
SB 1667 requires the following school safety plan changes:

EC 35294 requires schools to hold a public meeting at the school site to allow members of the public the opportunity to express an opinion about the plan. SB 1667 amends EC
3524.8 to require schools to notify, in writing, the public of the meeting.
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
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.
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.
Fall 2017 Equity Report
State Indicators All Students Performance Total Student Groups Student Groups in Red/Orange
Suspension Rate (K-12) 7 7
English Learner Progress (1-12) 7 6
Graduation Rate (9-12) N/A N/A
College/Career (9-12) N/A N/A N/A
English Language Arts (3-8) 7 6
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.

1. The current system of discipline is not having the desired affect. ( deterring poor behavior )
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 )
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
Chronic Absenteeism N/A N/A N/A N/A
2016-17 Chronic Absenteeism by Subgroup

Student Subgroup Cumulative Enrollment Chronic Absenteeism Count Chronic Absenteeism Rates
Kindergarten N/A
Grades 1-3 N/A
Grades 9-12 N/A
Ungraded Elementary and Secondary N/A

1.
Suspension Rate
Fall 2017 Suspension Rate Status and Change Report
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
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
10.1% +2.4%
Very High Increased
14.2% +3.2%
Very High Increased
African American 78
15.4% +3.5%
* *
American Indian 1
Very Low Maintained

Asian 18
0% 0%
Very Low Maintained
Filipino 14
0% 0%
High Increased
Hispanic 385
8.8% +1.8%
* *
Two or More Races 9
High Increased
White 66
10.6% +3.8%

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.
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

English Learner 84
72.6% -10.5%
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
State Indicators Students Performance Status Change
Medium Increased
Suspension Rate (K-12)
8% +0.8%
English Learner Progress (1-12)
72.6% -10.5%
Very Low Maintained
English Language Arts (3-8)
Mathematics (3-8)

1. Our re-designated English Language Learners have declined significantly in Math. The -25 point drop is significantly below the
district standard.
2. Although the English Language Learners have maintained their ELA standard, the subgroup is significantly below the District
standard.
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


1.
College/Career
Fall 2017 College/Career Status and Change Report

(Percent Prepared)
College/Career N/A N/A
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

(Percent Prepared) level (color) is not included when
An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance
Assessment Number of Students Status Change
English Language Arts (Grade 11)

1.
Fall 2017 English Language Arts Status and Change Report

Low Maintained
English Language Arts (3-8) 492
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 Maintained
All Students 492
Very Low Maintained
* *
Foster Youth 4

Homeless 63
Low Maintained
Very Low Declined
Low Declined
African American 67
Increased
High Significantly
Asian 14
33.1 points above level 3
+27.1 points
High Declined Significantly
Filipino 13
17.6 points above level 3 -23.6 points
Very Low Declined
Hispanic 338
* *
Two or More Races 8
Low Increased
White 49
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

Low Maintained
Very Low Maintained
Low Increased
English Only 220

The California Alternate Assessments (CAAs) are administered to eligible students with the most significant cognitive disabilities. The 2017 CAA results
for English language arts (ELA) [OR mathematics] are displayed below for informational purposes only. These results will be included in future
calculations for the Academic Indicator. The graphs below display the percent of students who achieved Levels 1, 2, and 3.
Fall 2017 ELA California Alternate Assessment (CAA) Assessment Data


1. All sub-groups with the exception of two a negative percentage increase. Our homeless and Foster Youth had a significant
decrease of -20 points along with our Filipino subgroup of -23 points.
2. Our Asian student sub-group increased 27.1 points. This growth is significant and speaks to the strength of the Advanced
Studies and Math Field Day instruction.
3. Wilson showed inconsistent growth across the spectrum but still is below or far below District levels.
Mathematics (Math)
Fall 2017 Mathematics Status and Change Report

Very Low
Declined Significantly
Mathematics (3-8) 490 113 points below level
-20.6 points
3
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

All Students 490
* *
Foster Youth 4

Homeless 62
African American 67
High Increased
Asian 14
20.4 points above level 3 +10.7 points
Filipino 13
Hispanic 338
* *
Two or More Races 7
Low Maintained
White 48
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

Very Low Declined
English Only 218

The California Alternate Assessments (CAAs) are administered to eligible students with the most significant cognitive disabilities. The 2017 CAA results
for English language arts (ELA) [OR mathematics] are displayed below for informational purposes only. These results will be included in future
calculations for the Academic Indicator. The graphs below display the percent of students who achieved Levels 1, 2, and 3.
Fall 2017 Math California Alternate Assessment (CAA) Assessment Data


1. Math scores are significantly below district average. The scores are in all sub-groups but one over 110 points below meeting
standard.
2. Our Asian sub group has increased by 10.7 points. This is consistent with their scores in other areas.
Detailed Report
English Learner Progress Indicator (Grades K-12)
Student Group 2016 2017
English Learners 83.1% 72.6%
The percent of English Learners who made progress towards English proficiency.
College/Career Indicator
Student Group Prepared Approaching Prepared Not Prepared

For the Fall 2017 Dashboard, the College/Career Indicator (CCI) is reported as Status only. Because it only contains one-year of data, both Change
and a performance level (color) will not be calculated or reported. For more information about the CCI, please visit the California Department of
Education Web resource page at http://www.cde.ca.gov/ta/ac/cm/.
Academic Indicators (Grades 3-8)
Indicator 2016 2017
English Language Arts 54.8 points below level 3 57 points below level 3
Mathematics 92.4 points below level 3 113 points below level 3
Assessment Performance Results for Grade 11
Indicator 2016 2017
English Language Arts
Mathematics

1. Test scores are not reflective of the teaching and learning that is taking place at Wilson Middle School.
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.
Detailed Report
Suspension
Indicator 2016 2017
Suspension 7.1% (41) 9.2% (53)

1. More than 25% of suspensions are from multiple offenders.
2. Alternate to suspension efforts such as RTI and the district wide alternate suspension program will provide additional supports.
Detailed Report
Academic Engagement
Graduation
Indicator 2015 2016 2017
Graduation

1.
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
Students with Disabilities
African American
American Indian
Asian
Filipino
Hispanic
Pacific Islander
Two or More Races
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.
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.
2. Wilson's sub groups significantly under perform District standards.
3. Foster Youth and African Americans are the two groups that have the most significant drop in academic performance.
City, State Zip: Pasadena, CA 91107
Phone: (626) 396-5800
Fax:
Standardized Emergency
Management Plan
Updated: March 6, 2018
Standardized Emergency Management Plan i of 85 5/9/18

Chapter 1: General Information
Overview
School Employees’ Obligations
School’s Preparedness Obligations
Compliance
Chapter 2: National Incident Management System
Introduction
Coordination with Other Response Agencies
NIMS Resources
Chapter 3: Pre-Incident Planning
Emergency Preparedness Tasks
School Employees as Disaster Service Workers
Staff Emergency Assignments
Incident Command System Assignment Form (ICS 203)
Current Staff Roster
Teacher Buddy Procedures
Buddy List (Form D)
Emergency Evacuation Maps
Emergency Evacuation Map
ICS Locations During Lockdown or Shelter Situations
Off-site Evacuation Areas
Utility Map
Emergency Drills
Fire Drills
Earthquake Drills
Lockdown Drills
Lockdown Protocol
Shelter-in-Place Drills
Chapter 4: During an Incident
General Considerations for School Employees
Incident Command System
Incident Command System Facilities
Activation of the Incident Command System
Incident Command System Positions
Incident Command System - Command Staff
Incident Command System - General Staff
Incident Command System Forms
Demobilization
Chapter 5: Emergency Communications
Internal Communications Protocol
Communications Interoperability
Communication Notice of an Emergency
Emergency Phone Numbers
Standardized Emergency Management Plan i of 85 5/9/18

Chapter 6: Responses to Specific Emergencies
Immediate Responses
Responses to Specific Types of Emergencies
Active Shooter Situations: Responding to an Active Shooter Situation
Aircraft or Vehicle Crash
Air Quality Alerts
Anthrax or Unknown Powdery Substances
Bomb Threat
Bomb Threat Form
Chemical or Hazardous Materials Incident - Indoors
Chemical or Hazardous Materials Incident - Outdoors
Earthquake60
Homeland Security Code Red
Medical Emergency
Nuclear Attack
Pandemic
Riot/Civil Disturbance by Outsiders
Severe Heat Conditions
Severe Windstorm
Suspicious Mail/Package
Suspicious Person on Campus
Utility Failure
Walkout/Disturbance by Students
APPENDICES
APPENDIX A - NIMS TERMINOLOGY
APPENDIX B -SEMS/NIMS FORMS
The forms in this Appendix include:
Pre-Disaster
Emergency Preparedness Checklist (Form ICS-CK)
Staff Disaster Preparedness Experience Questionnaire (Form ICS-STAFF)
Hazard Identification Checklist (Form ICS-CLASS)
Emergency Information Form for Students with Special Needs (Form AAP)
Off-Site Evacuation Sites (Form B)
Record of Disaster Drills (Form C)
Buddy List (Form D)
Incident Assignment Chart (Form ICS 207)
Incident Assignment List (Form ICS 203)
Hazardous Materials Inventory (Form ICS-HAZ)
Mortality Management Guidelines (Form ICS-MOR)
Earthquake Container Inventory (Form ICS-EQ)
Earthquake Container - Medical Supplies Inventory (Form ICS-EQ-MED)
Emergency Communications Inventory (Form ICS-TECH)
NIMS Resources Inventory - Vehicles (Form ICS 218A)
NIMS Resources Inventory -Diesel Generators (Form ICS 218B)
Standardized Emergency Management Plan ii of 85 5/9/18

During a Disaster
Incident Briefing (ICS 201)
Incident Objectives (ICS 202)
Incident Assignment List (see above under Pre-Disaster forms)
Incident Communications Plan (ICS 205)
Incident Medical Plan (ICS 206)
Incident Information Report (Form E)
Incident Action Plan (Form F)
Safety/Damage Survey Report (Form G)
School Public Information Release - Earthquake (Form H)
Incident Command Check-In Log (ICS 211)
Student Release Log (Form L)
Student Emergency Release Form (Form M)
Student/Staff Accountability Form (Form N)
Injury/Information Reporting Form (Form O)
Notice of First-Aid Care (Form P)
Post Disaster
After Action/Corrective Action Report (Form ICS AA/CA)
Drill Evaluation Form
General Message (ICS 213)
Unit Log (ICS 214)
Safety and Risk Analysis (ICS 215a)
Radio Requirements Worksheet (ICS 216)
Demobilization Checkout (ICS 221)
Standardized Emergency Management Plan iii of 85 5/9/18

1
General Information
Overview
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 emergency actions will be taken according to the following priorities:

(1) Protection of life
(2) Incident Stabilization
(3) Protection of property
(4) Restoration of services
School Employees’ Obligations
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.
Standardized Emergency Management Plan 1 of 85 5/9/18

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.

School’s Preparedness Obligations
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.

2
National Incident Management System
Introduction
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.

Multiple Agencies involved in a Single School Site Incident
If a school site situation requires the assistance of multiple public agencies, the District will be part of a Unified
Command. The Unified Command organization consists of the Incident Commanders from the various
jurisdictions or agencies operating together to form a single command structure. The Incident Commanders
within the Unified Command make joint decisions and speak as one voice. Any differences are worked out within
the Unified Command.
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.

NIMS Resources
The list below is not inclusive. See also Chapter 5 for emergency phone numbers.
Resource Description and Contact Information

Readiness & The REMS Technical Assistance Center is a division of the U.S. Department of Education's
Emergency Office of Safe and Drug-Free Schools. They provided assistance on Plan development and
Management NIMS integration. See http://rems.ed.gov or contact 1-866-540-7367.
Technical Assistance
Center
LA County Office of LACOEM provided assistance with the integration of NIMS. Contact for NIMS is Krystin
Emergency Goethals at 323-980-2076 (kgoethal@lacoeoc.org). See also http://lacoa.org.
Management
Los Angeles County LACOE provided assistance with the integration of NIMS. Contact: Frank Kwan,
Office of Education Communications Director (562-922-6360 or Kwan_Frank@ lacoe.edu) or Chris Dayian, Safe
Schools Center Director (562-922-6247 or Dayian_Chris@lacoe.edu). See
http://www.lacoe.edu/orgs/158/index.cfm.
Red Cross of Greater Red Cross can assist with shelter planning. Contact is Stephanie Regalado at 323-780-7625
Los Angeles or Keith Garcia at 323-780-5305. See also http://www.redcrossla.org/index.php.
California Office of OES provided assistance with NIMS compliance and NIMSCAST issues. See
Emergency Services http://www.oes.ca.gov or contact Glenn Cadman, Senior Emergency Services Coordinator, at
916-845-8775 or Glenn_Cadman@oes.ca.gov.
Federal Office of FEMA provided assistance with NIMS compliance and NIMSCAST issues. Contact Michael
Emergency Docterman, Analyst, Incident Management Systems Division, Natl Integration Center
Management (FEMA/DHS) at Fema-NIMS@dhs.gov.
City of Pasadena
Introduction to the This course was developed by FEMA and the DOE to promote school safety by the use of
ICS for Schools (IS- ICS principles in school-based incidents. See http://training.fema.gov/
100.SC) EMIWeb/IS/IS100SC.asp
Multi-Hazard This course provides instruction on how to assess potential hazards to a school and to develop
Planning for Schools an Emergency Operations Plan to address those hazards. See
(IS-362) http://training.fema.gov/EMIweb/IS/is362.asp.
IS700 NIMS: An This is a Web-based awareness level course designed to explain NIMS concepts. See
Introduction http://training.fema.gov/EMIWeb/IS/is700.asp.
IS 200 - ICS for Single IS 200 is designed for personnel likely to assume an ICS supervisory position. See
Resources http://training.fema.gov/ EMIWeb/IS/is200.asp.
IS 800 - National This course is for federal, state, and local emergency management professionals. See
Response Plan http://www.training.fema.gov/emiweb/is/is800.asp.
National Incident The U.S. Dept. of Homeland Security’s NIMS document published March 2004 can be found
Management System at: http://www.fema. gov/pdf/emergency/nims/nims_doc_full.pdf.

3
Pre-Incident Planning
Emergency Preparedness Tasks
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.
JOB TITLE PRE-INCIDENT EMERGENCY PLANNING TASKS

PRINCIPAL OR  Complete the Principal’s Checklist (form ICS-CK)
DESIGNEE This emergency preparedness checklist includes assurances that:
 Staff questionnaire is completed (form ICS-STAFF to be completed by staff)
 Evacuation and other maps are up-to-date
 Designate and confirm off-site evacuation sites (use Form B)
 Emergency procedures are in place for students with disabilities (Form AAP to be
completed by students’ parents) and are reviewed with the students’ parents
 Staff rosters and emergency info is current
 Student rosters and emergency info is current
 The earthquake container supplies have been replenished
 Classroom first-aid and earthquake supplies have been replenished
 Classroom hazard assessments are completed (form ICS-CLASS to be completed by
teachers)
 The Incident Command backpack is stocked with supplies and current student and staff
info and the current Emergency Plan
 Updated maps and plans are in the fire panel for first responders
 Assign school staff to emergency roles (form ICS 203)
 Ensure that buddy lists are current ( Form D)
 Ensure that science, art, woodshop, automotive and maintenance staff complete hazardous
materials inventory (form ICS-HAZ to be completed by appropriate staff)
 Conduct fire, EQ, & other drills (record on Form C)
 Ensure that designated staff is trained in First Aid and CPR
 Review and approve this Emergency Plan with the School Site Council or School Safety
Committee and local public safety
 Review the approved plan with parents
 Review the approved plan with staff and ensure they are aware of their responsibilities as
Disaster Service Workers (see below)
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

Pre-Incident Staff Preparedness Tasks (continued)
JOB TITLE PRE-INCIDENT EMERGENCY PLANNING TASKS

SCHOOL NURSE OR  Annually inventory the medical supplies in the EQ container and replenish if necessary (form
HEALTH CLERK ICS-EQ-MED)
 Complete Incident Medical Plan (form ICS 206)
 Ensure that medication records and any special medical conditions or authorizations for
students and staff are included in your emergency supplies to be taken with you in the event of
evacuation
 Put Mortality Management Guidelines in the EQ container and in your emergency supplies
(ICS-MOR)
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
MIDDLE SCHOOL  Annually inventory hazardous materials (form ICS-HAZ)

SCIENCE, ART, WOOD  Provide completed inventory to the principal and facility manager by September 30th of each
SHOP & year
PHOTOGRAPHY,  Any mid-year updates must be furnished immediately to the principal and facility manager.
TEACHERS
ALL TEACHERS  Complete staff experience questionnaire (ICS-STAFF)
 Ensure classroom emergency kit is stocked and has current student roster, emergency cards &
contacts.
 Ensure the classroom first-aid kit is replenished
 Annually, complete the classroom hazard checklist (ICS-CLASS)
 If any students need special medication, consult with the school nurse for emergency
procedures
 Review current emergency procedures.
 Know your teacher buddy
 Know your emergency assignment and tasks in an emergency
SCHOOL  Develop a crisis management plan in coordination with the principal, school nurse, district
PSYCHOLOGIST nurse, and Director of Pupil Services
ALL CLASSIFIED STAFF  Complete staff experience questionnaire (ICS-STAFF)

 If you require special medication, consult with the school nurse for emergency procedures
 Annually review current site emergency procedures
 Know your emergency assignment and tasks in an emergency
 At the beginning of each school year, each Department head shall ensure that there is a first-aid
kit for his/her department and that the kit is stocked with supplies
 At the beginning of each school year, each Department head will ensure that the room hazard
checklist is completed for his/her offices/area (ICS-CLASS)

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).


Emergency Organization Chart
Date: 06/07/2018
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:
Demobilization Facilities/Security Transportation Unit Claims
Lead: Lead: Security/Custodian Lead: Lead:
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
FORM ICS 203 - PG 1


Emergency
Emergency Role Primary Alternate or Deputy Location Phone
Assignment
Command Staff Incident Commander Principal Kyle Douglas Assistant Principal
Public Information Officer Principal Charlene Tucker
Safety Officer Security Officer Annie Johnson
Liaison Officer
General Staff Operations Section Chief School Counselor
Finance & Admin. Sec. School Secretary

Chief
Logistics Section Chief
Planning Section Chief Assistant Principal
Planning Section Documentation School Secretary
Resources/Situation
Planning
Demobilization
Runners/Messengers
Operations Section Search & Rescue Security/Custodian
First Aid School Nurse, Health Clerk
Facilities/Security Security/Custodian
Student/Staff Accounting Office Staff
Crisis Management School Pychologist
Logistics Section Supplies/Equipment Unit
Food Service Unit
Transportation Unit
Communications Unit
Finance and Timekeeping
Administration Purchases
Section Workers Comp Claims
FORM ICS 207 - PG 2


(Student Care Teams)
Emergency Team Leaders Team Members

Assignments
Student Care Primary: School Nurse
Grade: 6-8 Alternate:
Student Care Primary: School Health Clerk
Student Care Primary: LVN
Student Care Primary: Annie Johnson/Security
Student Care Primary:
Grade: Alternate:
Student Care Primary:
Grade: Alternate:
FORM ICS 203 - PG 3

Teacher Buddy Procedures
Before An Incident Occurs

The Woodrow Wilson Middle School current Buddy List is included on the following page (use Buddy List Form
D in Appendix B). A buddy list typically assigns teachers in adjacent or nearby rooms as “buddies.” Buddy
teachers will work together in an emergency, and should train and drill together to better understand and
cooperate with one another.
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.
After an Incident Occurs

When an incident takes place, each teacher should conduct a classroom status check. The teacher should then
check with their buddy teacher to determine each other’s health status, need to assist with any injuries, need to
stay with injured students, etc. If possible, injured students should not be left alone. Remember: A teacher’s
responsibility is to all students, but in situations which threaten the lives of all, do the greatest good for the
greatest number.
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.

TEACHER BUDDY LIST

School Site: Woodrow Wilson Middle School School Year 2017-2018
Update prepared by: Kyle Douglas Date: 5-7-2018
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.
Responsibility for Responsibility for Emergency Task

Remaining with Students Assuming Emergency Task*
Room # Room #
Rodriguez/Banks Knudson Sweep and Resuce
Hunt/Silverio Crew Sweep and Rescue
Hermosillo/Kobey Avila Sweep and Rescue
Jeffers/March Sweep and Rescue
Taylor/Lerma Sweep and Rescue
Villagrano/Bignell Sweep and Rescue
Jiminez/Prado Sweep and Rescue
Pena/Hines Evacuate
ICS Form D

Emergency Evacuation Maps
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.
Command Post 1: Tennis Court

Direct phone number: District Cell/Principal
FAX machine: 626-584-9895
Command Post 2: Quad

Direct phone number: District Cell/Principal
FAX machine 1:
Off-Campus Evacuation Areas

If the on-campus assembly areas are not accessible or usable, the Principal may direct the students to off-campus
evacuation areas. Ideally, two facilities/locations should be designated within walking distance, and two located
out of reach of the immediate hazard. Designate these off-site evacuation areas on Form B (copy of Form B is in
Appendix B).
Site 1:
Site 2:

REPLACE THIS PAGE WITH AN EMERGENCY EVACUATION MAP SHOWING:
 INCIDENT COMMAND POST (AND ALTERNATIVE SITE)
 EVACUATION ROUTES
 ON-CAMPUS OUTSIDE ASSEMBLY AREAS
 OFF-SITE EVACUATION AREAS WITHIN WALKING DISTANCE
 EMERGENCY EVACUATION AREAS FOR INDIVIDUALS WITH DISABILITIES
 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
 STUDENT RELEASE GATE
 LOCATION OF FUNCTIONS NOT BASED AT THE INCIDENT COMMAND IINSERTPOST (E.G.,

PURCHASING, TRANSPORTATION)

REPLACE THIS PAGE WITH AN EMERGENCY MAP FOR LOCKDOWN OR
SHELTER SITUATIONS SHOWING:
 INCIDENT COMMAND POST (AND ALTERNATIVE SITE)
 STAGING AREAS FOR OFF-SITE EVACUATION AREAS WITHIN WALKING DISTANCE (SHOW
STAGING AREAS FOR STUDENTS WITH SPECIAL NEEDS IF DIFFERENT)
 STAGING AREAS FOR OFF-SITE EVACUATION AREAS REQUIRING TRANSPORTATION (SHOW

STAGING AREAS FOR STUDENTS WITH SPECIAL NEEDS IF DIFFERENT)
 EMERGENCY EVACUATION ROUTES FOR INDIVIDUALS WITH DISABILITIES
 EMERGENCY EVACUATION ROUTES FOR STUDENTS/STAFF GENERALLY
 LOCATION OF FIRST-AID STATION/MORGUE
 LOCATION OF STUDENT RELEASE GATE
 LOCATION OF FUNCTIONS NOT BASED AT THE INCIDENT COMMAND POST (E.G., PURCHASING,
TRANSPORTATION)

OFF-SITE EVACUATION AREAS

Form B
School Site: Woodrow Wilson Middle School School Year 2017-2018

Preparer’s Name: Kyle Douglas Date:
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.
EVACUATION AREAS WITHIN WALKING DISTANCE

1st Evac. Facility: Park
Contact Person: Phone:
Address: Del Mar Blvd.
Special Conditions of
Facility Owner:
2nd Evac. Facility: Boys and Girls Club

Address: Del Mar Blvd
Facility Owner:
EVACUATION AREAS THAT REQUIRE TRANSPORTATION TO REACH

1st Evac. Facility:
Address:
Facility Owner:
2nd Evac. Facility:

Address:
Facility Owner:

REPLACE THIS PAGE WITH A MAP OF ALL UTILITY LOCATIONS
THE MAP MUST SHOW:
 LOCATION OF ALL UTILITY SHUTOFF CONTROLS
 LOCATION OF TOOLS TO SHUT-OFF THE UTILITIES

Emergency Drills
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.”

Fire Drills
A fire drill must be conducted monthly in elementary schools, four times a year in middle school, and twice a year in high
school (see Education Code S32001).
TEACHER CHECKLIST IN A FIRE DRILL

[ ] Refer to the evacuation map in your classroom. If the room does not have a map, please contact the Principal today.
[ ] 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.
ALL OTHER PERSONNEL
Report to Assembly Area for further instructions.

Earthquake Drills
A drop procedure practice must be held at least once each school quarter in elementary schools and at least once a
semester in secondary schools (Ed Code §35297). No advance warning or signal normally will be given.
TEACHER CHECKLIST IN AN EARTHQUAKE DRILL

[ ] If students are between classes or at lunch or PE, all students shall take immediate cover in the closest shelter available.
[ ] 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.
[ ] Have students get under desks or tables where possible.
[ ] Fold body onto floor with arms close to knees.
[ ] 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).
All Clear Orders to Evacuate
[ ] Direct students to [ ] Have students quickly line up.

return to their seats.
[ ] Take your emergency bag, student roster and attendance cards. LEAVE
DOORS OPEN.
[ ] Place the GREEN side of the placard up if everyone has evacuated or the RED
side up if someone is left behind (write on it the number of adults/ children and
their location in the room).
[ ] Have students walk QUIETLY in single file to the Assembly Area.
[ ] If students are between classes, at lunch or at PE, and are instructed to report
to the Assembly Area, line up according to the previous classroom nos.
[ ] Take attendance. 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.
ALL OTHER PERSONNEL
Remain in your office until you hear the “All Clear.”
If the Incident Commander (i.e., principal) directs students and staff to evacuate instead of resuming classroom instruction and
school operations, evacuate to your pre-designated Assembly Area and/or assume your assigned emergency response role.

Lockdown Drills
A Lockdown drill indicates that an emergency that requires students and staff to remain inside has occurred, such as an
intruder-on-campus or a crime nearby.
TEACHER CHECKLIST IN A LOCKDOWN DRILL

[ ] When the announcement has been given, all classes will remain in their classrooms.
[ ] Physical education classes will proceed into the gym.
[ ] [ ] 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).
[ ] Instruct students to lie down on the floor.
[ ] 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.
ALL OTHER PERSONNEL

Remain in your office and close all doors (lock the doors in a real lockdown) unless you are designated Facility/Security staff. Wait
for further instructions.
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.

EMERGENCY LOCKDOWN PROTOCOL
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.
STEPS TO FOLLOW: At the first indications of an emergency situation. PA announcement

“LOCKDOWN.”
1. Direct students to enter/remain in a CLASSROOM ( W I T H A S S A I L A N T O U T S I D E ) :
 Duck and cover

 Keep students inside
 Close and lock the outside door to the classroom.
 Close the blinds, turn off the lights, and stay on the floor, away from windows.
 Call the office (if possible) to report location of the assailant.
 Doors must never be opened
 Begin calling the Phone Tree (if unsure where to call,
call the Main Office to report the status of your room.
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.

Shelter-in-Place Drills
Shelter-in-place" means to take immediate shelter—usually for just a few hours, not days. Local authorities may instruct
you to "shelter-in-place" if chemical or radiological contaminants are released into the environment. You will be allowed
out when the air is clear again.
TEACHER CHECKLIST IN A SHELTER-IN-PLACE DRILL

When the announcement has been given, all classes will remain in their classrooms.
Physical education classes will proceed into the gym.
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 OTHER PERSONNEL

Remain in your office and close the door unless your emergency response role is activated. Do NOT lock the doors. Wait for further
instructions.
ICS teams activated by the Incident Commander (e.g., Principal or designee) report to the Incident Commander.
References:
 The Centers for Disease Control and Prevention (www.bt.cdc.gov)
 Your local American Red Cross (www.redcross.org)
 California Department of Health (http://www.dhs.ca.gov/)
 Los Angeles County Department of Health (http://ladhs.org/).

4
During an Incident
General Considerations for School Employees
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 mobilized in an emergency, follow the simple guidelines:

 Do not go around the chain of command. Only take direction from your immediate ICS supervisor (not
your day-to-day supervisor).
 Report critical information about safety hazards, status, changing conditions/needs within assigned
areas, and resource needs.
 Staff should utilize the General Checklist for Staff in Appendix C.
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
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.

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. As stated above, a
Unified Command Emergency Operations Center will be set up, and the school site Incident Commander will
join the Incident Commanders from the other participating agencies in forming a Unified Command.
Thereafter, all incident decisions are made by the Unified Command.
Features of the Unified Command include:

1. Collocated (Shared) Facilities
In a Unified Command incident facilities are collocated or shared. Bring the responsible officials,
Command Staffs, and a single Operations Section together in an EOC promotes coordination.
2. Single Planning Process and Incident Action Plan

Unified Command uses a single planning process and produces one Incident Action Plan (IAP).
3. Integrated General Staff

Integrating multi-jurisdictional and/or multi-agency personnel into various other functional areas may
be beneficial. Incident Commanders within the Unified Command must concur on the selection of the
General Staff Section Chiefs and Deputy Chiefs. The Operations Section Chief must have full
authority to implement the tactics within the Incident Action Plan.
4. Coordinated Process for Resource Ordering

The Incident Commanders within the Unified Command work together to establish resource ordering
procedures that prioritize deployment of scarce resources and can bring out potential cost savings
through agreements on cost sharing for essential services.
5. Unified Command and Preparedness

For Unified Command to be used successfully, it is important that schools and emergency response
agencies prepare by including a Unified Command in local operations plans and by training together as
a team.
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.

There is only one Operations Section in a Unified Command, in order to maintain a Unity of Command. Each
responder reports to a single supervisor within his or her area of expertise. However, 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.
Incident Command System Facilities
Incident Command Post

In smaller, school-based incidents you most likely will not need many of the standard ICS facilities, however
in ALL incidents, a single Incident Command Post should be established.
The symbol for the Incident Command Post is
District Office Emergency Operations Center

The District Office Emergency Operations Center is established for any school emergency or disaster for
monitoring purposes in ALL incidents. IF the Incident Commander requests additional assistance from
District staff, the District Office EOC coordinates these requests. In addition, a District Office EOC is the
main center of operations when there is an emergency or disaster involving multiple schools in the District.
The Superintendent or designee is the Emergency Operations Coordinator.
Unified Command Emergency Operations Center

Once other emergency response agencies become involved (e.g., law enforcement, fire department), a Unified
Command Emergency Operations Center is set up under the National Incident Management System. The
Incident Commander for the school incident becomes part of the Unified Command.
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).

Activation of the Incident Command System
Who Activates the Incident Command System?

The principal or designee will activate the ICS and this Plan in an emergency or when a threat exists that may
impact the safety and well being of students, employees and the community. When the Plan is activated,
employees will follow an Incident Command System (ICS) to ensure centralized direction and coordination.
Under ICS, one person (the Incident Commander, IC) is in charge at the school site. The principal or designee
will serve as Incident Commander. Depending on the nature and scope of emergency, the Incident Commander
may appoint section chiefs to oversee other functions (Planning, Operations, Logistics and Finance and
Administration). If the situation warrants, the IC can perform any or all five functions. The principal or
designee will also be responsible for deactivating the plan.
If there is a state or federally-declared disaster, the Superintendent may activate the ICS for all schools in the
District.
When is the Incident Command System Activated?

The procedures (outlined) in this plan are designed to manage the effects of such situations and shall be
activated under any of the following conditions:
 When a threat exists that may impact the safety and well-being of students, employees, and the
community
 When there is a school event, at the discretion of the principal (note that ICS can be used for non-
emergency situations too)
 When notified by local, state, or federal government officials of an actual/declared or impending
Emergency or Disaster that will directly or indirectly affect the District.
Incident Command System Positions
Checklists for positions in the Incident Command System are included in Appendix C.

Typical positions that may need to be assigned are as follows:
Sample Initial ICS Assignments By The Incident Commander
Evacuation Lockdown Shelter-in-Place
 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)
Initial Role of the District Office EOC
Incidents Involving Single or Multiple Schools
Upon Notification from the Incident Commander or Designee

 Activate the District Office EOC
 Monitor the situation
 Activate those positions requested by the Incident Commander, for example:
o Safety Officer
o Public Information Officer
o Liaison Officer
If a Unified Command EOC is established, the District EOC can continue to monitor the situation and support the school site Incident
Commander. However, the Superintendent or designee may assume a role in the Unified Command and may choose to demobilize the
District Office EOC.

ICS Command Staff
Checklists for ICS Command Staff positions are included in Appendix C. All forms are included in Appendix
B.
Five Major Incident Command Functions
Below is a brief description of the five major ICS functions:

Sets the incident objectives, strategies, and priorities and has overall
responsibility for the incident.
Conducts operations to reach the incident objectives. Establishes the

tactics and directs all operational resources.
Supports the incident action planning process by tracking resources,

collecting/analyzing information, and maintaining documentation.
Provides resources and needed services to support the achievement of

the incident objectives.
Monitors costs related to the incident. Provides accounting,

procurement, time recording, and cost analyses.
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.
Public Information Officer

The Public Information Officer (PIO) reports directly to the Incident Commander. The PIO is the primary
contact for anyone who wants information about the incident and the school/district’s response to it including
the media, public, and parents. The PIO also coordinates communications to staff and students. Using the PIO
to disseminate incident information ensures that the District does issue confusing or conflicting information.
The Public Information Officer’s checklist is included in Appendix C.
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.

Liaison Officer
The Liaison Officer acts as the point of contact for other response organizations participating in the operation.
The Liaison Officer may hold briefings for school administration and other agencies involved in the operation
and monitors incident operations in order to identify any current or potential problems between the school and
response agencies.. The Liaison Officer also responds to requests from incident personnel for contacts among
the assisting and cooperating agencies. The Liaison Officer’s checklist is in Appendix C.
ICS General Staff
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.
Operations Section Chief

The Operations Section Chief develops and implements strategy and tactics to carry out the incident
objectives, and organizes, assigns, and supervises the response resources. The Operations Section Chief takes
direction directly from the Incident Commander. The Operations Chief is responsible for developing and
implementing strategy and tactics to accomplish the incident objectives. The Operations Section Chief’s
checklist is included in Appendix C.
(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.

(2) First Aid Team: First Aid Teams provide triage and treatment for students and other disaster victims.
First Aid Teams are responsible for setting up a First Aid area for students, assessing and treating
injuries, and completing a master injury report. The First-Aid Team checklist is in Appendix C.
Note: The First Aid Team will care for both students and school staff as well, even though
under the standard ISC structure, the Logistics Section Medical Unit (and not the
Operations Section) provides care to staff.
(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.
Planning Section Chief

In a school incident, the Planning Section helps ensure responders have accurate information, such as the
number of students remaining in the building. The Planning Section Chief can also provide maps and floor
plans and is responsible for recording a chronology of incident events for legal, analytical, fiscal, and historical
purposes. For more information, see the Planning Section Chief’s checklist 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.

(1) Resources Unit: Conducts all check-in activities and maintains the status of all incident resources. The
Resources Unit helps prepare the written Incident Action Plan.
(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.
Logistics Section Chief

The Logistics Section Chief assists the Incident Commander and Operations Section Chief by providing the
resources and services required to support incident activities. The Logistic Section Chief helps make sure that
there are adequate resources (personnel, supplies, and equipment) for meeting the incident objectives.
Logistics and Finance have to work closely together. For more info, see the Logistics Section Chief checklist
in Appendix C.
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.

Finance and Administration Section
The Finance/Administration Section Chief is responsible for all of the financial and cost analysis aspects of an
incident. The Finance/Administration Section Chief works closely with Logistics. The Finance/Administration
Section is set up for any incident that requires incident-specific financial management. On some incidents, this
function may be handled by the District Office instead of at the incident. This Section is responsible for:
contract negotiation and monitoring; timekeeping; cost analysis; and compensation for injury or damage to
property. See Finance and Administration Section Chief checklist in Appendix C.
(1) Procurement Unit: Responsible for administering all financial matters pertaining to vendor contracts,
leases, and fiscal agreements.
(2) Time Unit: Responsible for incident personnel time recording.
(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.

Incident Command System Forms
Forms and Documentation

Below are the forms that may or may not be used in an incident. The larger and more complex an incident is,
the more useful the forms will be in organizing and disseminating the information. Remember, the Incident
Commander may assume any of the positions below if the incident does not require the activation of other staff
members. In that case, the Incident Commander may be responsible for completion of any of the applicable
forms (all forms are included in Appendix B) below.
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)
Demobilizing the Incident Command System
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).
(5) Return to normal operations and staffing.
(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
training/drill schedule.

5
Emergency Communications
Internal Communications Protocol
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.

Radio
In the event of a major emergency or disaster, radio communication may be the only system available to
request aid and coordinate District emergency response management. If the telephone system is not
operational, the District emergency ham radio, walkie talkies, and cell phone system should be utilized for
contact with the District EOC. In this situation, the radio(s) should be tuned to on mode and constantly
monitored.
IMPORTANT: DO NOT USE WALKIE TALKIES, RADIOS OR CELL PHONES IF THERE IS A

BOMB THREAT. BOMBS CAN BE ACTIVATED BY USE OF THESE DEVICES.
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.
(2) During a Disaster

The use of transportation services which may be available from the District and/or other available
agencies on an as needed and available basis. Contact shall be made directly to or by the Logistics
Officer in coordination with the Incident Commander. Any transportation requires made to the
District will be also include coordination with the Director of Maintenance and Operations, the
Director of Purchasing, and the Associate Superintendent of Business Services, and any
transportation requests will be recorded on form ICS 218A.
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.

(3) Demobilization
When authorized by the Incident Commander, the Director of MO shall track all vehicles used during
the disaster and shall proceed to contact agencies that may have requisitioned District vehicles during
an emergency. Once all vehicles have been accounted for, the Director of MO shall submit form ICS
218A to the Finance and Administration Section.

Communicating Notice of an Emergency
Emergency Situations Occurring

Outside of Regular School Hours
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
Emergency Situations Occurring

During Regular School Hours
Staff will be notified of emergency situations during regular school hours via the intercom loudspeaker
system or via walkie-talkie. In the event that the loudspeaker system is inoperable, the following telephone
tree system will be used:
Principal or Vice Principal
contacts
Principal’s Secretary or Instruction Clerk
contacts
Teachers in Department/Subject Area & Support Staff
Procedure to call 9-1-1

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 Incident Command Post of your
situation and needs or provide the appropriate information when requested.
(1) State your emergency.

(2) Stay Calm.
(3) Give your name and address.
(4) Listen. Allow 911 employee to direct conversation.
(5) Be prepared to answer questions in a clear, calm manner.
(6) Remain on the telephone. DO NOT hang up until the dispatcher says to do so.

Wireless 9-1-1
The following information is taken from:
http://www.elsegundo.org/depts/police/wireless_9_1_1_information.asp
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.
Tips for Cell Phone Users

When calling 9-1-1 from your cell phone, be prepared to state the location of your emergency, your cell
phone number and the nature of your emergency. This information is essential to providing emergency help
and is vital in the event of phone signal interference or premature disconnection.

Emergency Phone Numbers
District Office Emergency Numbers

Position Cell Phone Number Office Phone Number
Superintendent 626-720-2405
Assoc. Superintendent of Business 626-720-2660
Director of Maintenance and Ops 626-720-2437
Asst Supt of Educational Services
Asst Supt of Human Resources 626-720-2454
Director of Pupil Services 626-720-2478
Director of Purchasing
Director of Food Services 626-720-2441
Director of Technology 626-720-2400
District Nurse 626-720-2473
District Psychologist
School Site: Woodrow Wilson Middle School

Emergency Numbers
Position Cell Phone Number Office Phone Number
Principal 626-720-2479 626-396-5800 78099
Assistant Principal 626-720-2494 78098
Nurse 78085
Psychologist 78025
Office Manager 78094
Head Custodian 78034

COMMUNITY/AGENCY NUMBERS (Non-Emergency)
Pasadena Unified School District Address:
351 S. Hudson Avenue
Pasadena CA 91109
Phone: (626) 396-3600
Website: www.pusd.us
City of Pasadena
Local Community Cable TV
Local Sheriff’s Department Name/Address:
Temple City Sheriff
Phone:
626-285-7171
Local Fire Department Name/Address:
Phone:
{CA_SSP_LocalFireStatPhone}
Local District Attorney Name/Address:
Phone:
Local Federal Bureau of Investigation Name/Address:
Phone:
Local Center for Disease Control Name/Address:
Phone:
Local Red Cross Office Name/Address:
Phone:

COMMUNITY/AGENCY NUMBERS (Non-Emergency)
LA County Office of Education 562-922-6360 (Frank Kwan)
562-922-6247 (Chris Dayian)
LA County Office of Emergency Management 323-980-2076 (Krystin Goethals)
CA Office of Emergency Services 916-845-8775 (Glenn Cadman)
Federal Emerg. Mngmt Agency 800-621-3362 (assistance application line)
LA County Dept. of Mental Health 213-738-4919 ofc; 213-305-3218 cell (Halla Alsabagh)
LA County Dept. of Public Health 310-419-5319; 310-354-2218 (Barbara Smith, Public Health Nurse Manager SPA
8); Public Health Emergency Preparedness hotline at 1-866-999-LABT (5228)
LA County West Vector Control 310-915-7374
LA County Bee Removal 800-825-3400
America States Water Company/Southern Southwest CSA #20-1,2,3, Golden State Water Company, 1600 W Redondo Beach
California, Region II Blvd, Suite 101, Gardena, CA 90247; Customer Line (800) 999-4033; Fax (310)
329-2139
Southern California Gas Company 800-427-2000 (www.socalgas.com)-business customer service
Southern California Edison 800-655-4555 (www.sce.com) - general services
LA County Disaster Communications Services Volunteer organization administered by the Sheriff’s department. For info, contact
Sergeant Jeff Jablonsky at (323) 980-2246 or staff1@lacdcs.com.
COMMUNITY/AGENCY EMERGENCY NUMBERS (continued)

AT&T (800) 222-3000 or 611 (repair); (800) 222-0400 or (800) 750-2355 (business customer service)
Sprint (800) 222-3000 (repair); (800) 877-2000 (business customer service)
Time Warner Cable (877) 779-8954
NOAA Weather Radio NOAA Weather Radio, Stock #: NOAA PA 76015
NOAA/National Weather Service (NWS) Weather Alerts

The National Weather Service may issue a severe weather advisory, flash flood warning, or flood watch using
the Emergency Alert System (EAS) function. When such warnings are issued, the County of Los Angeles
Sheriff’s Department EAS System will override the normal programming for up to hours. The community
will be provided with live weather bulletins and emergency information for the duration

6
Responses to Specific Emergencies
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.
Duck and Cover

This action is taken to protect students and staff from flying or falling debris.
(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.”
(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.
(4) Teachers and students should move away from windows.
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.
“YOUR ATTENTION PLEASE. BECAUSE WE HAVE RECEIVED INFORMATION REGARDING A

HAZARD IN THE COMMUNITY, WE ARE INSTITUTING SHELTER-IN-PLACE PROCEDURES.
REMEMBER, THIS MEANS STUDENTS AND STAFF ARE TO REMAIN INSIDE THE BUILDING AWAY
FROM OUTSIDE AIR WITH WINDOWS AND DOORS SECURELY CLOSED AND AIR CONDITIONING
UNITS TURNED OFF. ALL STUDENTS AND STAFF THAT ARE OUTSIDE ARE TO IMMEDIATELY
MOVE TO THE PROTECTION OF AN INSIDE ROOM. AS SOON AS WE HAVE FURTHER
INFORMATION, WE WILL SHARE IT WITH YOU.”
(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.

Lock Down
This action is taken when the threat of violence or gunfire is identified or directed by law enforcement and it
is necessary to prevent the perpetrator(s) from entering occupied areas. During Lock Down, students are to
remain in the classrooms or designated locations at all time.
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.
“YOUR ATTENTION PLEASE. WE HAVE AN EMERGENCY SITUATION AND NEED TO IMPLEMENT

LOCK DOWN PROCEDURES. TEACHERS ARE TO LOCK CLASSROOM DOORS AND KEEP ALL
STUDENTS INSIDE THE CLASSROOM UNTIL FURTHER NOTICE. DO NOT OPEN THE DOOR
UNTIL NOTIFIED BY AN ADMINISTRATOR OR LAW ENFORCEMENT. IF OUTSIDE, STUDENTS
AND STAFF ARE TO PROCEED INSIDE THE NEAREST BUILDING OR CLASSROOM.”
(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.

Evacuate Building
This action is taken after the decision is made that it is unsafe to remain in the building.
(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.
“YOUR ATTENTION PLEASE. WE NEED TO INSTITUTE AN EVACUATION OF ALL BUILDINGS.

TEACHERS ARE TO TAKE THEIR STUDENTS TO THE 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) 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.
(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.
(6) In the event clearance is received from appropriate agencies, the Principal may authorize students and
staff to return to the classrooms.

Summary of Immediate Response Actions
SIUMMARY OF IMMEDIATE RESPONSE ACTIONS
Action Purpose If inside If outside Other measures

Duck and Cover To protect students and staff Teachers will instruct If outside, teachers will Teachers and students
from flying or falling debris. students to duck under their instruct students to drop to should move away from
desks and cover their heads the ground, place their heads windows.
with their arms and hands. between their knees, and
cover their heads with their
arms and hands.
Shelter in Place To keep students indoors as Teachers will keep students Students will proceed to their Teachers are responsible for
protection from airborne in the classroom until further classrooms if it is safe to do securing individual
contaminants. instructions are given. so. If not, teachers or staff classrooms. The Security/
Teachers will shut down air will direct students into Utilities Team will assist in
conditioning or heating nearby classrooms or school shutting down the HVAC
systems in their room, and buildings. system if located outside
seal doors and windows. and as needed.
Lock Down To protect students and staff Teachers will instruct Students will proceed to their Teachers and students will
from threat of violence or students to lie on the floor, classrooms if it is safe to do remain in the classroom or
gunfire away form windows, and will so. If not, teachers or staff secured area until given
lock doors and close shades will direct students into further instructions by
or blinds. nearby classrooms or school Principal or police. Front
buildings. entrance is to be locked.
Evacuate To protect students and staff Teachers will instruct Principal will initiate fire Teachers will take role in
Building if it is unsafe to remain in students to evacuate to alarm, and teachers will the assembly area and
bldg. Principal will initiate designated assembly areas, instruct students to evacuate. assume any buddy or other
fire alarm. bring emergency supplies and emergency tasks.
staff roster
Off-Site To protect students and staff Teachers will direct students Principal will determine the Teachers will take student
Evacuation when it is unsafe to remain to the off-site location, either safest method of evacuation roster. Once assembled off-
on campus. walking or using (e.g., use of school buses or site, teachers will take role,
transportation. walking) assess injuries, and students
will stay in place until
instructions given.

Responses to Specific Types of Emergencies
Checklists for initial responses to the following types of disasters and emergencies are on the following pages.
Type of Disaster or Emergency Typical Immediate Responses*

Aircraft Crash Duck and Cover; Evacuation or Shelter-in-Place
Air Quality Shelter-in-place
Anthrax Containment of powdery substances; Evacuation
Biological/Chemical Threat outdoors Shelter-in-place
Biological/Chemical Threat indoors Evacuation
Bomb Threat Evacuation
Earthquake Duck and Cover; Evacuation
Fire Evacuation
Flood Evacuation
Hazardous Materials Incident outdoors Shelter-in-place
Homeland Security Code Red To be determined by Incident Commander
Medical Emergency To be determined by Incident Commander
Nuclear Attack Shelter-in-place
Riot/Civil Disorder Lockdown
Severe Windstorm Shelter-in-place
Suspicious Mail Package Shelter-in-place
Suspicious Person on Campus Lockdown
Threat of Violence Lockdown
Utility Failure 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

Active Shooter Situations
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.
Students and staff should be trained to:

 Leave personal belongings behind;
 Visualize possible escape routes, including physically accessible routes for students and staff with disabilities and others with
access and functional needs;
 Avoid escalators and elevators;
 Take others with them but not to stay behind because others will not go;
 Call 911 when safe to do so; and
 Let a responsible adult know where they are.
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.

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.
Source: The U.S. Department of Education's REMS TA Center

Aircraft or Vehicle Crash on Campus
Initial Response if an aircraft crashes on or near the school
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)
Teachers:  Determine if your class is in immediate danger.

 If the class is in danger evacuate your class to a safe location, and assign a student runner to
notify the Principal if it is safe to do so.
 If the class is not in immediate danger, stay in your room until the Principal or designee issues
instructions.
 If you evacuate on your own or as directed by the Principal, take roll and document absent
and/or missing students on class attendance sheet.
 Evacuate your class to its predesignated assembly area, if safe, or, if not, to its secondary
assembly area. Provide roll to the Student Accounting Team.
 Activate the Buddy System and either remain in Assembly Area to supervise students or
report to the Incident Command Post for assignment.
 Report any injuries or illnesses to the First Aid/Medical Team.

Air Quality Alerts
Initial Response to Directives by LACOE
and the Los Angeles County Department of Health
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.

Anthrax or Unknown Powdery Substances
Initial Response after Discovery of an Unknown Powdery Substance
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.
Principal or designee:  Call 9-1-1 and notify the District Office.

 Establish a Command Post. You are the Incident Commander. Possible initial Incident
Initial ICS Forms: Command System Activation: Operations Section (Student/Staff Accounting Team, First-Aid
• Incident Briefing Medical Team, and Facilities/Security Team).
(ICS 201)  Ensure that an evacuation of the immediate area has been conducted and that the area is
• Incident Objectives isolated and cannot be entered.
(ICS 202)  Direct custodian to ensure that HVAC system is shut down.
• ICS Assignments  Make a list of all the people who were in the room or area of the substance and provide this
(ICS 203) list to the applicable emergency response agencies.
• Incident Action Plan  Ensure that everyone who may have had contact with the powder washes his/her hands and
(Form F) removes contaminated clothing as soon as possible. Contaminated clothing should be placed
• Incident Command in plastic bags.
Check-In Log (Form I)  Ensure that all students and staff have been accounted for.
• Safety/Damage Survey  When the emergency response agencies arrive, they will form a Unified Command with the
(Form G) school district. All decisions will be made by the Unified Command, and you will be part of
• Incident Information the Unified Command as the Incident Commander for your school.
Report (Form E)  If an evacuation to another location is imminent, prepare to move students and staff to the
• Student/Staff Acctg designated shelter utilizing available resources. Liaise with the Logistics Section for
(Form N) transportation.
Report (Form O)
Teachers:  Do not panic. Remain calm and follow instructions.

 Do not turn on any air conditioner/heater or fan.
 Evacuate when instructed to do so. Take Roll Book and pen and pencils. Use pre-planned
evacuation routes (refer to posted Evacuation Map), if it is safe to do so, otherwise use the
safest route.
 Once in the assembly area, do not leave until instructed to do so. Teachers should
immediately take roll, document absent and/or missing students on class attendance sheet.
Turn attendance sheet in to the Student/Staff Accounting Team Leader.
 Activate the Buddy System and either remain in Assembly Area to supervise students or
report to the Incident Command Post for assignment.
 Report any illnesses to the First-Aid/Medical Team.

Bomb Threat
Initial Response to a Bomb Threat
NEVER USE RADIOS OR CELLULAR TELEPHONES
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)
Reporting (Form O)
BOMB THREAT FORM ON NEXT PAGE

BOMB THREAT FORM
Fill out completely immediately after bomb threat call.
Your name: ______________________________________ Location: _________________________________
Date: ________ Time Rcvd: _________ Time Hung Up: _________ Phone #/Ext. called: __________________
Name of person whom caller requested:

Exact words of caller:
Ask These Questions: (Record the Exact Response of Caller)
WHEN will it explode?
WHERE is it?
WHAT does it look like?
WHAT kind of bomb is it?
WHY did you place the bomb?
WHERE are you?
WHAT is your name?
Description of Caller’s Voice:

Estimated Age of Uneducate Well-
Male Female Caller d Spoken
Accent
Nervous Calm Other
(describe)
Background Sounds:
Street House Music PA Other
noises noises System
Threat Language:
Fou Irrational Incoheren Taped Message Other
l t
Additional comments:

Chemical or Hazardous Materials Incident - Indoors
Initial Response after a hazardous material spill indoors

or dispersal of hazardous materials through the HVAC system
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)
(Form N)
Report (Form O)

 Evacuate classroom to normal outdoor evacuation assembly areas using pre-planned
evacuation routes. Ensure that all windows and doors are closed, but not locked, while
evacuating. Leave lights on.
 At the assembly area, immediately take roll, document absent and/or missing students on class
attendance sheets, and turn the sheets in to the Student/Staff Accounting Team Leader.
 Activate the Buddy System and either remain in assembly area to supervise students or report
to the Incident Command Post for assignment.
 Report any injuries or illnesses to the First Aid/Medical Team

Chemical or Hazardous Materials Incident - Outdoors
Initial Response after a Hazardous Material
Spill, Release, or Dispersal outside of the school buildings
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)
(Form N)
Report (Form O)

 Unless otherwise instructed, assume that a "shelter-in-place” strategy is being utilized. Keep
all students indoors until it is determined to be safe.
 Close and secure all doors and windows.
 Inspect all windows and doors for cracks, gaps, or holes. Cover any with plastic or thick
paper using tape to create a seal.
 Ensure that your heater/air conditioner is turned off.
 Take roll of your classroom.
 Cover vents with plastic or thick paper using tape to create a seal.
 Remain in this area until notified to leave or evacuate by Principal or emergency response
agencies.
 Immediately report any injuries or illnesses to the First-Aid/Medical Team.

Earthquake
Initial Response to an Earthquake
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.
If Outside:  Move away from buildings and utility wires.

 Watch for falling glass, electrical wires, poles, trees, or other falling debris.
 Prepare to relocate to assigned assembly area, if safe 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.
Report (Form E)
(Form N)
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.

Fire
Initial Response to a Fire
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)
(Form N)
Report (Form O)

Teachers:  Do not panic. Remain calm and listen to instructions.
 Do not open hot doors. Before opening any door, touch it near the top to see if it is hot. Do not
break windows - Oxygen feeds fires.
 During class
 When the fire evacuation signal is given, have students form a single line outside the classroom.
(Form a double line for large classes.)
 If the students are in PE class, the teacher, or supervising adult, stops play and has
students walk quietly to the assembly area.
 Students in PE or classrooms other than their own must remain with that class until
both teachers give the student permission to rejoin his/her class.
 Check to see that all students are out of the classroom. Take your Roll Book, student attendance
cards, pen and pencils. Close but DO NOT LOCK the door.
 Use pre-planned evacuation routes (refer to the posted evacuation map) if safe to do so;
otherwise use the safest route.
 Have students walk QUIETLY single file to the assembly area. Teachers should walk the rear of
the line.
 Have students form a single line in the designated assembly area.
 During lunch or recess
 Have students WALK to the assigned place on the yard where they meet their teacher before
school.
 Have students wait in orderly and silent lines for their teacher, or other supervising adult, to
conduct them to their proper assembly area.
 Once in the assembly area, do not leave until instructed to do so. Teachers should immediately
take roll, document absent, and or missing students on class attendance sheet. Turn attendance
sheet in to the Student/Staff Accounting Team.

Flood
Initial Response to a Flood
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.
(Form N)
Report (Form O)
Teachers:  Keep students indoors until it is determined to be safe.

 Prepare to evacuate students. Evacuate students to pre-designated Assembly Area if an
evacuation is ordered.
 Ensure that disabled students are taken care of when the evacuation takes place.
 Prepare to release students to the Student Release Team. Note: Do not release any students
until you have completed the Student Accounting Form. Prepare to release individual
students according to the student release procedures.

Homeland Security
Code Red
Response to a Homeland Security Code Red
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)
Report (Form E)
(Form N)
Report (Form O)
Teachers:  Keep students calm.

 Consider using the Red Cross Masters of Disaster Facing Fear program. This program is
designed for K-8 but may help students cope with the possibility or actuality of terrorist
events. See http://www.redcross.org/disaster/masters/facingfear/.
 Follow the Principal or designee’s instructions (e.g., lockdown, shelter-in-place, evacuation).
If a terrorist event occurs, refer to the applicable checklist in this section (e.g.,
Biological/Chemical Attack, Nuclear Attack, Intruder on Campus, etc.)

Medical Emergency
Initial Response in case of a Medical Emergency
All Personnel:  If the situation is life threatening, dial 9-1-1.

 Report medical emergencies to the School Principal.
 Await instructions.
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)
(Form G)
Report (Form E)
(Form N)
Report (Form O)

Nuclear Attack
Initial Response to a Nuclear Attack
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)
Teachers:  Keep students on the interior walls of the classroom.

 Keep students indoors until it is safe to leave. Refer to the Hazardous Materials Incident
Section for more information.
 Upon receiving the "all clear," prepare to release students to the Student Release Team.

Pandemic
Initial Response to a School Closure Directive by
the Los Angeles County Health Department
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)

Superintendent  Liaison with Other Agencies
(continued)  If other District schools are open, consult with the Health Department as to whether
students can be moved to those schools.
 If other Districts are not closed, consult with the Health Department as to whether students
can be moved to a different District and what the medical preconditions are. Asst Supt of
Ed Services can assist to ensure continuity of educational instruction and Dir. of Pupil
Services can assist to ensure that special needs students are accommodated.
 If all schools are closed in the county, consult with LACOE as to whether LACOE is
providing a countywide delivery system for educational instruction. If not, implement the
delivery of educational services via the Internet and by physical pickup from the District
Office. Asst Supt of Ed Services can assist to ensure continuity of educational instruction
and Dir. of Pupil Services can assist to ensure that special needs students are
accommodated.
 If all schools are closed and the Internet is not feasible, then arrange for physical pickup of
educational material from the District Office. Assoc. Supt of Business Services and
Director of MO to assist.
 If all schools are closed in the county, you will be part of a Unified Command. LACOE or
the Department of Health will be the EOC Incident Commander.
 District/School Operations
 Direct principals to arrange with their teachers to pick up homework and tests and deliver
lesson plans to the District Office
 Direct critical classified staff to work from home, except for those that are assisting in the
distribution, photocopying, and preparation of educational materials. Critical staff that may
be able to work at home shall be determined by the Incident Commander based on need and
these may includes but are not limited to the Associate Supt of Business Services, Director
of MO, Director of Purchasing, Director of Technology, Dir of Accounting, principals,
assistant principals, school psychologists, school nurses, Asst Supt of Human Resources,
accounting, executive assistants to perform documentation, technology staff, staff necessary
to maintain current grants, contracts, and other obligations, and other staff as directed.
 Determination of which classified staff are not able to continue during the pandemic
depends on a number of factors and this list is for guidance only:
 Food service: if a school is used as a shelter, temporary staging area or POD, food
service staff may be used by another agency or the Red Cross
 Maintenance: the number of maintenance staff needed to continue during the
pandemic is determined by Dir. of MO and the Assoc Supt of Business Services with
consideration given to campus security and maintenance
 Custodial staff: the number of custodial staff needed to continue during the pandemic
is determined by the principal in consultation with the Assoc Supt of Business
Services.
 Clerical staff: the number of clerical staff needed to continue during a school closure
is determined by the principal with respect to each school and determined by the
department head and approved by the Assoc Supt of Business Services with respect to
clerical staff in the District Office.
 Afterschool Staff: Afterschool staff may not be needed during a school closure but
principal may at his/her discretion utilize RAP staff for other critical duties, subject to
the approval of the Superintendent.
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.

Associate  Alternate Public Information Officer. The Assoc Supt of Business Services will act as the
Superintendent of alternate Public Information officer to the Superintendent and all communications with third
Business Services parties, including but not limited to the press and parents must be directed through the Assoc
Supt of Business Services.
 Alternate Liaison Officer. The Superintendent will deal with LACOE, the Los Angeles County
Health Department, the Los Angeles County Department of Public Health, the Los Angeles
County Department of Mental Health, the Los Angeles County Office of Emergency
Management, the California Department of Education, and the Los Angeles County Sheriff’s
Department. The Assoc Supt of Business Services will act as an alternate when directed to do
so by the Superintendent.
 Alternate Safety Officer. The Assoc Supt of Business Services with will work with and as an
alternate to the Director of MO on safety issues.
 Finance and Administration Section Chief. The Assoc Supt of Business Services is the Finance
and Administration Section Chief, which is responsible for collection of ADA throughout the
school closure, payment of payroll to staff that is working during the pandemic, determination of
benefit adjustments to staff that is not working or working reduced hours, oversight workers’
compensation claims and any third party claims, revision of the district budget to account for
any loss of ADA and adjustment for staff reductions. The Director of Purchasing is the alternate
Section Chief.
 Alternate Logistics Section Chief. The Director of Purchasing is the Logistics Section Chief and
responsible for determining whether there is sufficient resources. Technology also reports to the
Logistics Chief. The Assoc Supt of Business Services is the alternate Section Chief.
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.

Riot/Civil Disorder
Initial Response to a Riot or Civil Disorder
(see “Walkout/Disturbance” infra for procedures for on-campus disturbances)
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.”
If rioters enter your area:

 Initiate lock down procedures
 Remain calm and lock all doors and close window blinds.
 Avoid window areas if possible.
 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 rioters.
 Await further instructions.
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.

Severe Heat Conditions
Initial Response to Hot Weather Conditions
Principal or On days when the weather is over 85 degrees:

designee:  Periodically check an outside thermometer or www.weather.com.
 When temperatures are between 85 and 95 degrees, evaluate conditions related to temperature such
Initial ICS Forms: as shade structures, breeze factors, humidity, and pollutants. With direct sun, certain areas of the
• Incident Briefing school site (i.e., blacktop or concrete areas) may increase heat exposure. The principal or designee
(ICS 201) shall make a decision regarding a reduction in physical activities for students.
• Incident  Ensure that students with special health issues affected by the heat (e.g., asthma, cancer, heart or
Objectives lung disease, high blood pressure) are identified at the site and that their teachers are advised that
(ICS 202) special consideration is necessary in high heat conditions.
• ICS Assignments
(ICS 203) When temperatures are 95 degrees or above:
• Incident Action  The principal or designee shall notify teachers and institute a reduction in exposure to the sun
Plan (Form F) and/or outdoor physical activities. Outdoor physical activities should be limited to non-strenuous
activities.
 Lunch should be provided under shade structures or in an air-conditioned building, with limited
time given for free, outdoor play.
 Remind teachers to encourage students to wear light clothing, remain in designated areas, reduce
running/exertion activities, participate in “quiet” play, and drink large amounts of liquids.
 Contact the Executive Director of Administrative Services for any further updates regarding
district directives and/or County Health Department or LACOE directives.
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.
School Nurse When the weather is hot (e.g., over 85 degrees):

 Notify the teachers and aides of students with special health issues affected by the heat (e.g.,
asthma, cancer, heart or lung disease, high blood pressure).
 Advise teachers and staff of symptoms of heat illness and overheating to observe of all students
and of students with special health conditions.

Severe Windstorm
Initial Response to a Severe Weather Condition
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)
(Form G)
Report (Form E)
(Form N)
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.

Suspicious Mail/Packages
Initial Response to Receipt of a Suspicious Mail Letter or Package
Some indicators of suspicious mail:

 unexpected or from an unfamiliar source.  mailed from a foreign country.
 excessive postage.  postmarked from city/state different that the return address.
 addressed to someone no longer at the school.  lopsided or oddly shaped, strange odors or stains
 addressed to a current employee but with the wrong title.  no return address.
 contains several misspelled words on the envelope.  powdery substance on the outside.
 marked “Personal” or “Confidential”.  has an unusual amount of tape on it.
 ticking or making unusual sounds.
Discovering Party:  Do not try to open the package or envelope.

 Do not sniff, taste, or shake the package.
 Isolate the package.
 If powder is spilled from an envelope or package, do not try to clean up the powder.
 Cover the spilled contents immediately with anything (clothing, paper, trash can) and do not
remove this cover.
 Evacuate the immediate area and close the door.
 Notify the Principal.
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.

 Do not turn on any air conditioner/heater or fan.
 Evacuate when instructed to do so. Use pre-planned evacuation routes if it is safe to do so,
otherwise use the safest route.
 Once in the assembly area, take roll, document absent and/or missing students on class attendance
sheet. Turn attendance sheet in to the Student/Staff Accounting Team Leader.
 Activate the Buddy System and either remain with students in assembly area or report to the
Incident Command Post for assignment.
 Report any illnesses to the First-Aid/Medical Team.

Suspicious Person or Criminal Activity on Campus
Initial Response to an Intruder on Campus
Unfamiliar teenagers or adults on campus are a familiar occurrence. This checklist is designed to address
unknown individuals who are exhibiting suspicious or potentially threatening behavior or obvious criminal
activity.
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)
(Form N)
• Injury/Info (Form O)

Utility Failure
Initial Response to a Utility Failure
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.
Shutting off Utilities - Electricity

A serious injury may occur if proper procedures are not followed when shutting off the main electrical
service at the marked panel box (turning off power to the entire site). It may be that the power supply
into the site was interrupted by either a line breakage or automatic cut off by the Electric Company.
Never shut off electricity unless you are properly trained and authorized to do so by the Principal (or
designee) in an emergency.
Continued on next page

Utilities/Facilities However, if it becomes necessary for site personnel to shut off the main power supply to the site, please
Team (continued) follow these instructions:
 NEVER SHUT OFF THE MAIN SWITCH OR CIRCUIT BREAKER FIRST - EVEN
IN AN EMERGENCY
 Begin the electrical shutdown by turning off the sectional switches or branch circuit
breakers first (these would be the smallest switches or circuit breakers in size)
 Progressively shut off electrical switches and circuit breakers as they either increase in
physical size or as they decrease in distance from the main switch or breaker panel.
Keep track by writing down the order in which the switches or circuit breakers were
turned off.
 It may be that the main circuit breaker panel may have numbers along the side or
beneath each circuit breaker. Usually the main breaker will be marked #1 and the
handle will be the largest in size. Secondary breakers will be marked #2 and so on and
the handles and switches will be smaller than the #1 switch.
 Electrical service should be turned on in reverse order, starting with the main switch or
circuit breaker. The same situation applies if switches (levers) are installed on the
main panel instead of circuit breakers.
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.
Shutting Off Utilities - Water

After a disaster strikes, it may be necessary to conserve on-site water or to cut off the flow to broken
water pipelines located on the site. Never shut off Water unless you are properly trained and
authorized to do so by the Principal The major source of drinking water will be found in the sites
emergency water supply containers which will be utilized by the Principal as necessary.
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.

Walkout/Disturbance
What to do in case of a walkout or disturbance by students on campus
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).

Woodrow Wilson Middle
California Department of Education
Reported Using Data from the 2016-17 School Year
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.
Sarah Rudchenko, Principal

Principal, Woodrow Wilson Middle
About Our School

W oodrow W ilson Middle School provides a safe, supportive and positive environment and an academic program that is
implemented by a highly qualified teaching staff. The W ilson faculty continually expands their know ledge of middle school
students through on-going professional development. The programs at W ilson are designed to promote gains in the
academic, intellectual, emotional, social, and physical w ell-being of our students. At W ilson Middle School, parents and
teachers w ork as partners. All members of the school community are encouraged to be actively involved and are a vital
part of the school. W ilson is committed to providing our students w ith a rigorous academic program that challenges all
students and meets each student’s unique needs.
W ilson Middle School is engaged in transitioning to the Common Core State Standards and Project Based Learning.
Through PBL, students participate in the 4 C’s of 21st learning: Creativity, Communication, Collaboration and Critical
Thinking.
I extend an invitation to all to visit and experience the w onderful energy of W oodrow W ilson Middle School, a learning
community committed to providing a comprehensive teaching and learning environment based on rigor that prepares
children for high school and beyond.
Contact
W oodrow W ilson Middle
300 South Madre St.
Pasadena, CA 91107-4634
Phone: 626-396-5830
E-mail: rudchenko.sarah@pusd.us
2016-17 SARC - Woodrow Wilson Middle
About This School

Contact Information (School Year 2017-18)
District Contact Information (School Year 2017-18) School Contact Information (School Year 2017-18)
District Name Pasadena Unified School Name W oodrow W ilson Middle
Phone Number (626) 396-3600 Street 300 South Madre St.
Superintendent Brian McDonald City, State, Zip Pasadena, Ca, 91107-4634
E-mail Address mcdonald.brian@pusd.us Phone Number 626-396-5830
Web Site w w w .pusd.us Principal Sarah Rudchenko, Principal
E-mail Address rudchenko.sarah@pusd.us
Web Site http://w ilson.pusd.us
County-District-School 19648816058499
(CDS) Code
Last updated: 1/24/2018
School Description and Mission Statement (School Year 2017-18)
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
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
Student Enrollment by Student Group (School Year 2016-17)

Student Group Percent of Total Enrollment
Black or African American 13.8 %
American Indian or Alaska Native 0.0 %
Asian 2.8 %
Filipino 2.6 %
Hispanic or Latino 68.1 %
Native Haw aiian or Pacific Islander 0.0 %
W hite 10.3 %
Tw o or More Races 1.5 %
Other 0.9 %
Student Group (Other) Percent of Total Enrollment
Socioeconomically Disadvantaged 76.7 %
English Learners 15.1 %
Students w ith Disabilities 15.9 %
Foster Youth 1.3 %
Page 3 of 19
A. Conditions of Learning
State Priority: Basic

The SARC provides the follow ing information relevant to the State priority: Basic (Priority 1):
Degree to w hich teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching;
Pupils have access to standards-aligned instructional materials; and
School facilities are maintained in good repair
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
W ithout Full Credential 3 0 0 7
Teachers Teaching Outside Subject 0 0 0 0

15
Area of Competence (w ith full
credential)
10
0
2015-16 2016-17 2017-18
Teacher Misassignments and Vacant Teacher Positions

2015- 2016- 2017-
Indicator 16 17 18
4.5
Misassignments of Teachers of English Learners
Misassignments of Teachers of English 0 0 0 Total Teacher Misassignments
4.0
Learners Vacant Teacher Positions
Total Teacher Misassignments* 0 0 0 3.5
Vacant Teacher Positions 4 0 0 3.0
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
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
From Most Recent Percent Students Lacking Own

Subject Textbooks and Instructional Materials/year of Adoption Adoption? Assigned Copy
Reading/Language Yes 0.0 %

Arts • ELA: Holt Literature and Language Arts “Introductory”, “First”, and
“Second” Course, 6-8, Holt McDougal, 2010
• ELD 1-5: Edge: Fundamentals, Level A, Level B, 6-8, Hampton Brow n
National Geographic, 2009
• ELD: Reading 180 Stage B, C, 6-8, Houghton Mifflin/Scholastic, 2012
Mathematics Yes 0.0 %

• Ready 6, 7, 8 Mathematics Instruction, Curriculum Associates, 2017
• Ready 6, 7, 8 Mathematics Practice and Problem Solving, Curriculum
Associates, 2017
Science Yes 0.0 %

• CPO Focus on Earth 6th, CPO, 2007
• CPO Focus On Life 7th, CPO, 2007
• CPO Focus On Physical Science 8th, CPO, 2007
History-Social Science Yes 0.0 %

• CA Discovering Our Past: Ancient Civilizations 6th, Glencoe, 2006
• CA Discovering Our Past: Medieval and Early Modern Times 7th, Glencoe
• CA Discovering Our Past: The American Journey to W W 1 8th, Glencoe
Foreign Language Yes 0.0 %

Spanish:
• Avancemos 1, 6-8, Houghton Mifflin, 2013
• Nuevas Vistas Intro, Course one, Course tw o, 6-8, Santillana USA, 2006
Health Yes 0.0 %

• Teen Talk – Health Connected, Advocates for Youth, 2016
Visual and Performing Yes 0.0 %

Arts • Art Connections, SRA
• Making Music, Silver Burdett
Science Lab Eqpmt N/A N/A 0.0 %

(Grades 9-12)
Note: Cells w ith N/A values do not require data.
Page 5 of 19
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.
School Facility Good Repair Status

Year and month of the most recent FIT report: December 2016
Repair Needed and Action

System Inspected Rating Taken or Planned
Systems: Gas Leaks, Good

Mechanical/HVAC, Sew er
Interior: Interior Surfaces Fair

Cafeteria Kitchen: Storeroom
missing ceiling tile
A Bldg Room A118: Minor plaster

damage on ceiling
Bungalow Bldg: Exterior paint

peeling on building
Auditorium Bldg Girls Dressing

Room: Minor tile damage, minor
plaster repair needed
Auditorium Bldg Girls Dressing

Room: Storage area backstage
missing ceiling tiles
Music Room: Missing 2 ceiling tiles
Bungalow NB4: W indow screen

damaged by door
Bungalow NB1: W indow screen

damaged
W ork orders submitted
Cleanliness: Overall Cleanliness, Good

Pest/Vermin Infestation
Electrical: Electrical Good

Gymnasium Bldg 2nd Floor:
Emergency light fixture broken
Boys Locker Room: Emergency

light fixture broken
Restrooms/Fountains: Good
Restrooms, Sinks/Fountains A Bldg Boys Restroom by A114:
Hand dryer not w orking
Page 6 of 19
A Bldg 2nd Floor Girls Restroom:
Soap dispenser missing
A Bldg 2nd Floor Hallw ay by 218:

Soap dispenser missing
Safety: Fire Safety, Hazardous Good

Materials
Structural: Structural Damage, Good

Roofs
External: Playground/School Good

Grounds, Gym Bldg 2nd Floor by Room 216:
W indow s/Doors/Gates/Fences Hall door not closing properly
W ork order submitted
Overall Facility Rate

Year and month of the most recent FIT report: December 2016
Overall Rating Good Last updated: 1/26/2018
Page 7 of 19
B. Pupil Outcomes
State Priority: Pupil Achievement

The SARC provides the follow ing information relevant to the State priority: Pupil Achievement (Priority 4):
Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, w hich includes the Smarter Balanced Summative
Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and
mathematics given in grades three through eight and grade eleven. Only eligible students may participate in the administration of the CAAs. CAAs items are
aligned w ith alternate achievement standards, w hich are linked w ith the Common Core State Standards [CCSS] for students w ith the most significant cognitive
disabilities); and
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.
CAASPP Test Results in ELA and Mathematics for All Students

Grades Three through Eight and Grade Eleven (School Year 2016-17)
Percentage of Students Meeting or Exceeding the State Standards
School District State
Subject 2015-16 2016-17 2015-16 2016-17 2015-16 2016-17
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.
Page 8 of 19
CAASPP Test Results in ELA by Student Group
Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded
All Students 534 516 96.63% 27.71%
Male 275 259 94.18% 23.94%
Female 259 257 99.23% 31.52%
Black or African American 75 69 92.00% 28.99%
American Indian or Alaska Native -- -- --
Asian 15 15 100.00% 66.67%
Filipino 13 13 100.00% 69.23%
Hispanic or Latino 360 352 97.78% 20.45%
Native Haw aiian or Pacific Islander
W hite 58 54 93.10% 46.30%
Tw o or More Races -- -- --
Socioeconomically Disadvantaged 414 398 96.14% 21.86%
English Learners 173 169 97.69% 12.43%
Students w ith Disabilities 93 91 97.85%
Students Receiving Migrant Education Services
Foster Youth -- 63.64% 14.29%
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
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.
Page 9 of 19
CAASPP Test Results in Mathematics by Student Group
Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded
All Students 534 514 96.25% 15.95%
Male 275 257 93.45% 15.56%
Female 259 257 99.23% 16.34%
Black or African American 75 69 92.00% 15.94%
American Indian or Alaska Native -- -- --
Asian 15 15 100.00% 53.33%
Filipino 13 13 100.00% 46.15%
Hispanic or Latino 360 352 97.78% --
Native Haw aiian or Pacific Islander
W hite 58 53 91.38% 32.08%
Tw o or More Races -- -- --
Socioeconomically Disadvantaged 414 397 95.89% 11.08%
English Learners 173 169 97.69%
Students w ith Disabilities 93 91 97.85%
Students Receiving Migrant Education Services
Foster Youth -- 63.64%
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
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.
Page 10 of 19
CAASPP Test Results in Science for All Students
Grades Five, Eight and Ten
Percentage of Students Scoring at Proficient or Advanced
Subject 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16
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.
Page 11 of 19
State Priority: Other Pupil Outcomes

The SARC provides the follow ing information relevant to the State priority: Other Pupil Outcomes (Priority 8):
Pupil outcomes in the subject area of physical education
California Physical Fitness Test Results (School Year 2016-17)

Percentage of Students Meeting Fitness Standards
Grade Level Four of Six Fitness Standards Five of Six Fitness Standards Six of Six Fitness Standards
7 20.5% 19.9% 12.7%
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
Page 12 of 19
C. Engagement
State Priority: Parental Involvement

The SARC provides the follow ing information relevant to the State priority: Parental Involvement (Priority 3):
Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite
Opportunities for Parental Involvement (School Year 2017-18)
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.
Page 13 of 19
State Priority: Pupil Engagement
The SARC provides the follow ing information relevant to the State priority: Pupil Engagement (Priority 5):
High school dropout rates; and

High school graduation rates
Page 14 of 19
State Priority: School Climate
The SARC provides the follow ing information relevant to the State priority: School Climate (Priority 6):
Pupil suspension rates;

Pupil expulsion rates; and
Other local measures on the sense of safety
Suspensions and Expulsions
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
School Safety Plan (School Year 2017-18)
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.
Page 15 of 19
D. Other SARC Information

The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.
Federal Intervention Program (School Year 2017-18)

Indicator School District
Program Improvement Status In PI In PI
First Year of Program Improvement 2010-2011 2011-2012
Year in Program Improvement Year 4 Year 3
Number of Schools Currently in Program Improvement N/A 20
Percent of Schools Currently in Program Improvement N/A 83.3%
Page 16 of 19
Average Class Size and Class Size Distribution (Secondary)
2014-15 2015-16 2016-17
Number of Classes * Number of Classes * Number of Classes *
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+
English 19.0 11 6 5 24.0 9 1 6 23.0 6 6 5
Mathematics 23.0 7 3 5 26.0 5 1 7 27.0 2 6 5
Science 25.0 5 3 6 29.0 4 1 7 27.0 2 6 5
Social Science 26.0 4 3 6 25.0 6 1 7 25.0 3 6 5
* 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.
Academic Counselors and Other Support Staff (School Year 2016-17)

Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor
Academic Counselor 1.0 536.0
Counselor (Social/Behavioral or Career Development) 0.0 N/A
Library Media Teacher (Librarian) 1.0 N/A
Library Media Services Staff (Paraprofessional) 0.0 N/A
Psychologist 1.0 N/A
Social W orker 0.0 N/A
Nurse 1.0 N/A
Speech/Language/Hearing Specialist 0.4 N/A
Resource Specialist (non-teaching) 2.0 N/A
Other 16.6 N/A
*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
School Site $8810.1 $2238.5 $6571.6 $72482.3
District N/A N/A $5978.7 $71988.0
Percent Difference – School Site and District N/A N/A 9.5% 0.7%
State N/A N/A $6574.0 $77824.0
Percent Difference – School Site and State N/A N/A 0.0% -7.1%
Page 17 of 19
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.
Teacher and Administrative Salaries (Fiscal Year 2015-16)
Category District Amount State Average For Districts In Same Category
Beginning Teacher Salary $43,901 $48,522
Mid-Range Teacher Salary $64,196 $75,065
Highest Teacher Salary $90,585 $94,688
Average Principal Salary (Elementary) $110,511 $119,876
Average Principal Salary (Middle) $112,315 $126,749
Average Principal Salary (High) $119,435 $135,830
Superintendent Salary $250,000 $232,390
Percent of Budget for Teacher Salaries 29.0% 37.0%
Percent of Budget for Administrative Salaries 5.0% 5.0%
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/ .
Teacher Salary Chart Principal Salary Chart
100000 140000
Page 18 of 19
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
CHILD WELFARE, ATTENDANCE & SAFETY

Phone: (626) 396-5800
Website: www.pusd.us
COMPREHENSIVE SCHOOL SAFETY PLAN

Prepared by Woodrow Wilson Middle School’s Site Council
Dominick Correy, Charles Clay, Adam Chandler, Lydia Finkley, Karen Kobey, Marian Pena, Kyle
Douglas, Carol Gerber, Ngozi Ezieme
School Site Council Members:

Jennifer McCreight, Laura Diaz, Valerie Marz, Adam Chandler, Lydia Finkley, Karen Kobey, Marian
Pena,Kyle Douglas, Carol Gerber, Ngozi Ezieme
Safe School Plan 1 of 92 5/9/18

Table of Contents
COMPREHENSIVE SCHOOL SAFETY PLAN

TABLE OF CONTENTS
BOARD OF EDUCATION
MISSION STATEMENT
VISION STATEMENT
INTRODUCTION - SCHOOL PROFILE
PHYSICAL ENVIRONMENT
SCHOOL CLIMATE
ACTION PLAN
ACTION PLAN
SAFETY STRATEGIES
SCHOOL SAFETY COMPLIANCE
SUSPECTED CHILD ABUSE REPORTING PROCEDURES
SUSPENSION AND EXPULSION POLICIES
SUSPENSION AND EXPULSION/DUE PROCESS
PROCEDURES FOR NOTIFYING TEACHERS ABOUT DANGEROUS PUPILS
SEXUAL HARASSMENT POLICY
SCHOOL DRESS CODE
BLOOD BORNE PATHOGEN INCIDENT REPORTING FORM AND EXPOSURE CONTROL PLAN
BLOOD BORNE PATHOGENS – SAFETY PRACTICES
PROCEDURES TO ENSURE A SAFE AND ORDERLY ENVIRONMENT
SCHOOL SITE POLICIES
EMERGENCY PROCEDURES (ON WEBSITE)
SCHOOL SITE COUNCIL EVALUATION AND PUBLIC HEARING CERTIFICATION
SAFE SCHOOL PLANS
SCHOOL SITE EMERGENCY PLANNING MATRIX
MENTAL HEALTH PROGRAMS
ADDRESSING DISCRIMINATION, HARASSMENT, INTIMIDATION, OR BULLYING
THREAT ASSESSMENT ADDENDUM
ACTIVE SHOOTER SITUATIONS: RESPONDING TO AN ACTIVE SHOOTER SITUATION
CHILD ABUSE REPORTING
BULLYING ASSESSMENT FLOW CHART
COLUMBIA-SUICIDE SEVERITY


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
Woodrow Wilson Middle School’s Safe School Vision
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.

Introduction - School Profile
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.
School Crime Status and Reporting

Wilson Middle School works collaboratively with CWAS to report any Incidents involving crime. We also work directly with
our Safe Schools Officers from the Pasadena Police Department.
Personal Characteristics of Pupil & Staff

Wilson Middle School is one of the three middle schools in the Pasadena Unified School District and sustains a diverse
population. Approximately 80% of the students are designated “Socioeconomically Disadvantage” based on free and
reduced lunch applications. 12.3% of the students are “English Learners” and 14.5% are designated “Students with
Disabilities”. Student demographics include: 12.7% African American, 9.7% Caucasian 3.7% Asian, 67.8% Hispanic or
Latino, 2.8% Filipino, 2.6% Two or more Races and 1.1% foster youth.
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.
Curriculum and Educational Activities

The course of study includes the basic core curriculum, physical education and enrichment classes such as
Band, Orchestra, Advanced Orchestra, Office Practice, Classroom Assistant, Robotics, Spanish, English Language
Development, Yearbook, Art, study skills and Leadership Class. Students may test into the Advanced Studies Program for
a rigorous and accelerated curriculum and dalso have opportunities to be placed in Honors Classes. .
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

grade students, Spring Show, Track Meet, World Cub Soccer Game, and Participation in community parades: Latino
History Parade, Black History Parade. In addition, Wilson has a Safe Schools Ambassadors Program, ASB (Associated
Student Body), and provides Cultural Arts Assemblies and other assemblies to promote student social-emotional growth.
Advisory is a class that meets weekly for approximately 30 minutes with activities that focus on being successful in
middle school. .

Physical Environment
The Schools’ Location and Physical Environment

Woodrow Wilson Middle School is located in the Pasadena, CA 91107 area of Los Angeles County that has a low crime
rate and 80% poverty level.
The immediate area round the school includes

Woodrow Wilson Middle School is located in Pasadena 15 minutes from downtown Los Angeles adjacent to the Chapman
Woods neighborhood. Wilson serves over 540 students from Pasadena, Altadena and Sierra Madre in grades sixth
through eighth.
Present safety hazards include

none
Description of School Ground

The following is a sample - please describe in your own words. The school site encompasses 6 acres. The buildings have
numerous corridors and face the playground. The playground is grass, concrete and asphalt and includes basketball and
volleyball courts, baseball diamonds and a lined track. Woodrow Wilson Middle School is completely enclosed by a fence
with gates which are kept locked during school hours.
There are several wings an/or clusters of classrooms including 8 Science Classrooms classrooms 0 re-locatable
classrooms.
Other ancillary structures include

Wilson's main building was constructed in 1927 and houses classrooms, offices, parent room, 1 mac computer lab, 1
College and Career Lab, a cafeteria and a library. We have 8 science classrooms and an additional building with 5
classrooms built in 2005. We have a gymnasium with locker rooms, small and large field, track, basketball courts and
tennis courts. The gym was renovated under Bond Measure TT with air conditioning, new flooring, new score board, new
roofing, new lockers and paint. The center of the outside area is a large quad for students to gather. The Quad area has
also recently been re-designed with concrete benches, and both hard and soft landscaping making it a "park-like" setting
for students to eat lunch and socialize. The space is large enough to hold school-wide events. We also have a large
auditorium and band room. Under Measure TT remaining funds, a large shaded structure will be built adjacent to the
Quad for students to have lunch and socialize with friends. The Auditorium and Band room will also be receiving some
improvements that may include air conditioning and new lighting and sound. .
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.
Maintenance of School Buildings/Classrooms

The school's physical facility is well maintained and generally looks neat and clean. The school was most recently painted
2002 renovated during the 2005 and 2011 and 2013-2014 year. District personnel periodically examine the school’s
physical facility and help eliminate obstacles to school safety. Additionally, health and fire department inspectors
contribute to school safety.
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.
Internal Security Procedures

Woodrow Wilson Middle School has established procedures in the following areas: California Safe School Assessment
(CSSA) reporting procedures, suspension and expulsion procedures, inventory system, and
School Security Officers who work directly with school administration for peer mediations. .
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.
Community involvement is encouraged to help increase school safety.

The community surrounding Wilson Middle School is vigilant and will alert school of any possible safety concerns
regarding our students. In addition, the principal works with the principal of the elementary school across the street in
emergency situations. We are also in communication with the Chapman Woods Neighborhood Association.
Inventory System – Engraved ID, Security Storage

Most school-site equipment has a metal ID tag or a bar cod sticker adhered to its surface. These items are inventoried
annually and there is an established accountability system. Office and classroom supplies are secured.

School Climate
The School’s Social Environment

Leadership at Woodrow Wilson Middle School is a shared process. A proactive role is assumed in all phases of the
school operation. The current management team is committed to developing Woodrow Wilson Middle School toward
excellence in the areas of academic and social behavior.
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.
Disaster Procedures, Routine and Emergency : ONLINE

A contingency plan for emergencies is contained in a handbook available to each staff member. The District’s Emergency
Response Plan - ERP Plan. is listed at the last section of this plan. The plan is reviewed at the beginning of each school
year. This plan also contains available district and outside agency resources, emergency disaster procedures and
information on Standardized Emergency Management System (SEMS).
Classroom Organization and Structure

Woodrow Wilson Middle School teachers provide a varied learning environment in their classrooms. Teachers use a
variety of teaching strategies including:
Wilson has a traditional Middle School configuration where students receive instruction from Single-Subject credentialed
teachers and Multiple Subject credentialed teachers throughout the day. All students receive daily instruction in English
Language Arts and mathematics, science, history, physical education and participate in an elective class. Elective classes
include study Skills, robotics, Spanish, ELD, yearbook, art, office practice, teacher assistant, and instrumental music.
Wilson students receive 59 minutes of Instruction in six periods per day, Tuesday through Friday. On Mondays, students
are dismissed early affording 45 minute instructional blocks. In addition, all students participate in an Advisory period on
Monday. During Advisory, students learn how to set goals, connect with the school community, and plan their future
careers and higher education.
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

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.
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.
The School’s Cultural Environment

There is a high level of cohesiveness among the staff members at Woodrow Wilson Middle School. Cooperation and
support between teachers and the administration is evident. Efforts are made by the administration and staff to show
concern for all pupils.
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.
I. Areas of Pride and Desired Improvements

a. Pride
1. Wilson Middle School is a comprehensive and beautiful campus with a college and career center, library,
auditorium, gymnasium, and Quad area. Currently we are adding a student lounge, focusing on use for
our English language learners. Curriculum and programs focus on preparing students for high school and
beyond in a safe and nurturing environment.
2. Bulletin Boards in hallways reflect student work and information of interest for parents and students.
b. Areas of Desired Improvement

1. The same students frequently ask to leave class to use the restroom, see nurse and drink water during
multiple periods. We have a school garden, but it is not adequately maintained and harvested.
2. Students are late to class and in the hallways without a pass. The same students frequently ask to leave
class to use the restroom, see nurse and drink water during multiple periods.
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.
d. Timeframe for completion

1. Present- June 2018
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.

2. Security assigned to parts of campus to ensure students are in class. All teachers greet students at the
door each period. Tardy sweeps at a minimum, once per week (unannounced and random).
Consequence after being caught in two tardy sweeps: trash pick up during lunch, 3 tardy sweepsin one
week, students are assigned Saturday School
b. Resources Required
1. Passes
2.
c. Personnel Assignments
1. All staff
2. Security
d. Timeframe for completion

1. School Year, ongoing
2.
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.
I. Areas of Pride and Desired Improvements

a) Pride
3. LEARNs After School Program, Performing Arts, Drum Corps, 21st Century learning, Department
Collaboration, PTA, ELAC, SSC, School-based Mental Health, Tutoring for ELs, Instructional Coach,
Wilson Bucks , Implementation of Behavior RTi, Tweety Tussel, World Cup and performing arts,
Advanced Studies Program
4.
b) Areas of Desired Improvement

5. Refine and Strengthen Student of the Month Assemblies and positive student recognition
6. Ensure that students who are doing the right things at school- attendance, behavior, grades are
recognized.
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.
f) Timeframe for completion

13. Quarterly at SOM Assemblies
14.
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

j) Resources Required
21.
22.
k) Personnel Assignments
23. Counselor /Registrar
24. Administration /Teachers
l) Timeframe for completion

25. Quarterly Beginning Spring 2016
26.
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.
Preventing and Intervening: Pupil Aggressive Behavior

Creating a safe school requires having in place many preventive measures for children’s mental and emotional problems.
Schools can reduce the risk of violence by teaching children appropriate strategies for dealing with feelings, expressing
anger in appropriate ways and resolving conflicts.
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.

School Safety Strategy #2: Procedures, programs and strategies used to help eliminate problems of bias or unfair
treatment of pupils by staff and by peers because of ethnic group, gender, race, national origin, social class, religion,
disability, sexual orientation, physical appearance, color, ancestry, parental status, or other relevant characteristics. The
school provides a way for each pupil to safely report and, be protected after reporting, troubling behaviors that the pupil
thinks may lead to dangerous situations, such as potential school violence.
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:
 Shall be treated with dignity, respect and fairness;

 Shall encourage and maintain high expectations;
 Shall model an appreciation for socio-economic, cultural, ethnic, gender and religious diversity and
 Shall contribute to an environment of mutual respect, caring and cooperation.
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),
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.
California Safe Schools Assessment

Woodrow Wilson Middle School actively participates in the California Safe Schools Assessment. Data is collected,
reported, and reviewed on all crimes committed on the school campus. Woodrow Wilson Middle School recognizes that a
safe school continually assesses its progress by identifying problems, collecting information regarding progress toward
solutions, and by sharing this information with students, families, and the community at large.
Teacher Notice of Disciplinary History

Office of Child Welfare and Attendance shall provide to the administration of Woodrow Wilson Middle School information
on each pupil who has: (1) during the previous three school years, engaged in any suspendable or expellable act (except
E.C. 48900 (h)) or (b) committed a crime reported to the District by a family member, local law enforcement, Probation
Department or social services. This information is used to develop awareness, assigning appropriate discipline
consequences, help in allocating resources, and is a factor in determining which services are provided to the pupil or
recommended to the parent/guardian.
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.
Gangs and Graffiti

Local city efforts have formed a graffiti removal service, a law enforcement gang task force, and a school resource officer
program. Woodrow Wilson Middle School uses its links with the City of Pasadena to enhance its effort to curb gang
influence. When appropriate, the city’s graffiti removal service is used and community service hours are assigned.
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.
Drug and Violence Prevention Programs

The goals of the district’s Drug Alcohol and Tobacco Education Program and other related community program include
providing all K-12 pupils with a comprehensive drug and violence prevention program and providing all pupils in grades
four through eight with a comprehensive tobacco use prevention education.
Truancy Learning Center/District Attorney Referral

Woodrow Wilson Middle School recognizes the importance of punctuality and regular attendance. The staff of Woodrow
Wilson Middle School shall accurately record the attendance record for all students. Parents of students with poor
attendance will be contacted. Students with poor attendance due to medical issues will be referred to the school nurse.
Should attendance problems continue, official action is to be taken, which could result in a referral to the School
Attendance Review Board or a referral to the Imperial County District Attorney’s Office with a request for prosecution of
the parent and/or the student. Truant students shall be referred to the Truancy Learning Center.
Megan's Law Notification The staff of Woodrow Wilson Middle School shall receive Megan's Law Sex Offender
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.
Woodrow Wilson Middle School:

 Effectively uses the School Site Council
 Notifies parents about, and encourages participation in parenting programs.
 Has established a school visitation procedure.
 Provides a newsletter to parents.
 Uses the School Accountability Report Card as a procedure to communicate to parents.
 Provides several opportunities for Teacher-Parent Conferences.
 Maintains an effective Homework Policy
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.
Parent Training: Promoting the Use of Community Resources

Woodrow Wilson Middle School advocates for the provision of community resources to help maximize the development of
positive behavior and the suppression of antisocial behavior. Such training promises to maximize the parent’s
contribution to academic excellence and noteworthy social-development.
Problem Solving Teams

School communities can enhance their effectiveness by identifying factors that result in violence and other problem
behaviors. In-building, collaborative problem-solving teams are viewed as essential to successful prevention and
intervention with aggressive behavior. Woodrow Wilson Middle School utilizes a student study team to help address
issues of problem behavior. These problem-solving efforts bring together school staff, parents, and when appropriate,
involved community-based agencies and the pupil. The goal is to help identify, clarify, analyze and resolve issues
concerning pupil, educational and familial concerns. The student study team is flexible enough to address individual
problems and school-wide matters.
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.
Campus Supervisor and Administrative Positions

Schools can enhance physical safety by monitoring the surrounding school grounds-including landscaping, parking lots,
and bus stops. Pupils can also be a good source of information. Peers often are the most likely group to know in
advance about potential school violence.
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.
Campus Disturbances and Crimes

Woodrow Wilson Middle School recognizes that campus disturbances and crimes may be committed by visitors and
outsiders to the campus. Several steps have been taken to protect the school, staff, and pupils from safety threats by
individuals visiting the campus area. In addition, disputes often occur because of parental custody disputes. The staff of
Woodrow Wilson Middle School will maintain in the student’s record custody documentation provided by families and will
request assistance from local law enforcement and the Office of Child Welfare and Attendance as needed.
Visitors and Disruptions to Educational Process

Woodrow Wilson Middle School is aware of the laws, policies and procedures, which govern the conduct of visitors to the
school campus. Woodrow Wilson Middle School uses continuing efforts to minimize the number of campus entrance and
exit points used daily. Access to school grounds is limited and supervised on a regular basis by individuals, such as the
campus supervisor; staff familiar with the student body. Campus traffic, both pedestrian and vehicular, flows through
areas that can be easily and naturally supervised. Delivery entrances used by vendors are also checked regularly. The
campus has perimeter fencing.
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.
Enhancing Physical Safety Practices

Schools can enhance physical safety by adjusting traffic flow patterns to limit potential for conflicts or altercations.
Schools can enhance physical safety by having adults visibly present throughout the school building. This includes
encouraging parents to visit the school. Woodrow Wilson Middle School has
Parents and visitors sign-in and out of school. Security Officers are present on-campus throughout the day. Visitors where
badges when on the 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. .
Please select only those areas that apply to your school

 Woodrow Wilson Middle School operates a closed campus, where pupils must have permission to leave the
campus during school hours.
 Woodrow Wilson Middle School has helped assure a safe learning environment by the following (Select all that
apply):
 Woodrow Wilson Middle School has closed off all unused stairwells and avoids leaving areas of the school
unused;
 Woodrow Wilson Middle School has minimized blind spots around the school facility.
 Woodrow Wilson Middle School has purchased and uses parabolic/convex mirrors by portable classrooms and in
critical hall areas permitting staff to see around corners.
 Woodrow Wilson Middle School prohibits posters in classroom windows.
 Woodrow Wilson Middle School has installed an alarm system (and/or) a closed-circuit television monitoring
system.
 Woodrow Wilson Middle School has set a priority to keep buildings clean and maintained.
 Woodrow Wilson Middle School has located its playground equipment where it is easily observed.
 Woodrow Wilson Middle School has limited roof access by keeping dumpsters away from building walls.
 Woodrow Wilson Middle School has covered drainpipes so they cannot be climbed.
 Woodrow Wilson Middle School avoids decorative hedges and plants all new trees at least ten feet from buildings.
 Woodrow Wilson Middle School keep trees and shrubs closely trimmed to limit outside hiding places for people or
weapons.
 Woodrow Wilson Middle School keeps the school grounds free of gravel or loose rock surfaces.
 Woodrow Wilson Middle School has designed its parking lots to discourage through traffic and to slow vehicles
proceeding through the parking lot.
 Woodrow Wilson Middle School ensures vehicle access around the building(s) for night surveillance and
emergency vehicles.
 Woodrow Wilson Middle School has established a procedure to have the school campus (choose one: fully
lighted or totally dark) at night.
 Woodrow Wilson Middle School keeps a complete list of staff members who have keys to building(s).
 Woodrow Wilson Middle School does not allow graffiti to remain on walls. The procedure involves following the
three “R’s” after discovery of graffiti—read, record (i.e. photograph or videotape) and remove. Inflammatory
bathroom graffiti is removed daily upon discovery.
 Woodrow Wilson Middle School provides maximum supervision in heavy traffic areas.
 Woodrow Wilson Middle School has strategically located public telephones with dual-free connections to
emergency services.
 Woodrow Wilson Middle School has relocated safe activities near typical trouble spots (e.g. relocate a counselor’s
office next to a corridor where problems have occurred.
 Woodrow Wilson Middle School has established two-way communication between the front office and each
classroom.
 Woodrow Wilson Middle School offers school-or-community-based activities for students after school and on the
weekends.
 Woodrow Wilson Middle School has instituted after-school academic and recreational programs for latchkey
students.
School Safety Strategy #7: Each school site is being asked to write a strategy component focusing on either/both: (1)
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.
Closing Statement #8:

(To be written by the school site council. Please include the signature sheet and specify a date for the consolidated safe
school plan to be reviewed for the following school year by Woodrow Wilson Middle School's Site Council).
The school site plan addresses the Implementation Strategies for a safe and orderly learning environment for all students.
We continue to review Behavior RTi to our knowledge and skills. "A" Monday meetings are used for providing this
information to all staff.
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.

School Safety Compliance
Child Abuse Reporting And Procedures
Pasadena Unified School District Unified School District
Board Policy
[Enter appropriate Board Policy]
Students
Child Abuse Reporting Procedures

The Governing Board recognizes that the district has a responsibility to protect students by facilitating the prompt
reporting of known and suspected incidents of child abuse and neglect. The Superintendent or designee shall establish
procedures for the identification and reporting of such incidents in accordance with law.
(cf. 5141.41 - Child Abuse Prevention)

(cf. 5142 - Safety)
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.
(cf. 4131 - Staff Development)
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.
(cf. 1312.1 - Complaints Concerning District Employees)
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
Welfare And Institutions Code

15630-15637 Dependent adult abuse reporting
CODE OF REGULATIONS, TITLE 5
4650 Filing complaints with CDE, special education students
Management Resources:
Cde Legal Advisories

0514.93 Guidelines for parents to report suspected child abuse by school district employees or other persons against a
pupil at school site
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:

Suspected Child Abuse Reporting Procedures
I. Initiating the Report
A. The report is initiated by a telephone report to the appropriate agency.
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:
Police Department: (626) 744-4501

Phone: (800) 540-4000
D. Content of call.
1) Name, address and age of child involved.
2) Clear description of suspected abuse.
II. Written Report
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.

Suspension And Expulsion Policies
Board Policy
[Enter appropriate Board Policy e.g. BP 5141.4]
Students
Suspension and Expulsion

The Governing Board has established policies and standards of behavior in order to promote learning and protect the
safety and well-being of students. When these policies and standards are violated, it may be necessary to suspend or
expel a student from regular classroom instruction.
(cf. 5144 - Discipline)
Suspended or expelled students shall be excluded from all school-related extracurricular activities during the period of
suspension or expulsion.
(cf. 6145 - Extracurricular and Co curricular Activities)
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)
Student Due Process

The Board shall provide for the fair and equitable treatment of students facing suspension and expulsion by affording
them their due process rights under the law. The Superintendent or designee shall comply with procedures for notices and
appeals as specified in regulation and law. (Education Codes 48911, 48915 and 48915.5)
(cf. 5119 - Students Expelled from other Districts)

(cf. 5144.2 - Suspension and Expulsion/Due Process - Individuals with Disabilities)
On-Campus Suspension Program

The Board recognizes that students who are suspended from school frequently have no supervision or guidance during
the school hours when they are off campus and may fall behind in the course work. The Board believes that in many
cases, it would be better to manage the student's behavior by keeping the student at school and providing him/her with
supervision that is separated from the regular classroom.
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.
Required Parental Attendance

The Board believes that parental involvement plays an important role in the resolution of classroom behavior problems.
The Board expects that teachers will communicate with parents/guardians when behavior problems arise. The Board
recognizes that current law enables parents/ guardians to be absent from work without endangering their employment
status in order to attend a portion of their child's school day at a teacher's request. Besides furthering improved classroom
behavior, such attendance should promote positive parent-child interactions.
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.
Decision not to Enforce Expulsion Order

On a case-by-case basis, the enforcement of an expulsion order may be suspended by the Board pursuant to the
requirements of the law.
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
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
Code Of Civil Procedure

1985-1997 Subpoenas; means of production
GOVERNMENT CODE
11455.20 Contempt
54950-54963 Ralph M. Brown Act (re closed sessions)
Health And Safety Code

11014.5 Drug paraphernalia
11053-11058 Standards and schedules
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
Attorney General Opinions

80 Ops.Cal.Atty.Gen. 347 (1997)
UNITED STATES CODE, TITLE 20
7151 Gun free schools
Cde Program Advisories

0306.96 Expulsion Policies and Educational Placements, SPB 95/96-04
Policy Pasadena Unified School District Unified School District
Adopted: City: , California

Suspension And Expulsion/Due Process
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)
Student includes a student’s parent/guardian or legal counsel. (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)
(cf. 5144 - Discipline)
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)
(cf. 5145.6 - Parental Notifications)

Grounds For Suspension And Expulsion
A student may be subject to suspension or expulsion when it is determined that he/she:
1. Caused, attempted to cause, or threatened to cause physical injury to another person or willfully used force or
violence upon the person of another, except in self-defense. (Education Code 48900(a))
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))
(cf. 5131 - Conduct)

(cf. 5131.7 - Weapons and Dangerous Instruments)
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))
(cf. 5131.6 - Alcohol and Other Drugs)
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))
5. Committed or attempted to commit robbery or extortion. (Education Code 48900(e))
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))

14. Committed or attempted to commit a sexual assault as defined in Penal Code 261, 266c, 286, 288, 288a or 289, or
committed a sexual battery as defined in Penal Code 243.4. (Education Code 48900(n))
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.
(cf. 5145.7 - Sexual Harassment)
18. Caused, attempted to cause, threatened to cause, or participated in an act of hate violence as defined in Education
Code 233. (Education Code 48900.3)
(cf. 5145.9 - Hate-Motivated Behavior)

Education Code 233 defines “hate violence” as any act punishable under Penal Code 422.6, 442.7 or 422.75. Such
acts include injuring or intimidating another person, interfering with the exercise of a person’s civil rights, or damaging
a person’s property because of the person’s race, color, religion, ancestry, national origin, disability, gender or sexual
orientation.
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)
(cf. 5145.3 - Nondiscrimination/Harassment)
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))

Alternatives to suspension or expulsion will be used with students who are truant, tardy, or otherwise absent from
assigned school activities.
(cf. 5113 - Absences and Excuses)

(cf. 5113.1 - Truancy)
Removal From Class By A Teacher/Parental Attendance

A teacher may suspend any student from his/her class for the remainder of the day and the following day for any act listed
in “Grounds for Suspension and Expulsion” above. (Education Code 48910)
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)
This notice shall also:

1. Inform the parent/guardian when his/her presence is expected and by what means he/she may arrange an
alternate date.
2. Describe the legal protections afforded to the parent/guardian as an employee under Labor Code 230.7.
3. State that if the parent/guardian does not have a means of transportation to school, he/she may ride the school
bus with the student.
4. Ask the parent/guardian to meet with the principal after the visit and before leaving school, as required by
Education Code 48900.1.
Suspension By Superintendent, Principal Or Principal’s Designee

The Superintendent, principal or principal’s designee may suspend a student from a school for not more than five
consecutive school days unless the suspension is extended pending expulsion. (Education Code 48911)
The Superintendent or designee shall immediately suspend any student found at school or at a school activity to be:
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”.
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.
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
conference. The student may not be denied readmission solely because the parent/guardian failed to attend.
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.
Suspension By The Board

The Board may suspend a student for any of the acts listed in “Grounds for Suspension and Expulsion” above and within
the limits specified in “Suspension by Superintendent, Principal or Principal’s Designee” above. (Education Code 48912)
The Board may suspend a student enrolled in a continuation school or class for a period not longer than the remainder of
the semester if any of the acts listed in “Grounds for Suspension and Expulsion” occurred. The suspension shall meet the
requirements of Education Code 48915. (Education Code 48912.5)
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.
(cf. 9321 - Closed Session Purposes and Agendas)
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)
On-Campus Suspension Program

Students for whom an expulsion action has not been initiated and who pose no imminent danger or threat to the school
may be assigned to a separate, supervised suspension classroom for the entire period of suspension. The following
conditions shall apply: (Education Code 48911.1)
1. The supervised suspension classroom shall be staffed in accordance with law.
2. The student shall have access to appropriate counseling services.
3. The supervised suspension classroom shall promote completion of schoolwork and tests missed by the student
during the suspension.
4. Each student shall be responsible for contacting his/her teacher(s) to receive assignments to be completed in the
supervised suspension classroom. The teacher shall provide all assignments and tests that the student will miss
while suspended. If no such work is assigned, the person supervising the suspension classroom shall assign
schoolwork.
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 Board also may order a student expelled for any of the acts listed under “Grounds for Suspension and Expulsion”
upon recommendation by the principal, Superintendent, hearing officer or administrative panel, based on finding either or
both of the following: (Education Code 48915 (b) and (e))
1. That other means of correction are not feasible or have repeatedly failed to bring about proper conduct.
2. That due to the nature of the violation, the presence of the student causes a continuing danger to the physical
safety of the student or others.
Mandatory Recommendation For Expulsion

Unless the principal, Superintendent or designee finds that expulsion is inappropriate due to particular circumstances, the
principal, Superintendent or designee shall recommend a student’s expulsion for any of the following acts: (Education
Code 48915 (a))
1. Causing serious physical injury to another person, except in self-defense.
2. Possession of any knife as defined in Education Code 48915(g), explosive or other dangerous object of no
reasonable use to the student.
3. Unlawful possession of any controlled substance, as listed in the Health and Safety Code 11053-11058, except
for the first offense for the possession of not more than one ounce of marijuana, other than concentrated
cannabis.
4. Robbery or extortion.
5. Assault or battery, as defined in Penal Code 240 and 242, upon any school employee.
Mandatory Recommendation And Mandatory Expulsion

Note: The Attorney General has determined, in 80 Ops.Cal. Atty. Gen. 347 (1997), that a district may not adopt a zero
tolerance policy mandating expulsion of a student for a first offense of possession of a controlled substance or alcohol.
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?
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.
1. That an expulsion panel be convened.

At the time a recommendation for expulsion is submitted, a hearing shall be scheduled by the Superintendent or
designee to determine whether the suspension shall be extended. If the decision is to extend the suspension, the
period of time shall be until the Board has rendered a decision or until the expulsion process is otherwise terminated.
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.
Student's Right To Expulsion Hearing

The student is entitled to a hearing to determine whether the student should be expelled. The hearing shall be held within
30 school days after the principal or Superintendent or designee determines that one of the acts listed under "Grounds for
Suspension and Expulsion" has occurred. (Education Code 48918 (a))
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))
Waiver Of Hearing (Default Proceedings)

If the parent/guardian agrees that their son/daughter behaved essentially in the manner stated in the principals letter
recommending expulsion and that such behavior constitutes a violation of the California Education Code, Section 48900,
48900.2, 48900.3, 48900.4, 48900.7 and/or 48915 a suspendable/expellable offense, the parent/guardian may request to
waive the Administrative Hearing Panel.
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.
Rights Of Complaining Witness

An expulsion hearing involving allegations of sexual assault or sexual battery may be postponed for one school day in
order to accommodate the special physical, mental or emotional needs of a student who is the complaining witness.
(Education Code 48918.5)
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 Expulsion Hearing (Education Code 48918(b))
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.
3. A copy of district disciplinary rules which relate to the alleged violation.
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).
(cf. 5119 - Students Expelled from other Districts)
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.

8. The opportunity to question all evidence presented and to present oral and documentary evidence on the
student's behalf, including witnesses.
Conduct Of Expulsion Hearing

1. Closed Session: Notwithstanding the provisions of Government Code 54953 and Education Code 35145, the Board
shall conduct a hearing to consider the expulsion of the student in a session closed to the public unless the student
requests in writing at least five days prior to the hearing that the hearing be a public meeting. If such request is made,
the meeting shall be public, unless another students privacy rights would be violated.
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.

5. Testimony by Complaining Witnesses: The following procedures shall be observed when hearings involve allegations
of sexual assault or sexual battery by a student: (Education Code 48918)
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))
Alternative Expulsion Hearing: Hearing Officer Or Administrative Panel

Instead of conducting an expulsion hearing itself, the Board may contract with the county hearing officer, or with the Office
of Administrative Hearings of the State of California for a hearing officer. Alternatively, the Board may appoint an impartial
administrative panel composed of three or more certificated personnel, none of whom shall be members of the Board or
on the staff of the school in which the student is enrolled. (Education Code 48918(d))
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
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))
The Discipline Review Panel

The Discipline Review Panel will 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 secondary student.
1. The Discipline Review Panel shall hear the following types of disciplinary cases:
a. Requests for expulsion from site principals or the Superintendent.
b. School site administrative requests for assistance (non-expulsion situations).
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.
Final Action By The Board

Whether the expulsion hearing is conducted in closed or public session by the Board, a hearing officer, or an
administrative panel, the final action to expel shall be taken by the Board at a public meeting. (Education Code 48918(j))
(cf. 9321.1 - Closed Session Actions and Reports)
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
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:
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.
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).
Decision Not To Enforce Expulsion Order

In accordance with Board policy, when deciding whether to suspend the enforcement of an expulsion, the Board shall take
into account the following criteria:
1. The student’s pattern of behavior.
2. The seriousness of the misconduct.
3. The student’s attitude toward the misconduct and his/her willingness to follow a rehabilitation program.
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))
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.
(cf. 6185 - Community Day School)
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)
Readmission After Expulsion

Readmission procedures shall be as follows:
1. On the date set by the Board when it ordered the expulsion, the district shall consider readmission of the student.
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.
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)

Maintenance Of Records
The Board shall maintain a record of each expulsion, including the specific cause of the expulsion. The expulsion record
shall be maintained in the student’s mandatory interim record and sent to any school in which the student subsequently
enrolls, within five days of a written request by the admitting school. (Education Code 48900.8, 48918(k))
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)
(cf. 5119 - Students Expelled from Other Districts)

(cf. 5125 - Student Records)
Notifications To Law Enforcement Authorities

Prior to the suspension or expulsion of any student, the principal or designee shall notify appropriate city or county law
enforcement authorities of any student acts of assault which may have violated Penal Code 245. (Education Code 48902)
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.
Regulation Pasadena Unified School District Unified School District

Approved: City: , California

Procedures For Notifying Teachers About Dangerous Pupils
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:
a) Causing, attempting, or threatening physical injury to another;

b) Possessing, selling, or otherwise furnishing, a firearm, knife, or other dangerous object;
c) Possessing, using or selling illegal drugs, alcohol, or drug paraphernalia;
d) Committing or attempting to commit robbery or extortion;
e) Damaging or attempting to damage school property;
f) Stealing or attempting to steal school or private property;
g) Committing an obscene act or engaging in habitual profanity or vulgarity;
h) Possessing, offering, arranging or negotiating to sell, any drug paraphernalia;
i) Knowingly receiving stolen school or private property.
Such information is confidential and shall not be further disseminated. Ed Code 49079.
District Policy
Adopted

Sexual Harassment Policy
Board Policy
Policy Numbers: 5145.7
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
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.
Sexual Harassment Defined

Pursuant to Education Code 212.5, unwelcome sexual advances, requests for sexual favors, and other verbal or physical
conduct of a sexual nature constitute sexual harassment when:
1. Submission to the conduct is made either an explicit or implicit condition of employment, status, or promotion.
2. Submission to or rejection of the conduct is used as the basis for an employment decision affecting the harassed
employee.
3. The harassment substantially interferes with an employee's work performance or creates an intimidating, hostile,
or offensive work environment.
4. Submission to, or rejection of, the conduct is the basis for any decision affecting benefits, services, honors,
programs, or other available activities.
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)]
Examples Of Sexual Harassment

By way of example, sexual harassment includes, but is not limited to:
1. Making unsolicited written, verbal or physical contact with sexual overtones.
2. Visual conduct: leering or suggestive eye contact, making sexual gestures, posting or circulating sexually
suggestive objects or pictures, cartoons, or posters.

3. Verbal conduct: making or using derogatory comments, epithets, slurs, and jokes bragging about sexual exploits,
using terms with double meanings (one of which is sexual).
4. Verbal abuse of a sexual nature, graphic verbal commentaries about an individual's body, sexually degrading
words used to describe an individual, suggestive or obscene letters, notes, or invitations.
5. Physical conduct: touching, assault, impeding or blocking movements, touching oneself or another.
6. Continuing to express sexual interest after being informed that the interest is unwelcome. (Reciprocal attraction is
not considered sexual harassment.)
7. Making reprisals, threats of reprisal, or implied threats of reprisal following a negative response. For example,
either implying or actually withholding support for an appointment, promotion or change of assignment;
suggesting a poor performance report will be prepared; or suggesting probation will be failed.
8. Engaging in implicit or explicit coercive sexual behavior which is used to control, influence or affect the career,
salary and/or work environment or another employee.
9. Offering favors or employment benefits, such as promotions, favorable performance evaluations, favorable
assignments, favorable duties or shifts, recommendations or re-classifications, in exchange for sexual favors.
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.

6. Employees determined to have violated district prohibition against sexual harassment shall be subject to
disciplinary action up to and including termination from employment. Disciplinary actions may include, but are not
limited to:
a. Verbal and written warnings.
b. Written reprimands.
c. Suspension with or without pay.
d. Transfer to another work location.
e. Demotion and termination.
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.
Reporting To Outside Agencies
Federal Equal Employment Opportunity Commission

Employees who have been sexually harassed may have the right to file complaints with Federal regulatory agencies.
Time limits for filing complaints with Federal regulatory agencies vary. The employee should check directly with this
agency for specific instructions for filing a complaint:
Equal Employment Opportunity Commission

Address:
, CA
Phone:
State of California Department of Fair Employment and Housing

Employees or job applicants who believe that they have been sexually harassed may, within one year of the harassment,
file a complaint of discrimination with the California Department of Fair Employment and Housing. The Department serves
as a neutral fact-finder and attempts to help the parties voluntarily resolve disputes. If the Department finds evidence of
sexual harassment and settlement efforts fail, the Department may file a formal accusation against the employer and the
harasser. The accusation will lead to either a public hearing before the Fair Employment and Housing Commission or a
lawsuit filed on the complainant's behalf by the Department. If the Commission finds that harassment occurred, it can
order remedies, including up to $50,000 in fines or damages for emotional distress from each employer or harasser
charged. In addition, the Commission may order hiring or reinstatement, back pay, promotion, and changes in the policies
or practices of the involved employer. A court may order unlimited damages. For more information, employees should
contact the [Enter Appropriate Agency] office as follows:
State of California
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.
Approved: City: , California

School Dress Code
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:
1. Creates a safety hazard

2. Distracts from learning
3. Disrupts any school activity.
4. The Administration reserves the right to determine:
a. Clothing or accessories that the Administration feels presents a threat to the student*s well being or safety
b. Clothing, hairstyles, or accessories which are distracting or disruptive to the learning environment
Guidelines
The following are NOT permitted on campus:
1. Dresses and shorts which are shorter than mid-thigh

2. Spaghetti straps (smaller than 2* or the width of a credit card
3. Tank tops (white, ribbed undershirts)
4. Clothing or accessories which are sexually provocative
5. Clothing or accessories which identify a student with non-school clubs, profanity, obscenity, reference to drugs,
alcohol, tobacco, gangs (excessive color) or prison culture name insignia
6. Attire with writing that degrades individuals or groups
7. Body piercing that creates a safety hazard; moderate sized earrings are acceptable
8. Platform shoes or high heels over 2.5 inches high
9. No underwear or undergarment may be seen at any time
10. Tops must completely cover the midriff area at all times
11. Pants must be properly worn around the waist
12. No torn pants or jeans
13. Shoelaces must be tied
14. Bandanas, hairnets, head bands, and dew rags (also includes beanies, baseball caps, etc)
15. Sunglasses may not be worn in the building, but may be worn outside to protect from the sun
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.)

Responsibilities
Parents have the responsibility for seeing that students are dressed properly for school. School personnel have the
responsibility for maintaining and enforcing an appropriate dress code conducive to learning.
* 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
Pasadena Unified School District Unified School District Board Policy
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.
(cf. 4119.43 - Universal Precautions)

(cf. 4119.42 - Exposure Control Plan for Bloodborne Pathogens)
(cf. 5141.23 - Infectious Disease Prevention)
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.
(cf. 5112.2 - Exclusions from Attendance)

(cf. 5141.26 - Tuberculosis Testing)
(cf. 5141.3 - Health Examinations)
(cf. 6158 - Independent Study)
(cf. 6159 - Individualized Education Program)
(cf. 6183 - Home/Hospital Instruction)
Students With Bloodborne Pathogen Infections

The Board recognizes that hepatitis B virus, hepatitis C virus , and (human immunodeficiency virus (HIV) and/or AIDS
(Acquired Immune Deficiency Syndrome) infection is not casually transmitted, the sole presence of bloodborne pathogens
is not sufficient reason to exclude students from attending school. Students with bloodborne pathogen infections are
entitled to the rights and services accorded to other students. They may attend their regular school and classroom barring
special circumstances.
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.
(cf. 5125 - Student Records)

(cf. 5022 - Student and Family Privacy Rights)
The district requires all staff to routinely observe universal precautions to prevent exposure to bloodborne pathogens and
prevent the spread of all infectious disease.
(cf. 4119.42/4219.42/4319.42 - Exposure Control Plan for Bloodborne Pathogens)

(cf. 4119.43, 4219.43, 4319.43 - Universal Precautions)
(cf. 5141.23 - Infectious Disease Prevention)
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
Health And Safety Code

120230 Exclusion for communicable diseases
120325-120380 Immunization against communicable diseases
120875-120895 AIDS information
129075-121020 Mandated blood testing and confidentiality to protect public health
120980 Unauthorized disclosures
121010 Disclosure to certain persons without written consent
121475-121520 Tuberculosis tests for pupils
California Code Of Regulations, Title 8

5193 Bloodborne pathogen standards
United States Code, Title 20

1232g Family Educational and Privacy Rights Act
1400-1427 Education for All Handicapped Children
United States Code, Title 29

794 Section 504 of the Rehabilitation Act of 1973
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:

Blood Borne Pathogens – Safety Practices
Procedures And Regulations
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.

2.9. The identity of infected employees will remain confidential and restricted to those who need to know or are
required to be informed.
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. Hygienic Safety Practices

3.1. All employees will follow “Universal Infection Control Precautions” by assuming that blood and other body fluids
from all individuals are potentially infectious. These precautions include:
a. Routinely using gloves when anticipating contact with blood
b. Immediately washing hands and other skin surfaces after removal of gloves and/or contact with blood
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. Identification of Risks of Occupational Exposure
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).

5.3. Employees who may have been exposed to a blood borne pathogen in an exposure incident will be advised to
immediately seek medical attention

Procedures To Ensure A Safe And Orderly Environment
Rules And Procedures On School Discipline
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.
Elements Of A Good Discipline Program

1. The program is focused upon making the entire campus, especially the classroom, a safe, supportive and orderly
environment for learning for students and staff.
2. Classroom authority is retained by the classroom teacher. (Administration's role is to support, not to replace.)
3. Rules and procedures are clearly understood by staff and students.
4. All staff members will acknowledge and take appropriate action on any minor or major infraction of the school
rules.
5. Rules and procedures comply with State Law and District policies.
6. The program recognizes the responsibilities and the rights of students and staff.
7. Program is structured to keep students in class and engaged in the educational process.
8. Rules are enforced:
A. by all staff members at all times.
B. strictly, but not rigidly (beware of "automatics").
C. in substantial part by adult modeling.
D. using techniques that promote the growth of positive self-esteem.
E. as close to the source as is possible.
F. by keeping parents informed.
9. The discipline program is understood, endorsed, and supported by staff, parents, and students.
Principal's Statement To Edms Staff

Expectations In Developing & Maintaining Discipline
As Principal of our school, I will expect;

Each teacher to have a defined system of classroom management. A written description of this system, including
representative examples of the progressive interventions you intend to employ, will be approved and filed by me.
Whenever possible and appropriate, teachers are encouraged to use standards and systems that are consistent with
other village/department members.
You can expect

Each administrator to assist and support you in every reasonable way in developing, implementing, and refining that
system as needed.

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.
You can expect

1. Each administrator to support your position in every reasonable way.
2. A response time on your referral of one, or at most, two days.
3. The availability of an administrator to discuss unresolved referrals after school on any given day.
4. That the administrator will exercise independent judgment regarding disposition of referrals.
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.
You can expect

1. Administrator support, investigation, and follow-through as indicated.
2. A response to referrals from incidents outside the classroom to be the same as to those within.
[Enter Principals Name] Principal
What To Do When Problems Appear

Both behavioral and academic problems are present in some of our students. Teachers often ask for guidelines for
dealing with these problems. Here they are:
1. Talk to the administrator assigned to your grade level.
2. Call parents at first sign of concern. Inform the parents of your observations, ask for their ideas, assistance, and
support in serving the student. Keep a log of your calls.
3. If possible, talk privately to the student about your concerns.
4. Behavior concerns—look through students’ CUM file. Any official suspensions will be in file, also look for teacher
comments on report cards. Look for patterns of behavior. We use In-House Suspension whenever possible, as it
is preferable to having students at home unattended—and it saves the district money. Serious infractions
(fighting, threats, etc.) do result in official suspension. Unresponsive students can be moved to other schools or
expelled.
5. Referrals—please remember if you write a student referral, you are required to call the parents. You are writing
the referral and can answer the parents’ questions firsthand. Administrators will also call parents, but we can only
give secondhand information on the incident.
6. Academic Concerns—Again, look through student CUM. This will contain test scores, report cards, and a student
history. You may want to ask the grade level administrator to schedule a Student Study Team (SST). This will
involve a meeting with the student, parents, administrators, students’ teachers, and perhaps the psychologist

School Site Policies
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
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

Emergency Procedures (on website)

Comprehensive Schools Safety Plan:
School Site Council Evaluation and Public Hearing Certification
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:
The plan has been properly implemented and approved
Amendments
See School Plan for 2017-2018 for additional plans for school climate.
School Site Council

Dominick Correy, Charles Clay, Adam Chandler, Lydia Finkley, Karen Kobey, Marian Pena, Kyle Douglas, Carol Gerber,
Ngozi Ezieme
Signatures of Woodrow Wilson Middle School's Site Council Members
______________________________ ___________________________
Signature Date Signature Date
______________________________ ___________________________
______________________________ ___________________________
______________________________ ___________________________
______________________________ ___________________________
______________________________ ___________________________

Safe School Plans

Executive Summary
School Year 2018-18
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
Emergency Preparedness: ONLINE

Please review documents with stakeholders to ensure that there is compliance of procedures. Lockdown procedures
and Incident Command Post procedures provided.
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
What additional information would assist:

1.
2.
3.
4.
5.
6.
7.

School Site Emergency Planning Matrix
Name of Principal: Kyle Douglas
Name of School: Woodrow Wilson Middle School
Name of School District: Pasadena Unified School District
Comprehensive School Safety Plan

ED 32280
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
 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
 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
Not In Fully
 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

Mental Health Programs
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.
Mental Health Care Providers
D’Veal Family and Youth Services

1. Altadena Elementary
2. John Muir High School
Five Acres
1. Jefferson Elementary
2. Washington K-5
3. Washington 6-8
Foothill Family Services

1. Eliot Middle School
2. Hamilton Elementary
3. Marshall Middle/High
4. Willard Elementary
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

Addressing Discrimination, Harassment, Intimidation, or Bullying
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.

Active Response to Safety
Threat Assessment and Responding
Definition of a threat/ Steps to identify

Transient and Substantive Threat
Responding to transient threats
Responding to substantive threats
Child Abuse Reporting
Child Abuse and Neglect Reporting Act (CANRA)

Who must report?
Failing to Report
Reasonable Suspicions
How to Report
Confidentiality
Intervening with Suicidal Youth
Instructions for Crisis Teams

Assessing Risk in Suicidal Students
Questions, Indicators, Levels of Risk and Interventions
Interventions for Crisis Teams
Signs of Self Injury
Suggestions for School Personnel to Limit Contagion
Suicide Severity Rating Scale (see Appendix)
Bullying
Bullying Assessment Flow Chart

Responding to bullying
Pasadena USD Bullying Policy

Threat Assessment Addendum
Threat reported to Principal

--------
--------
--------
-------- Step 1: Evaluate Threat
--------
--------
--------
-------- Step 2: Decide if threat is clearly
transient or substantive
--------
Threat is clearly transient Threat is substantive or if unsure
continue
--------
--------
Step 3: Respond to transient threat Step 4: Decide if the substantive
threat is serious or very serious
--------
--------
Step 5: Respond to serious Step 6: Conduct Safety Evaluation
substantive threat.
--------
--------
-------- Step 7: Follow up on action plan.
--------

What is a threat?
A threat is an expression of intent to harm someone
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
Identifying threats as transient or substantive
Step 1: Evaluate the threat

- Obtain an account from the student and witnesses
- Document the type of threat
- Obtain student’s explanation of the threat’s meaning/intention
- Obtain witness perceptions of the threat’s meaning/intention
- Document your evaluation in writing
Step 2: Transient or Substantive

- Determine whether the threat is transient or substantive
Step 3: Responses to a transient threat

- No need to take safety precautions
- Threat is resolved through explanation, apology, etc.
- Provide counseling and education if appropriate
- Administer discipline if appropriate
Step 4: Responses to substantive threat

- Take precautions to protect potential victims
- May consult with law enforcement
- Notify and interview the students who made the threat’s parents
- Specifically warn victims and parents
- Discipline student for threat
- Determine appropriate intervention for student
- Follow up to verify that threat has been resolved

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.
Students and staff should be trained to:

 Leave personal belongings behind;
 Visualize possible escape routes, including physically accessible routes for students and staff with disabilities and
others with access and functional needs;
 Avoid escalators and elevators;
 Take others with them but not to stay behind because others will not go;
 Call 911 when safe to do so; and
 Let a responsible adult know where they are.
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.
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.
Source: The U.S. Department of Education's REMS TA Center

INTERVENING WITH SUICIDAL YOUTH
Instructions for Crisis Teams
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.

Assessing Risk in Suicidal Students
Questions to ask students:
 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)?
Questions to ask parents, teachers, and staff
 What warning sign(s) initiated the referral?

 Has the student demonstrated abrupt changes in behavior?
 What is the support system that surrounds this child (the more the student feels isolated and alone, the
greater the risk)?
 Is there a history of mental illness (depression, alcohol and substance abuse, conduct or anxiety disorder,
co-morbidity)?
 Is there a history of recent losses, trauma, or victimization?
Questions, Indicators, Levels of Risk and Interventions
Low Risk (Ideation)
 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.
Moderate Risk (Current ideation and previous behaviors)
 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
High Risk (Current plan and access to method)
 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
 Supervise student at all times (including restrooms).

 Notify and hand off student ONLY to:
o Parent or guardian who commits to seek an immediate mental health assessment.
o Law Enforcement
o Psychiatric mobile responder.
 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.
General Interventions for Crisis Teams
Crisis Preparedness
 Educate/train staff in warning signs of self-injury.

 Develop referrals procedures and resources at your school site. You may also work with the Office of Child
Welfare, Attendance and Safety to get updated mental health resources.
Procedures for School Mental Health Personnel
 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.
 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.
Signs of Self Injury (SI)
 Frequent or unexplained bruises, scars, cuts, or burns.

 Consistent, inappropriate use of clothing designed to conceal wounds (often found on the arms, thighs,
abdomen)
 Secretive behaviors, spending unusual amounts of time in the student bathroom or isolated areas on campus.
 Bruises on the neck, headaches, red eyes, ropes/clothing/belts tied in knots (signs of the "Choking Game").
 General signs of depression, social-emotional isolation and disconnectedness.
 Possession of sharp implements (razor blades, shards of glass, thumb tacks, clips).
 Evidence of self-injury in work samples, journals, art projects.
 Risk taking behaviors such as gun play, sexual acting out, jumping from high places or running into traffic.
Suggestions for School Personnel: Do
 Connect with compassion, calm and caring.

 Understand that this is his/her way of coping with pain.
 Refer and offer to go with the student to your school counselor, psychologist, social worker or nurse.
 Encourage participation in extracurricular activities and outreach in the community (e.g. volunteering with
animals, nursing homes, tutoring or mentoring).
 Discover the student's strengths.
Suggestions for School Personnel: Don't
 Discourage self-injury; threaten hospitalization, use punishment or negative consequences.

 Act shocked, overreact, say or do anything to cause guilt or shame.
 Publicly humiliate the student or talk about their SI in front of class or peers.
 Agree to hold SI behavior confidential.
 Make deals or promises you can't keep in an effort to stop SI.
Suggestions for School Personnel to Limit Contagion
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.
PET Team: 800-854-7771

Psychiatric Mobile Response Team: 626-258-2004
Adapted from:
Lieberman R., Toste, J.R.,& Heath N.L. (2008). Prevention and Intervention in the schools.
M.K. Nixon M.K. & Heath, N. Self-injury in youth: The essential guide to assessment and intervention. New York, NY: Routle
Thomas A. & Grimes J., Best practices in school psychology V. Bethesda, MD: National Association of School Psychologists.
Intervening with Suicidal Youth content:

Permission is granted for free reproduction and distribution for educational
purposes with appropriate acknowledgment of authorship to the Los Angeles
Unified School District.

Child Abuse Reporting
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.
Who must report - Mandated reporters
• 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.
Failing to report Child Abuse
• 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.
When in doubt call: 800-540-4000 or local police
How to report
Immediately or as soon as possible by telephone

 Pasadena Police department: 626-744-4241
 Sierra Madre Police department: 626-355-7135
 Altadena Sheriff station: 626-798-1131
 (PUSD) Child, Welfare, Attendance & Safety: 626-396-3600, extension 88230
 You must make a report even if some information is not known or is uncertain. Cross report, don’t always
assume the authorities will do it.
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.
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.

Bullying Assessment Flow Chart

Interview all students involved in the incident.
What happened between you two? How did it start? Did you tell him/her to stop? Is there anything you did that might have
contributed to the incident?
Yes
Was this possibly a crime? Contact the police
Was there physical contact or injury, or Let them investigate and decide
property damage? whether a crime has occurred.
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

Transient Typical Initial Interview Questions
1. Do you know why I wanted to talk to you?

2. What happened today when you were [place of incident]
3. What exactly did you say and do?
4. What did you mean when you said/did that?
5. How do you think [person threatened] feels about what you said?
6. What was the reason you said that?
7. What are you going to do now?
Typical Witness Questions
1. What happened today when you were [place of incident]

2. What exactly did [student who made threat] say and do?
3. What do you think he/she meant?
4. How do feel about what he/she said?
5. Why did he/she say that?
Substantive Key Questions
1. What are the student’s motives of goals

2. Any communications of intent to attack?
3. Any inappropriate interest in other attacks, weapons, or mass violence?
4. Any attack-related behaviors? Making a plan, acquiring weapons, casing sites, etc.
5. Does the student have the capacity to attack?
6. Is there hopelessness or despair?
7. Any trusting relationship with an adult?
8. Is violence regarded as a way to solve a problem? Any peer influences?
9. Are student’s words consistent with actions?
10. Are others concerned about student?
11. What circumstances might trigger violence?
When in doubt, treat threats as substantive
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 posnerk@nyspi.columbia.edu
© 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:
2. Non-Specific Active Suicidal Thoughts

General non-specific thoughts of wanting to end one’s life/commit suicide(e.g. “I’ve
thought about killing myself”) without thoughts of ways to kill oneself/associated
methods, intent, or plan during the assessment period.
Yes No Yes No
Have you actually had any thought of killing yourself?
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:
5. Active Suicidal Ideation with Specific Plan and Intent

Thoughts of killing oneself with details of plan fully or partially worked out and
subject has some intent to carry it out.
Have you started to work out or worked out the details of how to kill yourself?
Yes No Yes No
Do you intend to carry out this plan?
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.
Lifetime – Most Severe Ideation -

Most Severe Most Severe
Type # (1-5) Description of Ideation
Recent- Most Severe Ideation -
Type # (1-5) Description of Ideation

Frequency
How many times have you had these thoughts?
(1.) Less than once a week
(2.) Once a week
(3.) 2-5 times in week.
(4.) Daily or almost daily
(5.) Many times each day
Duration
When you have the thoughts how long do they last?
(1.) Fleeting – few seconds or minutes
(2.) Less than 1 hour/some of the time
(3.) 1-4 hours/a lot of time
(4.) 4-8 hours/most of day
(5.) More than 8 hours/persistent or continuous
Controllability
Could/can you stop thinking about killing yourself or wanting to die if you
want to?
(1.) Easily able to control thoughts
(2.) Can control thoughts with little difficulty
(3.) Can control thoughts with some difficulty
(4.) Can control thoughts with a lot of difficulty
(5.) Unable to control thoughts
(6.) Does not attempt to control thoughts
Deterrents
Are there things – anyone or anything (e.g. family, religion, pain of death) –
that stopped you from wanting to die or acting on thoughts of committing
suicide?
(1.) Deterrents definitely stopped you from attempting suicide.
(2.) Deterrents probably stopped you
(3.) Uncertain that deterrents stopped you
(4.) Deterrents most likely did not stop you
(5.) Deterrents definitely did not stop you
(6.) Does not Apply

Reasons for Ideation

What sort of reasons did you have for thinking about wanting to die or killing
yourself? Was it to end the pain or stop the way you were feeling (in other
words you couldn’t go on living with this pain or how you were feeling) or was
it to get attention, revenge, or a reaction from others? Or both?
(1.) Completely to get attention, revenge or a reaction from others
(2.) Mostly to get attention, revenge, or a reaction from others
(3.) Equally to get attention, revenge, or a reaction from others and to
end/stop the pain
(4.) Mostly to end or stop the pain (you couldn’t go on living with the pain or
how you were feeling)
(5.) Completely to end or stop the pain (you couldn’t go on living with the
pain or how you were feeling)
(6.) Does not Apply

Suicidal Behavior Past 3

Lifetime
(Check all that apply, so long as these are separate events; must ask about all types) Months
Actual Attempt: Yes No Yes No
A potentially self-injurious act committed with at least some wish to die, as a result of act.
Behavior was in part thought of as method to kill oneself. Intent does not have to be 100%. Total # of Total # of
If there is any intent/desire to die associated with the act, then it can be considered an Attempts Attempts
actual suicide attempt. There does not have to be any injury or harm, just the potential
for injury or harm. If person pulls trigger while gun is in mouth but gun is broken so no injury
results, this is considered an attempt.
Inferring Intent: Even if an individual denies intent/wish to die, it may be inferred clinically
from the behavior or circumstances. For example, a highly lethal act that is clearly not an
accident so no other intent but suicide can be inferred (e.g., gunshot to head, jumping from
window of a high floor/story). Also, if someone denies intent to die, but they thought that
what they did could be lethal, intent may be inferred.
Have you made a suicide attempt?

Have you done anything to harm yourself?
Have you done anything dangerous where you could have died?
What did you do?
Did you______ as a way to end your life?
Did you want to die (even a little) when you_____?
Were you trying to end your life when you _____?
Or Did you think it was possible you could have died from_____?
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 subject engaged in Non-Suicidal Self-Injurious Behavior? Yes No Yes No

Interrupted Attempt: Yes No Yes No
When the person is interrupted (by an outside circumstance) from starting the potentially
self-injurious act (if not for that, actual attempt would have occurred).
Overdose: Person has pills in hand but is stopped from ingesting. Once they ingest any Total # of Total # of
pills, this becomes an attempt rather than an interrupted attempt. Shooting: Person has gun Interrupted Interrupted
pointed toward self, gun is taken away by someone else, or is somehow prevented from
pulling trigger. Once they pull the trigger, even if the gun fails to fire, it is an attempt.
Jumping: Person is poised to jump, is grabbed and taken down from ledge. Hanging:
Person has noose around neck but has not yet started to hang - is stopped from doing so.
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:
Aborted or Self-Interrupted Attempt:

When person begins to take steps toward making a suicide attempt, but stops themselves Yes No Yes No
before they actually have engaged in any self-destructive behavior. Examples are similar to
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:
Preparatory Acts or Behavior:

Acts or preparation towards imminently making a suicide attempt. This can include anything Yes No Yes No
beyond a verbalization or thought, such as assembling a specific method (e.g., buying pills,
purchasing a gun) or preparing for one’s death by suicide (e.g., giving things away, writing a Total # of Total # of
suicide note). Preparatory Preparatory
Acts Acts
Have you taken any steps towards making a suicide attempt or preparing to kill
yourself (such as collecting pills, getting a gun, giving valuables away or writing a
suicide note)?
If yes, describe:

Most Lethal Initial/First

Most Recent
Attempt Attempt
Attempt Date:
Date: Date:
Actual Lethality/Medical Damage:
0. No physical damage or very minor physical damage (e.g., surface
scratches).
1. Minor physical damage (e.g., lethargic speech; first-degree burns; mild
bleeding; sprains).
2. Moderate physical damage; medical attention needed (e.g., conscious
but sleepy, somewhat responsive; second-degree burns; bleeding of
major vessel). Enter Code Enter Code Enter Code
3. Moderately severe physical damage; medical hospitalization and likely
intensive care required (e.g., comatose with reflexes intact; third-
degree burns less than 20% of body; extensive blood loss but can
recover; major fractures).
4. Severe physical damage; medical hospitalization with intensive care
required (e.g., comatose without reflexes; third-degree burns over 20%
of body; extensive blood loss with unstable vital signs; major damage
to a vital area).
5. Death
Potential Lethality: Only Answer if Actual Lethality=0
Likely lethality of actual attempt if no medical damage (the following
examples, while having no actual medical damage, had potential for very
serious lethality: put gun in mouth and pulled the trigger but gun fails to fire
Enter Code Enter Code Enter Code
so no medical damage; laying on train tracks with oncoming train but pulled
away before run over).
0 = Behavior not likely to result in injury

1 = Behavior likely to result in injury but not likely to cause death
2 = Behavior likely to result in death despite available medical care

Our Children. Learning Today. Leading Tomorrow.

WOODROW WILSON MIDDLE SCHOOL
August 17, 2017
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
As a parent/guardian or family member I will:

Talk to my child regularly about the value of education.
Communicate with the school when I have a concern.
Monitor TV viewing and make sure that my child reads every day.
Make sure that my child attends school every day, on time, and with homework
completed.
Support the school's discipline and uniform dress code.
Monitor my child's progress in school.
Make every effort to attend school events, such as parent-teacher conferences,
Open House and Back-to-School Night.
Ensure that my child gets adequate sleep, regular medical attention, and proper
nutrition.
Participate in school, home, and community-sponsored activities to meet my agreed upon
responsibility of 20 hours a year.
Participate in shared decision making with school staff and other families for the
benefit of students.
Respect the school, staff, students, and families.
_______________________________ Family member signature
300 South Madre Street, Pasadena, CA 91107 ∙ (626) 396-5800

As a teacher I will:
Provide high-quality curriculum and instruction.
Communicate high expectations for every student.
Endeavor to motivate my students to learn.
Teach and involve students in classes that are interesting and challenging.
Participate in professional development opportunities that improve teaching and
learning and support the formation of partnerships with families and the community.
Enforce rules equitably and involve students in creating a warm and caring learning
environment in the class.
Communicate regularly with families about their child's progress in school.
Provide assistance to families on what they can do to support their child's learning.
Participate in shared decision making with other school staff and families for the
benefit of students.
Respect the school, staff, students, and families.
_______________________________ Teacher signature
We make a commitment to work together to carry out this agreement.

Signed on this ______ day of _______________, 20__.
______________________________________Principal’s Signature

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PASADENA UNIFIED SCHOOL DISTRICT

SCHOOL ACCOUNTABILITY PLAN

-The Single Plan for Student Achievement

Woodrow Wilson Middle School

Date of this revision: May 9, 2018

Contact Person: Kyle Douglas

Mission Statements and School Descriptions

School Vision and Mission

School Profile Description

Student Enrollment by Group

Student Demographics Culture/Climate

Fall 2017 Equity Report

Chronic Absenteeism N/A N/A N/A

Suspension Rate (K-12) 7 7

English Learner Progress (1-12) 7 6

Graduation Rate (9-12) N/A N/A

College/Career (9-12) N/A N/A N/A

English Language Arts (3-8) 7 6

Conclusions based on this data:

Status and Change Report

2016-17 Chronic Absenteeism by Subgroup

Conclusions based on this data:

Very Low Maintained

English Learner Progress

State Indicators Student Performance Number of Students Status Change

State Indicators Students Performance Status Change

Chronic Absenteeism N/A N/A N/A

Conclusions based on this data:

State Indicators Student Performance Number of Students Status Change

Student Group Student Performance Number of Students Status Change

Conclusions based on this data:

State Indicators Student Performance Number of Students Status Change

Student Group Student Performance Number of Students Status Change

Assessment Performance Results

Assessment Number of Students Status Change

English Language Arts (Grade 11)

Conclusions based on this data:

English Language Arts (ELA)

State Indicators Student Performance Number of Students Status Change

Student Group Student Performance Number of Students Status Change

Low Declined Significantly

State Indicators Number of Students Status Change

ELA California Alternate Assessment (CAA) Data

State Indicators Number of Students Level 1 Level 2 Level 3

Conclusions based on this data:

State Indicators Student Performance Number of Students Status Change

Student Group Student Performance Number of Students Status Change

Very Low Declined Significantly

State Indicators Number of Students Status Change

Math California Alternate Assessment (CAA) Data

State Indicators Number of Students Level 1 Level 2 Level 3

Conclusions based on this data:

English Learner Progress Indicator (Grades K-12)

Student Group 2016 2017

English Learners 83.1% 72.6%

Student Group Prepared Approaching Prepared Not Prepared

Academic Indicators (Grades 3-8)

Indicator 2016 2017

Mathematics 92.4 points below level 3 113 points below level 3

Assessment Performance Results for Grade 11

Indicator 2016 2017

English Language Arts

Conclusions based on this data:

School Conditions and Climate