Amanda Lane served as the high school and middle school principal for many years. This school year, CCS has hired one more principal, and Amanda decided to lead the middle school only. As the school grew rapidly in the last two years, the two main objectives Mrs. Lane would like to reevaluate this academic year are school safety and community relations.
The developed guidelines and procedures for dealing with existing and potential incidents at CCS are defined in their Emergency Operation’s Plan (EOP). Mrs. Lane explained that the basic plans, as well as the functional and hazard-specific annexes outline an organized, systematic method to mitigate, prevent, protect against, respond to, and recover from incidents. The principal regularly trains the staff members to assess the seriousness of incidents and respond according to these established procedures and guidelines. Mrs. Lane, with assistance from the school’s emergency group, is the one to review and update annually the information required by the EPO.
CCS is exposed to hazards just as any school is all of which have the potential for disrupting the school’s routine, causing damage to structures and casualties. The school’s high-priority hazards include severe storm, fire, hazardous materials, missing child, and intrusion. The principal strongly believes that preparedness is achieved and maintained through a continuous cycle of planning, organizing, training and exercising, evaluation and taking corrective actions. During this cycle all staff must be involved, informed and prepared. The teachers have an Evacuation Plan and Maps for both fire drills and severe weather drills posted next to both exits in all the classroom...
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...nd recovery planning and training, as well as to provide for the safety, health and security of both students and staff and accept input from the entire school community.
She also would like to establish an effective parent-school-community involvement program. To achieve her objective, Amanda believes that strong communication tools must be established with parents and community groups, enlist support from the community, and have resources available to use for parents in working with their children. The school leader is confident that by developing and offering the know-how of productive school involvement of parents and community, the number of participants can be considerably increased, thus creating a strong student oriented learning community in school. The evaluation of family engagement practices can help build up and expand program’s connection with families.
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