CRISIS

LEVEL IIICOMMUNICATION PLAN

CRISIS

Planning and Operations Guidefor

Santa Clara County School Personnel

Dear Educator,

What if you experienced a Columbine-like incident at your school? Are you prepared to manage communications during such a tragic event? Don’t say, “This could never happen at my school,” because that’s just what they said at Columbine. That’s what they said at Northern Illinois University before a gunman shot and killed five people.

Our Crisis Level III Communication Plan outlines action steps to take before, during and after a serious crisis, and is aligned with California’s Standardized Emergency Management System (SEMS) and FEMA’s National Incident Management System (NIMS).

An incredible amount of research and study went into the preparation of our plan. Melanie Margara, chief communications officer at Northern Illinois University, discussed her role and the challenges she faced during the shooting tragedy her university encountered in 2008. She emphasized the importance of a Web site as a communication tool during a crisis. Based on the template she sent to us and the information placed online by Virginia Tech after its own incident, our County Office staff set up a “dark” Web site to be activated during a tragedy (see page 38).

We reviewed the Marriott communication staff’s crisis management after the 2008 bombing incident at their hotel in Islamabad. We reviewed materials prepared by Public Information Officer Mike Moskovitz regarding the challenges he faced during the Thurston High School shooting in 1998. In addition, the State of Virginia School Crisis Information posted online was extremely helpful. And Tom DeLapp, our friend and premier public relations professional who served as a communication advisor during the Columbine High School tragedy, reviewed our text and shared additional ideas for inclusion.

Damage done in a crisis can have tragic consequences and a long-term impact on your school, students and staff, parents and community. It is essential that you have a clear plan in place before a crisis occurs. It is our sincere hope that this document will guide you in this process.

Sincerely,

Patricia C. Murphy, Executive Director, Communication Services Santa Clara County Office of Education

LEVEL IIICOMMUNICATION PLAN

CRISIS

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Table of Contents

Understanding a Level III Crisis Situation .......................................................................... 3

Activating the SCCOE Crisis Communication Assistance Team ........................................ 4

Crisis Team Preparation & Planning ................................................................................ 5

Crisis Response Action Steps .............................................................................................. 6

Crisis Communication Assistance Team Structure ............................................................. 12

Monitoring the Aftermath ................................................................................................. 16

Appendix 1. What state law requires ............................................................................... 19

Appendix 2. Crisis communication policy & procedures .................................................. 21

Appendix 3. List of communication personnel and others to assist team ..................... 29

Appendix 4. List of internal & external audiences .......................................................... 31

Appendix 5. Sample Forms ................................................................................................ 32

Appendix 6. Crisis Web site ............................................................................................... 38

What is a Level III Crisis?

A Level III Crisis is defined as a situation, event or incident meeting the following criteria:

• Theincidentinvolvesaseriousthreattolifeorproperty.

• Itislikelytorequiretheassistanceandinvolvementoflocal,state,andfederalagencies and organizations in managing the emergency response.

• Itislikelytogeneratehighpublicinterestandinvolveextensivenewsmediacoverage requiring the need for coordinated communication by the responding agencies.

• ItmayimpactalargeportionoftheSantaClaraCountyregionandcouldaffectmore than one school or location.

Examples of Level III incidents include:

• Naturaldisasterssuchastornadoes,earthquakes,wildfires,severestorms,flooding, etc.

• Buildingfires,explosions,orairplane/vehiclecrashesonornearschoolfacilities

• Environmentalhazards,toxicspills,etc.

• Violenceoncampusincludingshootings,hostagesituations,riotsanddemon-strations, assaults and bomb threats

• Deathoncampus,suicideorattemptedsuicide

• Contagiousdiseaseoutbreaks

The Crisis Communication Assistance Team (CCAT) can mobilize quickly to establish a district or site level command center to coordinate communication services and resources to assist school site leaders. The team will augment and complement district or site personnel in areas of coordination, planning, communication, public information, and media relations.

How does a Level III Crisis differ from Levels I & II?

LEVEL I incidents have limited impact on the county office and can be managed effectively by a school, district or department. Examples include: student fights, power failure, or disruptive actions, anxiety or distress caused by a staff member, student or parent, etc.

LEVEL II incidents have the potential to have broader impact across the county or may require enhanced coordination and cooperation between schools, districts or departments. Examples include: lockdowns, sexual assault, or weapons on campus, etc.

In some cases the severity of a Level II situation may elevate it to a Level III response.

Additional resources, policies & procedures

SCCOE policies & procedures in Appendix 2 provide guidance for dealing with emergency situations that can elevate to a Level III status.

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Understanding a Level III Crisis Situation

Activating the SCCOE county team during a Level III Crisis response

The county’s Crisis Communication Assistance Team (CCAT) will be activated when:

1. A SCCOE administrator makes a request for communication assistance;

2. A school district official or site administrator requests county assistance;

3. The Ridder Park Office location is in need of assistance during an emergency.

Criteria for making that decision

Administratorsincountydepartments/schoolsorinschooldistrictoffices/schoolsites should use the following criteria to assess whether a Level III Crisis situation exists and the county’s communication team should be requested:

• Isthemagnitudeofthesituationsevere?

• Aremultiplesitesaffectedbyorinvolvedintheemergency?

• Hasacallto911oremergencyserviceagenciesbeenplaced?

• Aresiteleadersunavailableatthescene?

• Doesthedistricthavesufficientcommunicationspersonneltohandle public information demands?

• Isthereacontinuingthreattosafetyonthecampus?

• Hastheschoolbeendisrupted,placedinlockdown,orevacuated?

• Hastherebeenviolenceoristhereahostagesituation?

• Arepersonalinjuriesormajordamagetofacilitiesinvolved?

• Arelawenforcement,thefiredepartmentormedicalresponderspresent or on their way to the scene?

• Isthenewsmediapresentorontheirwaytothescene?

Once a Level III Crisis has been determined at the scene, the administrator in charge calls the County Superintendent of Schools with the recommendation that the Crisis Communication Assistance Team (CCAT) be mobilized.

The County Superintendent or his designee will make the final decision to activate the county team and will confirm with leaders at the scene that the team has been activat-ed and is on its way. When activated, the CCAT will take its direction from the incident commander at the scene of the emergency.

The Executive Director for Communication Services will serve as the lead person in charge of the team and will contact CCAT team members with instructions on where to assemble and how to proceed.

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Activating the SCCOE Crisis Team

Crisis Communication Assistance Team preparation & planning

The Crisis Communication Assistance Team (CCAT) will develop and maintain the fol-lowing communication support services that can be utilized during a Level III Crisis:

• BrainstormpossibleLevelIIIdisasterandemergencyscenariosandformulateevent-specific response plans.

• Identifyandcreateoptimalformatsandmechanismsforcommunicatingwithtargeted internal and external constituencies and audiences. (See Appendices 3 and 4 for a list of contacts.)

• Createan“EmergencyInformation”crisiscommunicationWebpagethatcan be activated and accessed during a designated emergency. A crisis-only Web site URL has been purchased for this purpose (www.sccemergency.org).

• Createandplaceonthecrisis-onlyWebsitetemplates,generice-mailsandphone message scripts, sample news releases, parent and community letters, updates, fact sheets, public notices and links for community, law enforcement, medical and responder resources. (See Appendix 6.)

• EnsurethattheSCCOEserverisavailableandispowerfulenoughtohandlethousands of hits during a 24-hour period. As of December 2008, the SCCOE prototype site is available to handle the demand.

• Assemblealistofvolunteerstostafftelephonebanksandsecureadesignated“hotline” telephone number that can be used by county staff.

• Createamutualassistancearrangementwithpublicinformationofficersin the area to assist the team as needed.

• ProvideawarenessandtrainingaboutLevelIIICrisisresponseproceduresandexpectations with affected county office and school district personnel.

• ReviewandupdateasneededanySCCOEpolicies,regulations,andmanualsimplementing crisis response procedures.

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Crisis Team Preparation and Planning

The Crisis Communication Assistance Team (CCAT) will follow an eight-step action response.

Step #1 – Make the district/school/department decision that a Level III Crisis exists

It is critical that site administrators first apprise the district office of emergency situations on a campus. The first response by a staff member should be to alert the administrator in charge of the school site or location who then calls the District Superintendent’s office to alert them that an emergency exists at that location.

TheDistrictSuperintendentorhis/herdesigneewillmakethefinaldecisiontorequestthe SCCOE crisis response team. If the District Superintendent is not immediately available, the site administrator should call the SCCOE County Superintendent of Schools office directly at 408-453-6511 with a request for crisis assistance.

Step #2 – Mobilize all CCAT team members and have them report to the Emergency Operations Command Center at the incident scene

Once the activation decision has been made, the County Superintendent of Schools or designee will notify the SCCOE Executive Director of Communication Services who mobilizes CCAT team members to proceed to the identified command center location.

Emergency Operations & Communication Center

Location ____________________________________________ Phone _________________

Call the site administrator at the incident scene to confirm that the CCAT is in route.

The designated Incident Commander at the scene is:

Name ____________________________________________ Title ________________________

Phone ___________________________________________

SCCOE Crisis Communication Assistance Team Members

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Crisis Response Action Steps

Assignment Name Phone (Primary) Phone (Back-up)

Executive Director

Community Relations

Media Relations

Technology Support

Command/CallCenter

Research & Writing

Step #3 – The CCAT team should perform the following tasks immediately:

• LocatethisCrisisManualandtakeitwithyou.

• ContactanypersonnelatSCCOEwhowillneedtoprovidelogisticalsupportto the team (tech support, technology vendors, risk management, webmaster, etc.).

• Cancelanyimmediateappointmentsandmeetingsfortheday.

• Bringanypersonalmedications,healthitems,glasses,etc.

• Alertfamilymembersregardingchangedresponsibilitiesforchildcare, car pools, etc.

• Gathercellularphones,batterychargercords,carphonechargerjacks, phone directory, and contact information for key vendors, PDAs, pagers, business cards, digital cameras, technical manuals you might need, office supplies, and laptop computers.

• Toreduceparkingproblemsatthescene,carpoolifpossibletothedesignated command center. Have at least two cars available to the team at the site.

Step #4 – Within the first thirty minutes the CCAT team should assemble at the scene to perform the following tasks:

• Quicklyconfirmeachteammember’simmediatetasksandpriorities.

• Locatethesiteadministratorinchargeandensurethatthesite’sSchoolSafety Plan is being implemented.

• Workwithsitepersonneltounderstandproceduresbeingusedtosecurethe facility and assist in evacuation and security.

• Identifytheearlyresponders(police,fire,ambulance,etc.)andestablishprotocols for information exchange and coordination of emergency response actions.

• WorkwithsitestafftocreatetheEmergencyEvacuation&AssemblyArea where students can rendezvous with parents and family members. The school site’s Emergency Evacuation & Assembly Area should be located away from potential harm. If possible it should be enclosed and covered. If that is not possible then it should at least have seating such as bleachers.

There are four main areas that need to be established within this staging area: CounselingCenter,FirstAidStation,StudentSign-In/Sign-OutDesk,and Commissary/FoodService.

Especially in elementary grades be aware of the need to maintain security and limit access to students only by identified parents or guardians.

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• WorkwithsitepersonneltoestablishtheIncidentCommandPost.Thisisadesignated private, secure area for use by the Incident Commander (designated person in charge) and responding agencies to make decisions and coordinate actions by the crisis response team. It should have telephone access and be shielded from the news media, parents and non-responders.

• EstablishandtestalltelephoneandpowerconnectionsattheEmergency Operations and Communications Center (EOCC) and Incident Command Post.

• Log-intoSCCOEWebsite,e-mailsystemandMySpaceandFacebook accounts to confirm accessibility.

• Activatethecrisis-onlyWebsite;testuploadingandpostingcapabilitiesfrom the site.

Step #5 – Set up Emergency Operations & Communications Center (EOCC)

The EOCC is located at:

Address: ________________________________________________________________________

Telephone Number: _____________________________________________________________

Location description: _____________________________________________________________

The EOCC should maintain two bulletin boards on which you post notes and data that continuously track and update “What We Know So Far.” One bulletin board should be titled “What We’ve Heard.” This tracks rumors, single pieces of information, and media reports that are not corroborated. The second is titled “What We Know For Sure.” Information should only be placed on this board when it is confirmed by at least two independent sources.

The Executive Director and the Communications Coordinator should be the only ones with authority to move an item from the rumor board to the fact board. If possible, the district command center should be equipped with an oversize copier for making poster sized prints of key data and information that can be posted on the walls of the center so volunteers can easily see and refer to them.

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What We Have HeardRumors, speculation, news accounts,

unverified information, etc.Data, eye-witness accounts, information

corroborated from two sources, etc.

What We Know For Sure

WHAT WE KNOW SO FAR

Command Center inventoryThe Center must be self-sufficient. It needs to be stocked with the following minimum items:

q Local telephone directories of schools and the community

q Manual typewriter or battery operated laptop computer (with extra batteries) and portable printer

q Computers for volunteers linked to a common server for easy access by all stations

q Cellular telephones with chargers and extra batteries

q Public incoming phone lines (at least three or four)

q Private outgoing phone lines (at least two)

q School district street map noting locations of emergency services

q Master keys to buildings

q Staff and student rosters and attendance sheets

q Copier (if possible also a poster-size duplicator) and inventory of paper and toner

q Sufficient television sets to cover the four major networks, CNN, MSNBC and independent stations, with recording capability

q Battery operated radio to receive all news stations

q Officesuppliesandschool/districtletterhead

q Flashlights and spare batteries

q First aid kit, including Tylenol, antacid, etc.

q District logo or banner for news conference back drop

q Bottled water and paper cups

q Cots, blankets and pillows (or couches if available)

q Portablemicrophone/soundsystem/megaphonefornewsconferencesand events

q Release forms

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Step #6 – Limit access to the campus by non-district personnel

Pending arrival of the CCAT, site leaders should take steps to secure the facilities and ensure that no unauthorized individuals are allowed to come onto the campus.

A staff member or parent volunteer should be placed at major access points to the campus to keep parents, community, and the media from gaining access to the site except through the central office or designated evacuation site. Parents and others should be directed to the evacuation and assembly area identified in the site’s school safety plan.

Remember: it is almost impossible to undo access once it is granted to the news media or parents. The news media may actually get the word about your crisis before you do because it goes over the police scanner as a 911 call. Students will text message and call on cellular phones alerting parents to the situation. Some parents will arrive at the scene before the CCAT. Time is critical if you are going to control and contain the situation.

Step #7 – Begin interacting with the news media

q Identify the spokespersons for law enforcement and agree to initial protocols for talking with the media.

q If necessary, begin to serve as the district’s public spokesperson. If the district has a spokesperson (principal, superintendent, public information officer, etc.), provide support.

q Establish and cordon off either a room or a roped off area near the scene as a designated news media area. Reporters and news film crews should be directed to this area.

q Work with law enforcement to restrict access to the campus by onlookers, news media and parents.

q Create a designated parking area for TV trucks and other news media vehicles. Make it accessible to the news media area.

q Reporters should be asked to sign in and wear district passes so they are clearly visible. Know who is there covering your story.

q It is important from the outset that we frame the issues and establish that school personnel are on top of the situation. Do not issue “official” state-ments to the news media until the district public information officer or designee has arrived.

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Tips on handling media requests for access to school facilities

q Reporters believe that under the constitution they have blanket rights to come into schools. Penal Code Sec. 627 allows us to ban outsiders from campus, but it specifically exempts reporters.

q However, the California Education Code lets you exclude the media if they are “disrupting normal educational operations.” Err on the side of excluding them from the scene during the initial stages of a crisis because it is almost impossible to deny them access once you have allowed them in.

q Send the media to an area where you can control and contain their access. Assign a staff member to monitor them and assist them. Keep this area separate from the staging area for parents and students.

q Always escort reporters on campus, help them get the story, give them a knowledgeable contact, don’t leave them alone. Do not assume they will honor your request to stay off campus grounds. You need to watch them.

q Photo releases aren’t needed for “news,” except from students with disabilities; have pre-release forms from parents. (See Appendix 5.)

q Police agencies and the fire department have far more authority to exclude or re-strict access of the media at a crime scene or a natural disaster. Rely on and encour-age law enforcement to limit access.

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Step #8 – Assess the situation quickly

The Executive Director of Communications reports to the Incident Commander and the District and County Superintendents within 30 minutes on the status of the situation, and hourly thereafter for the first 24 hours. Begin to gather information and intelligence to prepare the first 30-minute report.

Work with the Superintendent to prepare initial public statements.

Reconvene the CCAT at the end of the first 30 minutes for a very brief status update.

The CCAT leader conducts a daily debriefing at the end of each day with all team members including school site leaders.

Status updates should cover these basic questions:

q Who?How many people are affected? Have you accounted for everyone? Do we have names of injured, captives, perpetrators, etc.? Who in law enforcement is in charge at the scene?

q What?What happened? Provide as many details as possible. Is the situation under control or is it still in process?

q Where?Know locations accurately because people want to know if their loved ones are safe or were affected. Where can people go for information or to make contact? Provide maps or diagrams. Where is the Command Center going to be set up?

q When?Be precise on times. When did it happen and when did you first find out about it at the site or district office? Who was informed and when? Did you delay notifying law enforcement or parents?

q How?How has anyone responded so far, such as setting up phone trees, staging areas, calls to law enforcement, etc.? Are you following your crisis plan?

q Why?The blame game starts immediately and not just by people on the outside. Know where you’re vulnerable. Watch your credibility and long-range reputation! Can you formulate an answer as to why or how this could have happened and whether the school was prepared?


��The Santa Clara County Office of Education Crisis Communication Assistance Team (CCAT)The Level III Crisis Communication Assistance Team will include:

• ExecutiveDirectorforCommunicationServices

• PublicInformationCoordinator,PublicRelationsAssistant and Administrative Assistant

• RegionalTechnologyCenterChiefInformationOfficer

Using district, school site and volunteer personnel, this team will help coordinate and operate the following communication response system. The shaded areas reflect functions of the CCAT team.

EMERGENCY RESPONSE STRUCTURE

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Crisis Communication Assistance Team Structure

EMERGENCY RESPONSE STRUCTURE

COMMUNICATION & COMMUNITY LIAISON

Information gathering & monitoring system Maintain incident status board News media liaison, news conferences Webmaster & technology support for phones,

computers, printing, fax, and radio communications Employee information network Donations & memorials Coordinate community forums & public meetings

ADMINISTRATIVE & LOGISTICAL SUPPORT

Resource expeditor & logistics/operations management Incident safety officer, risk management Facilities, transportation, food service & maintenance Finance reporting & record keeping Liaison with Santa Clara COE support services, other school

districts, city government officials, state & federal agencies

EMERGENCY CALL CENTER

Employee hotline Parent hotline News media call desk Volunteer & donation

coordination

STUDENT EVACUATION

ASSEMBLY AREA First aid station/triage Student/parent pick-up area Sign-in/sign-out process Counseling center Parent information center

OPERATIONS & PHYSICAL PLANT

Site facilities

Traffic & parking

Utilities

Campus security

EMPLOYEE RESPONSIBILITIES

Lock-down/hold-in-place

Evacuation

Student monitoring

Employee buddy system

ON-SITE COMMUNICATION

District spokesperson

Liaison for news media at incident scene

SUPERINTENDENT County or school district LEGAL COUNSEL SCHOOL BOARD

FIRST RESPONDER & COUNSELING SERVICES

Liaison with victims’ families Counseling & family

resources coordination Liaison with law enforcement

& medical personnel at site Liaison with FEMA, OES, CDF

SITE EMERGENCY RESPONSE TEAM

INCIDENT COMMAND POST Incident Commander

EMERGENCY OPERATIONS & COMMUNICATION CENTER

The Crisis Communication Assistance Team (CCAT) will organize its tasks and workload into five functional working groups using available staff and volunteers. These groups will report to the Executive Director for Communication Services and the Incident Commander at the scene of the emergency.

Research & Writing TeamLead person __________________________________________________

• Prepareallwrittencommunicationsincludingdocuments,advisories,bulletins, updates, mass e-mails, auto-dial telephone scripts, receptionist and call-center scripts,FAQs(answerstoFrequentlyAskedQuestions),factsheets,stakeholder letters, Web page copy, talking points, speeches and news releases.

• MaintaininformationpostedontheIncidentStatusBoardintheCommandCenter.

• Create,categorizeandmaintainaclearinghouseofinformationcollectedfrom the scene.

News Media Relations TeamLead person __________________________________________________

• Maintainliaisonwithreportersandeditorsforprintandelectronicmedia.

• Handleandscheduleallinterviewsandarrangefortheuseofappropriate spokespersons.

• Arrangenewsconferencesandreporterbriefings.

• MonitorandrecordnewsmediaandWeb-basedcoverageoftheincident.

• StafftheMediaCallDeskintheCommandCentertohandlemediainquiries from reporters not at the scene.

• Serveasspokespersonatthesceneoftheincident.

Communication & Community Relations TeamLead person __________________________________________________

• Coordinateinternalcommunicationnetworkofinformationtoclassifiedemployees,principals, teachers, administrators and school board members.

• Coordinateexternalcommunicationwithparents,stakeholdergroups,community-based organizations, and key communicator networks.

• Scheduleandsupportcommunityleaderbriefings,townhallforums,and parent meetings.

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Technology TeamLead person __________________________________________________

• Providehardwareandsoftwaretechnicalsupportservicestotheresponseteam.

• Activateandmaintainthecrisis-onlyWebsite.PostsupdatesontheWebsite.

• Ensureservercapacitytohandleinfluxofcontacts,e-mailsandinformationprocessing.

• Establishandmaintaincellular,radioandlandtelephonelineconnectionsforresponse team and Crisis Command Center telephone banks, hotlines and call desks.

• Supportauto-dialtelephonesystemsandmaintainliaisonwithappropriate vendors.

• AssistwithequipmentmaintenanceintheCommandCenter(computers,lap-tops, printers, facsimile machines, scanners, duplication, and energy sources).

Command Center Logistics TeamLead person __________________________________________________

• Superviseandmaintainthescheduleforvolunteersstaffingthecallcenter,reception desk and other areas of the Command Center operations.

• Coordinatethephysicalset-upandre-stockingofmaterialsandsupplies in the Command Center.

• Maintainsecurityandaccessprotocolsforvolunteersandstaffusingthe Command Center.

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The Three Rs of Crisis ManagementWhile the SCCOE Crisis Communication Assistance Team will mobilize in less than an hour, the decision to stand down from emergency status will probably be done gradually in phases. The team leader will advise the Superintendent on when the Command Center should be dismantled and assignments shifted back to employees in their regular job roles. It may be necessary to maintain a very small cadre of people in the Command Center for awhile to field calls. The team leader should assemble the team for a final debriefing to handle the final Three Rs of crisis response management:

For the crisis team

Rest

Many members of the team will probably have gone without sleep for many hours if not days. They should be directed to take some time off (at least one full day).

Regroup

Team members will need to get back to normal and figure out their on-going tasks and assignments that have been placed on hold during the crisis.

Reassign

This may be a gradual process of redirecting some people back to their permanent jobs and merging some of the crisis management roles for those that remain in the Command Center.

For the Command Center

Restock

It is important to be prepared for another crisis situation immediately, so efforts should be made to replenish any supplies, repair equipment, recharge batteries, etc.

Reassemble

The crisis plan and supporting documents like campus maps, rosters, and other materials need to be gathered and inventoried so they are ready at a moment’s notice for the next crisis.

Refine

From the experience in handling the crisis you will learn what things worked and what things didn’t. Now is the time to correct any procedures, forms, and logistical items so they function better in the next incident.

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Monitoring the Aftermath

For the crisis plan

Reassess

The team should review very carefully all of its response procedures to learn from the experience and make modifications to the crisis plan. Continuous improvement is essential if the plan is to remain flexible, adaptable and current.

Redefine

It may be necessary to redefine some of the roles of staff and volunteers based on the actual way the crisis response worked. Holes and gaps in the plan may be discovered, and some staff may be better suited for another assignment in the response plan.

Restructure

The actual hierarchy of the plan may need to be modified, or aspects of the plan such as evacuation staging areas or site communication center locations may need to be shifted or changed.

The final step in closing down the Command Center is to make sure that parents, the

media, staff and the public are notified through letters and announcements that the

Command Center is closed and that inquiries about the crisis should be directed to the

appropriate district office. Letters and certificates of appreciation should be sent to all

volunteers and staff who worked on the crisis response.

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There are many long-term aspects of the crisis that will need to be dealt with. Counselors will need to monitor the healing process and watch for key events and situations that may trigger negative reactions among staff, students, parents and the community. The Crisis Communication Assistance Team may continue to be involved in communications activities as the district or school deals with repercussions and memorials.

Here is a checklist of things to watch for in the aftermath of a crisis:

q Long term counseling needs of employees, families and students

q Filing of any police or FBI reports at the conclusion of any investigation

q Major staff events such as in-service training and district meetings

q Reopening of the school after the incident

q Graduationceremonies

q Birthdays of any victims

q The one-year commemoration of the tragedy

q Political reactions to the crisis, including introduction of legislation, resolu-tions, and campaign statements

q News features that focus on the situation

q Adoption of the district budget and any financial implications resulting from the crisis

q Copycat incidents or tragedies occurring in other schools that remind us of our crisis

q Release of campus or district safety reports or data

q Internet traffic and Web pages referencing the situation

q Criminal trials, sentencing and parole hearings

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Appendix 1: What state law requiresBe sure that staff members understand that under state law their first obligation as district employees is to serve as emergency services workers in a crisis.

Oath or affirmation of allegiance for disaster service workers and public employeesGovernmentCodeChapter8ofDivision4ofTitle1(asamendedbytheStatutesof1972,Chapter 590)

3100. It is hereby declared that the protection of the health and safety and preservation of the lives and property of the people of the state from the effects of natural, man-made, or war caused emergencies which result in conditions of disaster or in extreme peril to life, property, and resources is of paramount state importance requiring the responsible efforts of public and private agencies and individual citizens. In furtherance of the exercise of the police power of the state in protection of its citizens and resources, all public employ-ees 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. (Stats. 1950 3d Ex. Sess. Ch. 7 as amended by Stats 1971, Ch. 38)

3101. For the purpose of this chapter the term “disaster service worker” includes all public employees and all volunteers in any disaster council or emergency organization accred-ited by the California Emergency Council. The term “public employees” includes all per-sons employed by the state or any county, city and county, state agency or public district, excluding aliens legally employed. (Stats. 1950 3d Ex. Sess. Ch. 7 as amended by Stats 1971, Ch. 38)

Earthquake Emergency Response System (Katz Act)(§ 35295-35297 of the California Education Code)

This law requires schools to develop disaster plans that outline responsibilities and procedures for students and staff in the event of an earthquake. The law also requires schools to provide emergency response training including conducting “drop and cover” drills once a quarter in elementary schools and once a semester in secondary schools. The law designates public schools as possible community shelters following a disaster.

Comprehensive School Safety Plan(§ 35294.2 of the California Education Code)

This law requires school districts and county offices of education to ensure that compre-hensive school safety plans are written and implemented for all K-12 schools under their jurisdiction. The plans must include strategies and programs designed to maintain a high level of school safety. Specifically plans must include procedures for: disaster response; safe ingressandegressto/fromschoolsites;reportingchildabuse;sexualharassment;schooldiscipline;schoolwidedresscodes;andpoliciesregardingstudentsuspensionsand/or expulsions. Plans are to be updated by March 1 of each year.

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Standardized Emergency Management System(§8607oftheCaliforniaGovernmentCode)

This law requires cities, counties, state agencies and special districts, including school districts, to comply with the Standardized Emergency Management System (SEMS) devel-oped by the state Office of Emergency Services. SEMS must also be used as the basis for all planning, training and exercises in emergency response. (California Code of Regulations § 2400-2450). The SEMS structure must be reflected in a district emergency in order to qualify for state reimbursement of expenses and personnel costs associated with an emergency.

The California Office of Emergency Services has developed the SEMS Incident Command System calling for an emergency response plan that covers all five basic functional ar-eas called for in state regulations: command, planning/intelligence, operations, logistics, and finance/administration.

Specifically, the OES requires that school district and county office plans contain four identified positions:

• Incident Commander to direct the response; usually the principal at a site

• Public Information Contact to handle the media and communication with the public

• Safety Officer to oversee the response activities to ensure that they are safely performed

• Liaison Officer to coordinate with responding state, federal and local agencies

The Santa Clara County Office of Education has adopted a SEMS compliant crisis response plan. This communications plan provides more detailed response procedures that can used by the SCCOE to assist school sites, departments and school districts in dealing with com-munication issues in a catastrophic or Level III Crisis situation.

Appendix 2: Crisis communication policy & procedures

All crises must be reported to the Superintendent and direct supervisor immediately.

• Onlythe spokesperson is authorized to release information to the public and media. All other staff will assist the media by directing them to the spokesperson.

• Allcommentsshouldbeguidedbyprofessionalismandtransparency,andserve tomitigatethecrisiswhilereinforcingtheleadershiproleoftheSCCOE/district.

• “Nocomment”isneveracceptable.Ifthequestioncannotbeanswered immediately, tell the inquirer you will be get back with a response If the question cannot be answered due to policy (example: sharing personnel information), let the inquirer know.

• TheSCCOEvaluesitsrelationshipwiththemediaandrecognizestheimportant role the media plays in the time of crisis. A positive relationship with the media will ultimately bolster public confidence in the SCCOE.

Please review the following SCCOE Policies and Procedures dealing with emergency situations.

• WorkplaceViolence(AR2324)

• EmergencyPreparedness(BP2340&AR2340)

• SafeIngressandEgress(AR2341)

• EmergencyMeetings(BB8331)

In addition, each school district is required by law to have a Safe School Plan.

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2000--ADMINISTRATION

2300--GENERAL ADMINISTRATIVE COMPLIANCE

WORKPLACE VIOLENCE AR 2324Page 1 of 2

References: California's Workplace Violence Act of 1994; BP 2320

Approved: 05/22/95 Santa Clara County Superintendent of Schools

1.0 PURPOSE AND SCOPE

It is the goal of the Office to have a workplace which is free from acts or threats of violence and to effectively respond should such acts or threats of violence occur. Towards this end, the Office seeks to provide a safe environment at all of its sites, to the full extent required by law.

This regulation has been established to help define and provide examples of workplace violence; to give direction to Office employees or other affected individuals if they believe that an act or threat of violence has occurred; to address the Office's investigation of all alleged incidents; and to specify the sanctions that may be imposed and the legal remedies that may be sought by the Office to discourage acts or threats of violence in the workplace.

2.0 DEFINITION AND EXAMPLES

Workplace violence includes conduct which is sufficiently severe or intimidating so as to alter working conditions or to create a hostile, abusive, or intimidating environment for one or more employees or visitors to the Office.

Examples of workplace violence include, but are not limited to, the following types of conduct:

• All acts or threats of violence occurring on Office premises, regardless of the relationship between the Office and the parties involved in the incident;

• All acts or threats of violence occurring off of Office premises involving someone who is acting in the capacity of a representative of the Office;

• All acts or threats of violence occurring off of Office premises involving an Office employee, if the acts or threats affect the legitimate interests of the Office;

• All acts or threats of violence occurring off of Office premises of which an Office employee is a victim, if the Office determines that the incident may lead to an incident of violence on Office premises; and

• All acts or threats of violence resulting in the conviction of an employee or agent of the Office, or of an individual performing services for the Office on a contract or temporary basis, under any criminal code provision relating to acts or threats of violence which adversely affect the legitimate interests and goals of the Office.

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2000--ADMINISTRATION

2300--GENERAL ADMINISTRATIVE COMPLIANCE


References: California's Workplace Violence Act of 1994; BP 2320

Approved: 05/22/95 Santa Clara County Superintendent of Schools


It is the goal of the Office to have a workplace which is free from acts or threats of violence and to effectively respond should such acts or threats of violence occur. Towards this end, the Office seeks to provide a safe environment at all of its sites, to the full extent required by law.

This regulation has been established to help define and provide examples of workplace violence; to give direction to Office employees or other affected individuals if they believe that an act or threat of violence has occurred; to address the Office's investigation of all alleged incidents; and to specify the sanctions that may be imposed and the legal remedies that may be sought by the Office to discourage acts or threats of violence in the workplace.

2.0 DEFINITION AND EXAMPLES

Workplace violence includes conduct which is sufficiently severe or intimidating so as to alter working conditions or to create a hostile, abusive, or intimidating environment for one or more employees or visitors to the Office.

Examples of workplace violence include, but are not limited to, the following types of conduct:

• All acts or threats of violence occurring on Office premises, regardless of the relationship between the Office and the parties involved in the incident;

• All acts or threats of violence occurring off of Office premises involving someone who is acting in the capacity of a representative of the Office;

• All acts or threats of violence occurring off of Office premises involving an Office employee, if the acts or threats affect the legitimate interests of the Office;

• All acts or threats of violence occurring off of Office premises of which an Office employee is a victim, if the Office determines that the incident may lead to an incident of violence on Office premises; and

• All acts or threats of violence resulting in the conviction of an employee or agent of the Office, or of an individual performing services for the Office on a contract or temporary basis, under any criminal code provision relating to acts or threats of violence which adversely affect the legitimate interests and goals of the Office.


05/22/95

Conduct which may be considered an act or threat of violence includes, but is not limited to:

• Engaging in physically harmful attacks or assaults, including hitting, shoving, or using a firearm or other weapon against an individual;

• Carrying weapons of any kind on Office premises;

• Threatening an individual or his or her family, friends, associates, or property with harm;

• Intentionally destroying or threatening to destroy Office property;

• Making harassing or threatening phone calls;

• Engaging in harassing surveillance and/or stalking activities;

• Suggesting or intimating that violence is appropriate; and

• Endorsing the inappropriate use of firearms or other weapons.

3.0 RESPONSES TO INCIDENTS

An employee or other affected individual who feels that he or she has been subjected to an act or threat of workplace violence should call "911" in emergency situations or directly contact law enforcement authorities if his or her personal safety appears to be in jeopardy.

An employee or other affected individual who feels that he or she has been subjected to, has witnessed, or has knowledge of an act or threat of workplace violence should immediately report the incident to the Office's Human Resources Division. (In the case of an Office employee, this notification should be made via the employee's immediate supervisor, if possible.) The employee or individual will then be required to file a written report and to assist Human Resources in the subsequent investigation.

4.0 INVESTIGATION OF INCIDENTS

Human Resources will investigate all incidents of alleged workplace violence and will coordinate its investigation with any investigations being conducted by law enforcement authorities.

5.0 SANCTIONS AND LEGAL REMEDIES

Any employee who, as a result of Human Resources' investigation and/or the investigations of law enforcement authorities, is found to have engaged in or endorsed the acts or threats of violence defined in section 2.0 of this regulation may be subject to disciplinary action, up to and including suspension or dismissal.

In accordance with federal and state law, the Office, acting on behalf of an employee who has suffered from unlawful violence or a credible threat of violence, may seek a restraining order against the perpetrator of the violence, and, if the perpetrator violates the conditions of that restraining order, may seek further legal remedies as appropriate.

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05/22/95

6.0 COUNSELING

Human Resources will encourage affected employees to participate in the Office's employee assistance program for counseling.

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2000 - ADMINISTRATION

2300 - GENERAL ADMINISTRATIVE COMPLIANCE

EMERGENCY PREPAREDNESS BP 2340

References: Government Code, §§3100-3101; Title 5, California Administrative Code §560; AR 2340; SEMS

Approved: 02/05/75 Santa Clara County Revised: 04/04/84, 11/07/01 Board of Education

It is the policy of the Board that the Superintendent shall develop written plans which ensure the Office's preparedness to meet disasters, which conform with the emergency and disaster plans of Santa Clara County, and which comply with the State’s Standardized Emergency ManagementSystem (SEMS).

1.0 Emergency Preparedness Plans

These plans shall provide all Office staff and all pupils enrolled in the schools operated by the Office with the instruction they need to be fully informed regarding all phases of emergency and disaster preparedness. The plans shall include the responsibilities each person is to assume and the actions that must be taken should a disaster occur.

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2300 - GENERAL ADMINISTRATIVE COMPLIANCE

EMERGENCY PREPAREDNESS AR 2340

References: Government Code §§3100-3101; Title 5, CAC §560; BP 2340; SEMS

Approved: 07/02/84 Santa Clara County Revised: 04/29/91, 10/04/99 Superintendent of Schools


In compliance with the State’s Standardized Emergency Management System (SEMS) and Board Policy, Disaster Preparedness Plans have been developed for the Ridder Park facility and individual school sites. The purpose of this regulation is to provide for the annual review of those plans and the implementation of emergency preparedness drills.

2.0 REVIEW AND UPDATE OF DISASTER PREPAREDNESS PLANS

All Disaster Preparedness Plans shall be reviewed and updated annually as outlined below:

• The Emergency Operating Center Director or designee(s) shall review and update, as necessary, the Disaster Preparedness Plans for the Ridder Park facility and individual school sites.

• Designated members of the Office's Administration who are responsible for SEMS functions (see Figure AR 2340-1) shall ensure that Emergency Teams reporting to them are fully staffed and have received appropriate training and shall also ensure that personnel with emergencyresponse responsibilities at individual school sites have received appropriate training.

3.0 EMERGENCY PREPAREDNESS DRILLS

The Ridder Park facility and individual school sites shall test each portion of their plans at least twice a year or as required by legal codes. A record of each drill (showing the date, time, and type of drill, as well as the drill coordinator's name) shall be retained and a copy of the record forwarded to the Emergency Operating Center Director or designee(s).

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2300 – GENERAL ADMINISTRATIVE COMPLIANCE

SAFE INGRESS AND EGRESS AR 2341

References: EC 32282

Approved: 12/10/07 Santa Clara CountySuperintendent of Schools


In compliance with State requirements for site level safety plans, this regulation has been established to identify the responsibilities and requirements for developing plans for safe ingress and egress at all Santa Clara County Office of Education student facilities.

2.0 RESPONSIBILITIES

It is the responsibility of site administrators, principals, and designees to develop and maintainsite-based procedures for the safe ingress and egress of all authorized individuals.

3.0 REQUIREMENTS

Plans should address immediate concerns for the safe movement of individuals and provide for resolution at each site as the concern. The plans should include procedures for entering and leaving campuses, buildings, and vehicles to ensure safety and security at all locations and should be reviewed regularly with staff.

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8000 - BYLAWS OF THE BOARD

8300 - MEETINGS

EMERGENCY MEETINGS BB 8331

References: Government Code §§54954, 54956 & 54956.5;BB 8330

Approved: 06/06/01 Santa Clara County Board of Education

In an emergency situation, the Government Code allows the Board president or designee to dispense with the 24-hour notice requirement for special meetings, contact Board members by whatever meansare most feasible, and convene a meeting. The Board may hold an emergency meeting when promptaction is necessary to avert disruption to SCCOE business or facilities because of the following:

1. A work stoppage or other activity which severely impairs public health, safety, or both, as determined by a majority of the members of the Board.

2. A crippling disaster which severely impairs public health, safety, or both, as determined by amajority of the members of the Board.

The Board president or designee shall give notice of the emergency meeting to the local media which have requested notice of special meetings, by telephone, at least one hour before the meeting. Such notice shall specify the time and place of the meeting and a statement of the business to be transacted.If telephone services are not functioning, the one-hour notice requirement is waived, and as soon after the meeting as possible, the Board shall notify those media representatives of the emergencymeeting and shall describe the purpose of the meeting and any action taken by the Board.(Government Code §54956.5)

If a fire, flood, earthquake or other emergency renders the Board Room at the SCCOE headquarters unsafe, an emergency meeting place may be designated by the Board president or designee, who shall so inform all news media that have requested notice of special meetings, by the most rapid means of communication available at the time. (Government Code §54954)

8000 - BYLAWS OF THE BOARD

8300 - MEETINGS

EMERGENCY MEETINGS BB 8331

References: Government Code §§54954, 54956 & 54956.5;BB 8330

Approved: 06/06/01 Santa Clara County Board of Education

In an emergency situation, the Government Code allows the Board president or designee to dispense with the 24-hour notice requirement for special meetings, contact Board members by whatever meansare most feasible, and convene a meeting. The Board may hold an emergency meeting when promptaction is necessary to avert disruption to SCCOE business or facilities because of the following:

1. A work stoppage or other activity which severely impairs public health, safety, or both, as determined by a majority of the members of the Board.

2. A crippling disaster which severely impairs public health, safety, or both, as determined by amajority of the members of the Board.

The Board president or designee shall give notice of the emergency meeting to the local media which have requested notice of special meetings, by telephone, at least one hour before the meeting. Such notice shall specify the time and place of the meeting and a statement of the business to be transacted.If telephone services are not functioning, the one-hour notice requirement is waived, and as soon after the meeting as possible, the Board shall notify those media representatives of the emergencymeeting and shall describe the purpose of the meeting and any action taken by the Board.(Government Code §54956.5)

If a fire, flood, earthquake or other emergency renders the Board Room at the SCCOE headquarters unsafe, an emergency meeting place may be designated by the Board president or designee, who shall so inform all news media that have requested notice of special meetings, by the most rapid means of communication available at the time. (Government Code §54954)

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Appendix 3: Lists of communication personnel and others to assist the team

A list of public information and communication personnel is available from the SCCOE Communication Services Department at (408) 453-6514 or [email protected].

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CityPolice

EmergencyPolice

Non-EmergencyPolice

Main LineFire

EmergencyFire

Non-EmergencyFire

Main Line

Campbell* 378-8161 866-2101 866-2121 378-8161 299-2503 378-4010

Cupertino* 299-3233 808-4400 868-6600 299-3233 299-2503 378-4010

Gilroy 842-0191 846-0350 848-0350 842-0191 846-0350 846-0310

Los Altos* 650-947-2779 650-947-2770 650-947-2770 650-947-2779 299-2503 378-4010

Los Altos Hills* 650-299-3233 650-522-7700 650-522-7700 299-3233 299-2503 378-4010

LosGatos* 354-8600 354-8600 354-8600 354-8600 299-2503 378-4010

Milpitas 263-1212 586-2400 586-2400 998-7212 586-2800 582-2800

Monte Sereno* 354-8600 354-8600 354-8600 354-8600 299-2503 378-4010

Morgan Hill* 779-2101 779-2101 779-2101 779-2101 299-2503 378-4010

Mountain View 650-903-6395 650-903-6395 650-903-6395 650-668-1661 650-903-6395 650-903-6365

Palo Alto 650-321-4433 650-329-2413 650-329-2406 650-321-2231 650-329-2184 650-329-2184

San Jose 277-8911 277-8900 277-8900 277-8911 277-8950 277-4444

Santa Clara 296-2236 615-4700 615-4700 296-1515 615-5580 615-4900

Saratoga* 299-3233 741-2092 741-2092 299-3233 299-2503 867-9001

Sunnyvale 736-6244 730-7100 730-7110 736-6244 730-7181 730-7181

Unincorporated 299-3233 299-3233 299-3233 299-3233

* Contracts with Santa Clara County Fire Department

For updates visit the Santa Clara County Fire and Police Departments onlineathttp://www.sccfd.org/forms/telephone_tips.pdf

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Police and Fire Departments

Appendix 4: List of internal and external audiencesWhen you are working on a crisis consider what the most effective method of communication will be for each of the groups below. Ensure that you communicate with each group that is part of your audience.

Internal audiences• SCCOEandschoolsites

• Superintendent

• Assistantsuperintendents

• Boardmembers

• Siteprincipals

• Students,staffandparents

• Feederschoolstaffandstudents

• PrincipalsandsuperintendentsfromdistrictswhereCOEsitesarelocated

• Unionleaders

• Parentleaders/groups

External audiences• Media

• Local,state,andnational

(List provided by SCCOE Communication Services)

• Local,stateandnationalofficials

• PoliceandFire

• MayorandCityCouncil

• CountyBoardofSupervisors

• Legislative–stateandnational

• Communitywhereemployeeslive

• SantaClaraCountySchoolBoardAssociation

• 6th District PTA president

• Neighborhoodcoalitions

• Communityorganizations

• ChambersofCommerce

• Communities-at-large

Counseling servicesMaintain a list of grief counselors and others who can assist staff during this trying time.

• CenterforLivingwithDying,1265ElCaminoReal,Suite208,SantaClara,CA95050. 408-243-0222

• TeenandFamilyCounselingCenter,307OrchardCityDrive,Suite206,Campbell,CA95008. 408-370-9990

• OtherlistingsavailableontheSantaClaraCountyMentalHealthandCounselingServices Web site.

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Appendix 5: Sample Forms

Please review the following sample forms dealing with emergency situations.

• NewsRelease

• TeamDebriefing

• MediaInquiryResponse

• PublicInquiryResponse

• SCCOESchoolPhotograph/InterviewPermissionForm

The SCCOE Communication Services Department has sample letters, as well as additional formssuchas:BombThreatReport,Students/StaffWhoNeedSpecialAssistanceDuringEvacuation, and Staff with Medical Skills.

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Sample News Release

For immediate release Contact: Name and title Date Phone number

A (what happened) at (location) involving (who) occurred today at (time). The incident is under investigation and more information is forthcoming.

• You can add a time for the next news conference or release of information.

• Youcanaddinformationsuchashowmanycasualtiesthereareorotherpertinent information. Remember, though, the information must be defini-tive,notspeculative.Giveonlythefactsgatheredfromreliablesourcesandconfirmed.

• Ifyoudonothingmorethanshowconcernforyouremployeesandthe public in your first media interaction, you are on the right track.

• Ifoneisnotalreadyinplace,agenericfactsheetabouttheschool/districtshould be created and made available.

• Asthecrisisprogressesandnewinformationandfactsbecomeavailable,develop prepared statements to be made by the spokesperson at the onset of each media interview, briefing or news conference.

• Alwaysdowhatyoucantomakeacomplicatedissueassimpleasyoucanfor reporters. If the crisis was caused by a piece of equipment consider bringing in a similar item to show reporters. At the very least provide a schematic or drawing. If you give them a visual that may keep them from seeking one out themselves.

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Sample Team Debriefing Form

Day: ______________ Date: ______________ Time: ______________ q a.m. q p.m.

CCAT team leader summary of the situation at this moment:

Reports from liaisons and advisors:

q Administrative logistical support q Communication and public information q Legal advisor

q Firstresponder/agencyliaison q Assemblyarea/evacuationmanager q Executive assistant

q Site facilities and operations manager q Principal/incidentcommander q Web master

q Counselor/victimsassistance q Site communication

School site leader report:

Tomorrow’s Action Plan

Key events, activities or situations that will occur:

Resources that we need to provide: To whom ____________________________

Our highest priority tasks: Assigned to __________________________

Key messages we need to stress:

Review the calendar for the next week:

Advice to the team during the debriefing session:

q You’re all tired and a little stressed, try to relax.

q Be methodical, go through the agenda and don’t wander across topics. It will conserve your time.

q Be brief and to the point. Each report should last no more than five minutes.

q Prepare your written reports so they can be summarized into a daily report.

q Allow for emotional release and sharing anecdotes after the business portion of the meeting is completed.

q Make sure there are refreshments (not just coffee) available to the team during the meeting.

q Try to close the meeting by remembering anything odd, humorous, unusual or touching that happened today that you can share with your colleagues.

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Sample Media Inquiry Response Form

q No further action needed

Day: ______________ Date: ______________ Time: ______________ q a.m. q p.m.

Caller’s name: _________________________________________________________________

q Reporter qProducer/EditorqStringer/FreelancerqClerical/Assistant

Newsorganization/Affiliate:_____________________________________City/State:______________________

q On site q Remote q Local news media

Telephone # ______________________ fax # ______________________ e-mail ____________________________

Type of interview requested: q on telephone q live q taped

Who they want to talk with: ____________________________________________________________

When: ____________________ Where: ____________________________________________________________

Is this a follow-up to an earlier call? q Yes q No

How we responded: q Faxed press statement q Faxed media policy q updated over the phone

Is a return call needed? q Yes q No

Additional questions from the reporter:

Call was returned by: ______________________ Date: ___________ Time: __________ q a.m. q p.m.

Response given to questions: __________________________________________________________________

Person filling out this form: _____________________________________________ Date: _______________

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Sample Public Inquiry Response Form

Day ______________ Date: ______________ Time: ______________ q a.m. q p.m.

Contact’s name _________________________________________________________________

Source of the interview

q Telephone call-in q Personal interview q Referral

Who is the contact? q Agency or official responder q Administrator

q School employee q Parent q Student q Community member

Major points made in the conversation:

q Follow-up required (specify) ______________________________________________________________

q Referred to _____________________________________________________________________________

q Contact report taken by (your name) _____________________________________________________

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School Photograph/Interview

Permission Form

Dear Parent/Guardian:

On occasion, representatives from the media, from the Santa Clara County Office of Education, or from other

education-related groups wish to photograph and/or interview students in connection with school programs or

events. Educating the public is one of our school’s objectives. The entire community benefits from knowing

about the needs and abilities of our students and about the programs we offer to children and families.

In order to release student photos and comments, we need written permission from you. To give your permission,

please complete the form below and return it to school with your youngster.

Sincerely,

Patricia Murphy, Executive Director

Communication Services Department

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

I, _________________________________, parent/guardian of _________________________________ (please print) (please print)

give permission for my child to be photographed, videotaped, and/or interviewed by representatives from the

media, the Santa Clara County Office of Education, or other education-related groups for the purpose of

publicizing Office of Education programs, development of educational materials, or reporting on events of

community interest. I fully relinquish right or interest in any film, tape, or photograph which may be used for any

legitimate purpose.

________________________________________________ _______________ Parent/Guardian Signature Date

(Please obtain student signature, if applicable.)

I, ________________, agree to the above statement. I understand that I can change my mind at any

time. (student's name)

_________________________________________________ ________________ Student Signature Date

Student photo and interview release guidelines: All students enrolled in Santa Clara County Office of Education programs must have written permission

on file prior to release of photographs or comments. In order to preserve the students' rights, we may, in some instances, require interviewers and

photographers to take special precautions to preserve the identity of the students. Such precautions may include, but are not limited to, obscuring the photo

of the student's face and using no name or only first names when quoting students.

Appendix 6: Crisis Web Site www.sccemergency.org

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1290 Ridder Park Drive

San Jose, CA 95131- 2304

www.sccoe.org

CommunicationServices:3/10

Santa Clara County Board of EducationLeonF.Beauchman•JosephDiSalvo•T.N.Ho•JaneHoward

GraceH.Mah•CraigMann•AnnaSong

County Superintendent of SchoolsCharles Weis, Ph.D.

CRISIS

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Transcript of CRISIS