EMERGENCY OPERATIONS PLAN El Dorado High School Emergency Operations Plan
Socorro Independent School District
El Dorado High School
EMERGENCY OPERATIONS PLAN
School Name: / El Doardo High SchoolPrincipal: / Nora Paugh
Date: / 2014-2015
CAMPUS EMERGENCY PLANNING TEAM
Directions: Identify the names and positions of the planning team who prepared the plan. Obtain their signatures.
Position / Name / SignaturePrincipal / Nora Paugh
Assistant Principal / Edgar Rincon
Assistant Principal / Enrique Herrera
SRO / Sergeant Jason Durden
Safety Rep – 1st / Vacant
Safety Rep – 2nd / Tina White
Safety Rep – 3rd / Curt Bushaw
Safety Rep – 4th / Joel Molina
Safety Rep – 5th / Vacant
School Nurse / Ida Lugo
Safety Rep – 6th Rudy Troncoso
Safety Rep- 7th / Evan DupuisSafety Rep-8th / Rene Saucedo
Safety Rep- 9th James Althoff
Head Custodian / Jose Gomez
TABLE OF CONTENTS
Campus Emergency Planning Team ii
Campus Incident Command Team 1
Campus Incident Command System 2
Teacher Buddy List 3
Summary of Staff Skills 4
Special Needs Individuals 6
Off-Campus Evacuation Site 7
General Considerations 8
Map of Building and Grounds 9
Communications 10
Training 11
Log of Campus Emergency Drills and Exercises 12
Emergency Contact Information 13
Parent-Student Reunification Process 15
Version 1
2010
EMERGENCY OPERATIONS PLAN El Dorado High School Emergency Operations Plan
campus Incident Command TEAM
Directions: Identify the Incident Command Team members, their positions, and their assigned roles and responsibilities. Consider including your principal assistant principal, school psychologist, special education representative, school nurse, counselor, office staff, and other key staff members who will fill Incident Command functions. Assign Incident Command functions with alternates to allow for coverage in case individuals are absent or off-site in emergencies.
No. / Name / ICS Position / Incident Command FunctionRoles and Responsibilities
1. / a. Nora Paugh / Principal / Implement EOP and coordinate on-site direction of emergency personnel
b. Edgar Rincon / Asst. Principal / Assist with student accountability and emergency procedures
c. Sylvia Ugarte-Gil / Counselor / Assist with emergency procedures and organize reunification process
2. / a. Edgar Rincon / Assistant Principal / Implement EOP and coordinate on-site direction of emergency personnel
b. Enrique Herrera / Assistant Principal / Assist with student accountability and emergency procedures
c. Jason Durden / SISD Police / Assist with emergency procedures and organize reunification process
3. / a. Edgar Rincon / Assistant Principal / Implement EOP and coordinate on-site direction of emergency personnel
b. Jason Durden / SISD Police / Assist with student accountability and emergency procedures
c. Rene Saucedo / Campus Secretary / Assist with emergency procedures and organize reunification process
4. / a. Jason Durden / SISD Police / Implement EOP and coordinate on-site direction of emergency personnel
b. James Althoff / Athletic Director / Assist with student accountability and emergency procedures
c. Ida Lugo / School Nurse / Assist with emergency procedures and organize reunification process
5. / a.
b.
c.
6. / a.
b.
c.
7. / a.
b.
c.
8. / a.
b.
c.
9. / a.
b.
c.
10. / a.
b.
c.
CAMPUS INCIDENT COMMAND SYSTEM
Directions: Identify the names and positions of staff within the Incident Command Team according to their availability, strengths, and day-to-day functions. Some functions may be served by district-level employees. Sample positions have been included in parentheses; however, any staff member can be assigned to any position appropriate.
El Dorado High School
TEACHER BUDDY LIST
Purpose: The teacher buddy system is designed to allow teachers to take over for one another if necessary.
Guidelines: Buddy teachers should be in adjacent or nearby rooms. During emergencies, buddy teachers should check to determine each other’s health or the need to remain with injured students. If necessary, one buddy teacher should evacuate both classrooms. If both buddy teachers are available for evacuation, one should lead and one should bring up the rear, checking to ensure that both rooms are empty and closing doors. Also, ensure that each classroom contains a GO-KIT with the class rosters of both buddy teachers. Inform substitute teachers who their buddies are.
Directions: Identify at least one buddy teacher for each teacher at your campus.
Teacher Name / Room / Buddy Teacher Name / RoomRummie Gray / C102 / SAC Room – Mr. Chasco / C104
Elvia Flores / C108 / Writing Lab / C110/C112
Chenen Bembry / C103 / Special Ed Office Clerk / C105
Gina Torres/Alyssa Frausto / C107 / Victor Rodriguez / C111
Karla Ramirez / C102 / Gloria Avalos / Library
Book Room / B102 / Erika Lucero / B104
Rosalia Scogin / B106 / Arnie Miranda / B108
Tom Gandrup / Jacob Rodriguez / B110 / Juarez / B112
David Wyndham / B103 / Araceli Calderon / B105
Liliana Cisneros / B107 / Anna Saucedo / B109
Tom Tomczuk/Curtis Bushaw / D101 / Stephanie Schmid / D102
Guillermo Adame / D103 / Xochil Foxworth/Jennifer Romero / D104
Teri Maya / D106 / Juan Contreras / D108
Jose Enriquez / D116 / Georgina Acosta / D118
David Caldwell / D120 / Justo Mendoza / D122
Craig Mc Clain / D109 / Ayax Serrato / D111
Donna Sianez / D113 / Anthony Arellano / D115
Sylvia Zubiate / D117 / Vero Flores / D119
Luisa Valenzuela / D121 / Don Arms / D123
Alex Escarciga / E101 / Mary Henry / E103
Cindy Shaw / E105 / Sergio O. Perez / E107
Alfred Estrada / E109 / Stephen Scallorn / E111
Rodolfo Troncoso / E113 / Tanya Gallegos / E115
Aileen Mares / E117 / Jennifer Majchrzak / E119
Kat Lopez / E121 / Lizette Shaw / E123
Roxanne Contreras / E102 / Belinda Ortega / E104
David Garcia / E106 / Gabriel Lopez / E110
Christina Barraza / E112 / Paula Woods / E114
Martina Morgan / E116 / Kara Baker / E118
Devy Tafoya / E120 / Patricia Gonzalez / E122
Ricky Pendell / P1,2 / Reginaldo Olivares / P3,4
Joel Molina / P5 / Nora Bueno / P6
Brenda Renteria / P7 / Martha Molina (Substitute) / P8
Myriam Remonde / P9 / Andrea Gonzalez / P10
Edward Alvarez / M101 / Pete Fierro/Luis Velasco / M102,103
Jose Serrato / L101 / Evan Dupuis / K174
Directions: Identify at least one buddy teacher for each teacher at your campus.
Teacher Name / Room / Buddy Teacher Name / RoomIrma Herrera / C202 / Merida De Leon / C204
Gilbert Carrillo / C206 / Anthony Hernandez / C208
Javier Diaz / C210 / Apolonia Dominguez / C212
Ysenia Saucedo Valencia / C201 / Jacob Meils / C203
Erica Luna / C209 / Brett Goodwin / C215
Elke Ruedas / C205 / Margaret Gutierrez / C207
Oscar Cardoso / C211 / Gerardo Sanchez / C213
Jimmy Waddle / B202 / Vacant / B204
Alfredo Flores / B206 / Oswald Saucedo / B208
Rummie Gray / B209 / Connie Subia / B212
Ana Trillo / B214 / Jennifer Gomez Wickes/Adriana Enriquez / B216
Miriam Schimm / B218 / Sara Olivas / B213
Catherine Carson / B201 / Steve Kubala / B203
Patrick Solis / B205 / Fancy Adams / B207
Alma Juarez / B211 / Evan Dupuis / B213
Virginia Erickson / D201 / Allison Vega / D202
Candace Printz / D203 / Paulina Hernandez / D204
Michael Deal / D206 / Gustavo Rivas / D208
Manolo Taylor / D210 / Ted Porras / D216
Micheal Ramos / D218 / Ayax Serrato / D220
Charles Melin / D222 / Fernando Ruiz / D223
Frank Ledesma / D221 / Hillary Hambric / D219
Sarah Chacon / D217 / Sergio Perez / D215
Doug Berta / D213 / Deborah Hernandez / D211
Kimberly Keister / D209 / Andrew Cowart / D207
Sheri Arevalo / E201 / James Murry / E203
Jesus Tapia / E205 / Tony Castruita / E207
Leticia Cortez / E209 / Rosa Harding / E211
Carrie Allberg / E215 / Francisco Arrendondo / E217
Aaron Luna / E219 / Teresa Hinojos / E221
Janet Carrillo / E202 / Ana Regalado / E204
Garza Siobhan / E206 / Adrian Herrera / E208
Aaron Luna / E210 / Tina White / E212
Ronquillo / E216 / Consepcion Ordonez / E218
Janahy Velarde / E220 / Amber Berestein / E222
Note: Add additional rows as needed.
summary of STAFF SKILLS
Directions: Based on the results of your staff skills survey, list individuals on your staff who possess the following emergency-related skills. You may or may not have any staff members with some of the skills listed. The survey and summary serve as a tool for your staff to know, prior to an emergency, which individuals might best perform specific emergency functions.
Name / Location / Radio/Cell # / School Ext. / Home # /FIRST AID
1. Ida Lugo
2. Patrick Solis
3. / Nurse
Locker Rm. / Radio Channel 1
Radio Channel 1 / 73211
73250
CPR
1. Ida Lugo
2. Ramona Garcia
3. Patrick Solis / Nurse
Nurse
Locker Rm. / Radio Channel 1
Radio channel 1
Radio Channel 1 / 73211
73237
73250
Heimlich
1. Ida Lugo
2. Patrick Solis
3. / Nurse
Locker / Radio Channel 1
Radio Channel 1 / 73211
73211
Triage
1.
2.
3.
Fire Suppression
1. Reggie Olivares
2. Jose Gomez
3. / Radio Channel 1 / 73427
Evacuation Chair Training
1. Ramona Garcia
2.
3. / Nurse / Radio Channel 1 / 73211
Incident Command System
1. Nora Paugh
2. Edgar Rincon
3. Enrique Herrera / Office
Office
Office / Radio Channel 1
Radio Channel 1
Radio Channel 1 / 73202
73246
73303
Search & Rescue
1.
2.
3.
Running/Jogging
1. Evan Dupis
2. Patrick Solis
3. / Locker Rm.
Locker Rm. / Radio Channel 1
Radio Channel 1 / 73250
73250
Law Enforcement
1. Jason Durden
2. Angel Sanchez
3. / Security Office / 73203
Note: A “Staff Skills Survey” is in your Campus Emergency Planning Toolkit.
Summary of STAFF SKILLS (Continued)
Name / Location / Radio/Cell # / School Ext. / Home # /Languages
1. Diana Acosta
2. Evelyn Ortiz
3. / Office
Office / Radio Channel 1
Radio Channel 1 / 73200
0
Survival Training
1.
2.
3.
Ham Radio
1.
2.
3.
CB Radio
1.
2.
3.
Shelter Management
1.
2.
3.
Journalism
1. Carlos Briano
2.
3. / 73283
Mechanical Ability
1. Jose Gomez
2.
3. / Custodian
Custodian
Emergency Management
1.
2.
3. / Office
Office
Office
Chaplain Training
1.
2.
3.
Psychological/Social Services
1.
2.
3.
AED Training
1.
2.
3.
SPECIAL NEEDS INDIVIDUALS
Guidelines:
1. Establish a buddy system with at least one alternate for each student or staff member with additional emergency needs. The specific arrangements for assisting a disabled individual in the event of an evacuation should be discussed, along with training and drilling/exercising these arrangements.
2. Attempt a rescue evacuation only if you have had rescue training. If you have not had rescue training, locate the individual in the safest area, away from the hazard, near an exit or stairwell and inform trained emergency responders of their location.
3. Consider what emergency arrangements are needed for individuals with special needs involving communication difficulty—for example, whistles for speech impaired students, flashing alarms for hearing impaired.
4. Note the medications, physician orders, student rosters, and nurse’s copy of enrollment forms needed in the nurse’s go-kit/evacuation transport cart for special needs students and/or staff—for example, asthma, diabetes, seizures, or heart medication.
5. As you receive new students or staff with special needs in emergencies throughout the academic year, update this Campus Emergency Plan to reflect their needs within two weeks of their arrival.
Directions: Identify all special needs students and staff members. List the additional support needed in an emergency situation and the location(s) of that individual during the day. Identify the arrangements required to meet each individual’s additional needs during an emergency.
First Name, Last Initial of Individual / Additional Support Needed / Location(Room/Schedule) / Arrangements to Meet Special Needs
Adult Supervision / Rm. E 301
(FLS Unit) / Teacher’s Aides Assigned to Assist Teacher
Adult Supervision / Rm. SLU C 110 / Teacher’s Aide Assigned to Assist Teacher
Adult Supervision / Rm. C101
(ILC) / Teacher’s Aides Assigned to Assist Teacher
Note: Include a list and map with locations of students, staff, and others with special needs in the main office, nurse’s office, and in your school GO KIT.
OFF-CAMPUS EVACUATION SITE
Guidelines:
1. An off-campus evacuation site should ideally be within walking distance of the school, yet far enough away to be free of the hazard zone—for example, floods, chemical spill.
2. If at all possible, avoid selecting another school for your emergency evacuation site. In a traumatic situation, such as a school shooting, the arrival of distraught students and parents at another campus is inadvisable because instruction is interrupted and the traumatized population increases.
3. Ideally, a walk to the off-campus evacuation site will not require students (especially elementary-level) to cross a heavily trafficked street.
4. The evacuation site must be large enough to house your entire student body and faculty. Suggested sites include churches, recreation centers, civic buildings, etc.
5. The evacuation site must know and agree on an annual basis that they are, in fact, your evacuation facility.
6. The evacuation site should be handicapped accessible and have adequate bathroom facilities and climate control.
7. Contact your evacuation site at least once each semester to note any changes in contact persons, availability, etc. and modify this Campus Emergency Plan if necessary.
8. Inform parents at the beginning of each semester or more often as to the location of the evacuation facility. Include in your correspondence the requirements for reunification with their child—for example, identification, custodial information, facility parking, and child collection areas.
9. Include a diagram or map of the evacuation/walking route from your school to the evacuation site, along with at least one alternate route in the event that your chosen route is compromised.