F. P.

Walshe School

Staff Handbook
2020-2021
Table of Contents

Page 3 ……………………………………………………………………………………...… F.P. Walshe

School Staff
Page 5 …………………………………………………………………………………………….…. Student
Behaviour
Page 7 ……………..………………………………………...…...… Consequences for Students
Misbehavior
Page 8 ………………………………………………………………………………….……. Teacher
Responsibilities
Page 14 …………………………………………….........……...…………….. Policies and General
Information
Page 19 ………………………………………………………………………………………..…… Learning
Commons
Page 19 …………………………………………………………………………...………….. Professional
Learning
Page 20…………………………………………………………………. Fire Drill and Lockdown
Procedures

F.P. Walshe School Staff Handbook Page ​2​ of ​21

Teaching Staff

Chad Jensen
Mary Krizan
Brant Bond
Kim Biesheuvel
Susan Stacheruk
Kelly Farrier
Jennifer Jones
Francina Doyle
Ashton Ashley
Danica Chabot
Mitchell Duram
Marya Helm
Amanda High
Aimee Sandham
Blair Yanke
Celestine Twigg
Rick Bullock
Graham Macbean
Nicole Crowder
Dan Orr
Shanan Tynan
Michelle Macmillan
Chris Baxter
Alina Ascione

F.P. Walshe School Staff Handbook Page ​3​ of ​21

Brooke Harty

Support Staff

Wendy Jensen
Monica Sharp
Marli Duncan
Christina Bazell
Rob Charchun
Nony Orr
Brianna Eldridge
Luiz Eugenio
Marlene Trotter
Naomi Faulkner
Sherri Day Chief
Sherri Terpstra
Sherrise Prairie
Stephanie Snider
Toni Plourde
Val Kostelansky
Lizzi Dempsie

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Student Behaviour Expectations

Our expectations are consistent with the School Act and Livingstone Range
School Division No. 68 Board Policies.

All students shall comply with the following code of conduct:

▪ Be diligent in pursuing studies.
▪ Attend school regularly and punctually.
▪ Cooperate fully with everyone authorized by the Board to provide
education programs and other services.
▪ Comply with the rules of the school.
▪ Account to staff members for conduct.
▪ Respect the rights of others.
▪ Comply with the Criminal Code.

A discipline problem is defined as “any violation of the policies of the

Livingstone Range School Division No. 68 and/or the rules of the school that
the student is attending.”
Discipline problems include, but are not limited to:
▪ Disrespectful behaviour to school personnel or to other students
▪ Damage to property
▪ Lack of proper attendance
▪ Improper conduct on school buses
▪ Any behaviour which is disruptive to the learning process
▪ Involvement with drugs or alcohol during school hours and at any
school sponsored functions
▪ Theft

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 ▪ Bringing onto school property any type of weapon or instrument that
can be termed dangerous to the student or to other students and staff

All citizens of F.P. Walshe School are expected to:

▪ Show consideration, courtesy, and respect to others and their property.
▪ Walk quietly and safely to and from all activities in an orderly manner.
Common sense and safety are our guides.
▪ Avoid the use of profane language and inappropriate gestures.
▪ Treat all school property (walls, desks, furniture, lockers, and
equipment) with dignity, care, and respect.
▪ Adhere to Livingstone Range School Division Policy which prohibits
the use of tobacco products, vaping products, alcohol or drugs on
school property or ​while involved in school sanctioned activities​.
▪ Not possess tobacco, alcohol, drugs, pornographic materials, and
weapons of any type on school property.
▪ Behave in law-abiding ways. School is NOT a sanctuary outside of the
law. Police advice/involvement will be sought as required.
▪ Refrain from using any sports equipment, such as basketballs, hacky
sacks, roller blades, etc. in the hallways or classrooms.
▪ Be responsible for safe keeping and use of personal property.

The following behaviours should not occur and will not be tolerated:
Threats​ – The threat of physical, emotional, or psychological harm directed
toward any other person. ​All threat related behaviour will be regarded as very
serious and will be acted upon and reviewed by the school administration
and/or a Threat Assessment Team.
Bullying ​- is the act of intentionally causing harm to others, through verbal
harassment, physical assault, or other more subtle methods of coercion.
Examples of Physical Bullying
Unwanted touching, stealing, hitting, pinching, poking, chasing, shoving,
cornering, jabbing, tripping, fighting, and vandalizing.
Examples of Emotional Bullying
Name calling, constant teasing, hurtful text messages, ridicule, sarcasms,
belittling, humiliation, threatening, lying, mocking, posting hurtful online
comments, spreading rumours, social isolation and making fun of others.

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It is important for students, parents, and staff to understand the differences
between bullying and student behaviours that might be inappropriate. These
behaviours most often include teasing, unkind comments, being left out, and
peer conflict. They do not involve bullying until they become ​deliberate,
repetitive, and targeted ​attempts to hurt someone with less power. It is
important to not label these behaviours as bullying. The best approach to
take in these situations is to teach the students such skills as empathy,
appropriate humour, respect, cooperation, and problem-solving skills.

CONSEQUENCES FOR STUDENTS MISBEHAVIOUR

All staff members are authorized to handle student misbehaviour when it

occurs. Students will be made aware of what was poor judgment on their
part, and will be assisted to choose and use more acceptable alternatives in
the future. Staff members shall consider all mitigating circumstances prior
to disciplinary action and ensure due process for each student. As much as
possible, students will receive positive support to help them succeed and
stay in school. The appropriate intervention and consequences will be
determined by the nature and/or severity of the misconduct. In most cases,
intervention will occur quickly. Interventions will focus on problem solving
and correcting behaviour. An incident report may be filed.

Consequences for inappropriate behaviour will depend on the circumstances

of the situation. In every case, the school will attempt to be fair and take
into account the need to consider both the best interests of the student and
the school.

Possible consequences include, but are not limited to:

▪ Temporary withdrawal of the student from class.
▪ Temporary removal of student privileges.
▪ Detention of student.
▪ Written reflections and plans for improvement.
▪ Behavioural contracts, behavioural support plans (may include
counselling/ outside agency support, etc.).
▪ Conferencing with staff and parents.
▪ Referrals for counselling support.
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 ▪ Restitution.
▪ In-school suspension (up to five days).
▪ Out-of-school suspension (up to five days).
▪ Referral to police/arrest.
▪ Expulsion.

In-School Suspension
The student remains at school. All regular breaks and lunch privileges are
suspended. While on in-school suspension the student will be provided
materials and assignments that are relevant, realistic, and appropriate, and
will be responsible for the completion of assignments. Arrangements will be
made to work in a setting other than his/her regular classroom.

Out-of-School Suspension
Out of school suspension is a formal disciplinary action whereby the student
is excluded from attending school for a maximum of five school days. Unless
previous arrangements have been made with an administrator, a student will
be considered as trespassing if present on school grounds during the period
of suspension.
Participation in any school-related extra-curricular activities is denied
for the duration of a suspension.

Teacher Responsibilities
Student Learning
The main responsibility of the teacher is ensuring that all students in his/her
care learn to the best of their ability. This means that all students must be
given the opportunity to be successful in class and have a variety of ways to
demonstrate their learning. As per the Teaching Quality Standard, “​Quality
teaching occurs when the teacher’s ongoing analysis of the context, and the
teacher’s decisions about which pedagogical knowledge and abilities to apply

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result in optimum learning by students. ​All teachers are expected to meet the
Teaching Quality Standard throughout their careers.”

Despite all of our efforts, a student may not be successful in a class. When
this happens, communication with the student, guardians, and
administration is extremely important. It is expected that as a professional,
the teacher will take measures to ensure the student has the opportunity to
be successful in the course. Steps may include but are not limited to:

● Communicating with the student on what is impeding their learning

● Explicitly offering extra help to the student
● Altering the learning environment
● Collaboratively setting new expectations for the student
● Providing alternative assessments where applicable
● Communication with guardians
● Utilizing tutorial block

This is not a complete list, but the most important action is

communication.​ The communication should begin with the ​student​ and
when necessary proceed with the ​guardians​. A general rule of thumb is that
more communication is better than less. When a student learning concern is
developing or has not improved, a call should be made home to one of the
student’s guardians. Consistent communication with ​administration​ is
important as well. When a student is not passing a course or meeting grade
level requirements, consultation with administration must occur.

Hours of Work
As per the collective agreement, all teachers of Livingstone School are to
work within the 907 instructional hour guideline and up to 1200 hours of
assignable time for the school year (prorated for part time teachers). All
teachers have professional responsibilities to ensure they are prepared for
their classes and meeting the teaching quality standard.

Full time support staff work 8:15 am – 3:45 pm Monday – Thursday with a 30
minute lunch break. On Fridays, full time support staff hours are from 8:15
am – 1:45 pm with a 30 minute lunch break.

Staff Meetings

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Teachers are expected to be available for after school, scheduled meetings,
until 4:45 PM. Staff meetings fall under assignable time and it is ​not
acceptable​ to have a staff member not attend a meeting scheduled after
school because of ​personal commitments​. Staff members who have
extracurricular or other school-related commitments that are pre-approved
by administration are exempt from these times. Support staff have
pre-determined hours of work and should follow these accordingly unless
other arrangements have been made. Support staff members are encouraged
to attend staff meetings but are not required to beyond their daily hourly
contractual requirements.

Assessment
In order to properly assess student learning, all teachers must become
familiar with and follow LRSD Admin. Procedure #360 which is available on
the LRSD website. Assessment plays a major role in how students learn, their
motivation to learn, and how teachers teach. There are three distinct but
inter-related purposes for classroom assessment: 1. Assessment for Learning
is designed to give teachers, students and parents information that will
inform instructional decisions to enhance learning; 2. Assessment of
Learning is summative in nature and is used to confirm what students know
or are able to do in terms of the learner outcomes; 3. Assessment as Learning
is the process of developing and supporting metacognition for students and
focuses on the role of the learner as the critical connector between
assessment and learning.

​Marks for any course are to be derived from summative assessments. When
a student misses a ​test​ with an ​excusable​ absence, the teacher, in
consultation with the student, will decide upon a rewrite date or if there is
sufficient evidence that the student has met the learner outcomes. When a
student misses a ​test​ with an u
​ nexcused​ absence, the teacher will decide if
the student will be given a mark of zero or a make-up test. If a student does
not submit a summative assignment or project by the due date, the student
may be given an opportunity to complete the assignment and/or
demonstrate achievement of the learner outcome(s) at the discretion of the
teacher. As a last resort, administration may become involved in determining
alternative summative assessments and/or student achievement of learner
outcomes. Attendance, effort, or behaviour should not be used to calculate a

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student’s grade unless such outcomes are directly identified in the program
of studies.  

Assessment practices follow the following five statements:

1. Assessment is linked to curricular outcomes
● Accurately reflects student’s ability to meet outcomes
● Grades not directly affected by non-curricular outcomes
● Non curricular outcomes will be communicated separately

2. Assessment benefits student learning

● Frequent
● Informs teacher’s practice
● Formative measures enhance the learning process
● Utilizes effective assessment practices as/for/of learning
● Recognizes and supports individual student needs

3. Assessment is flexible
● Variety of methods and approaches
● Focuses on what is best for the learner
● Flexibility based on context (eg. student/curriculum/timeline)

4. Assessment is equitable
● Contextual
● Can and will look different across curricula and grade levels
● Equitable does not mean equal
● Fair practices
● Valid evidence of learning

5. Assessment is communicated to all stakeholders

● Involves students, teachers, parents
● Timely feedback to students and parents is critical
● Students aware of classroom assessment practices
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 ● Progress is formally reported to students and parent

PowerSchool Reporting
It is imperative that all assessments are properly recorded and up to date in
PowerSchool so that parents and students have a good understanding of
their standing in their courses. The expectations for maintaining high
quality PowerSchool records are:
1. A general rule is within one week of the due date, assignments should
be returned to the students with feedback. Note there are some
exceptions as more complex assessments may take a longer period to
mark.
2. Grades should be entered as each assessment is marked, especially in
the case of missing assignments, so that parents and students are
aware of the missing work.

Student Attendance Records

Teachers must take attendance at the start of each class using powerschool.
Please ensure that accurate attendance is recorded and maintained in the
program.

Course Outlines
Teachers shall prepare course outlines for each course taught, and submit
these outlines to the principal prior to the start of the course. The outlines
must include the following information:
● Course name, credit value and prerequisites (if applicable)
● List of the main learner outcomes and/or topics with timelines
● Summative assessment and weighting breakdown
● Information regarding student expectations
● Statement of policies regarding missed exams, missed assignments,
cheating, absences, etc.

Professional Growth Plans

Teachers are required to submit their written Individual Professional Growth
Plan (IPGP) to the principal by October 1​st​. Ongoing dialogue between
teachers and administration will take place to support the professional
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growth process. The IPGP will be reviewed with administration periodically
throughout the school year.

Long Range Plans

Long range plans for all courses are due by September 30​th​. These must be
submitted to the principal preferably in a digital format.

Midterm and Final Exams

Exam sessions for grades 9-12 will be scheduled by administration for the end
of January (semester 1) and end of June (semester 2). During this time, core
courses must have a final assessment. These should be comprehensive and
allow the students to demonstrate the cumulative knowledge and skills
gained through the course. Specific exam schedules will be developed with
staff input and shared a minimum of 2 weeks prior to the start of the exam
weeks.

Teacher Absences
Teachers book their substitutes through our automated easy connect
substitute system. Teachers must also update their absence in google
calendar under the staff absences tab. Absences in google calendar should
include the length of the absence, reason for the absence, and name of the
substitute. As well, copies of the lesson plans for the day must be submitted
directly to the substitute teacher. In cases of short notice, lesson plans are to
be submitted to administration.

It is understood that in the case of an unexpected and short notification

emergency the school administration will help cover the teacher’s classes but
teachers should have on file an emergency set of lesson plans.

General information for the substitutes such as class rules, attendance

information, emergency procedures, seating plans, supervision, and location
of materials should all be included in the lesson plans. The lesson plans
should keep the class occupied for the entire length of the class.

Support Staff Absences

Support staff away on an approved absence from school must arrange for
their own replacement following consultation with the principal as to

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whether a sub would be required. Any requests for a leave of absence that
fall outside contractual guidelines require LRSD Central Office approval.

Professionalism
All staff members are expected to act in a professional manner as
representatives of the Livingstone School Community. Teachers are required
by law to meet the minimum standards of the CODE OF PROFESSIONAL
CONDUCT that can be found on the ATA website
https://www.teachers.ab.ca/​. The following are some basic guidelines and
expectations of staff:
● Adhere to the ATA Code of Conduct
● Be honest and solution-orientated when talking to students and
parents about a student’s misbehaviour or academic struggles
● Only speak positively about the school, any staff member, students
or policies in public. ​This is a professional expectation.​ Concerns
can always be brought forward to administration or directly to the
staff member or student in the school setting.

Policies and General Information

Time Free From Instruction (TFFI) and Assignable Time

Timetable construction involves assurance that each full time teacher does
not exceed 907 hours of instruction for the school year. Part time staff
members receive a proportionate amount of time free from instruction. In
addition, full time teachers can be assigned a maximum of 1200 hours of
assignable time under the collective agreement and part time teachers a
proportional amount based upon their FTE.

Accidents and Medical Treatments

Students who become ill at school will be directed, or assisted, to the office
where they will either be taken to the sick room or have a family member
pick them up. Teachers should phone the office when sending a student to
the office. Students must always be directed to the office prior to leaving the
school because of illness or injury. Never assume a student is faking or
over-reacting. Failure to care for a student with an injury because you

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thought it to be nothing serious could lead to a liability problem for you and
the school.
Do not attempt to treat any injury other than by applying basic first aid. No
medication will be given to a student unless parental permission forms have
been signed at the office. ​In all accidents and near misses, an accident
report must be filled out through the online reporting system.

Medical Concerns
Students with medical concerns will be posted and updated in PowerSchool.
Teachers must make themselves familiar with the medical status of all their
students. Students and staff with severe medical conditions will be listed on
a medic alert notice found in the staffroom. Further information regarding
the medical status of students can be obtained at the office.

Supervision Duties
A supervision schedule will be created by administration each semester.
Supervision is a requirement of employment and staff members must report
to their supervision duties punctually. Supervision falls under assignable
time for teaching staff. Student injury or damages that occur due to a lack of
supervision lead to liability issues for staff members and the school.

Field Trips
Field trips, if properly planned, can be very effective as a learning strategy. A
form must be filled out and approved by the principal at least three weeks
prior to the field trip. Teachers must follow the divisional guidelines found
in admin procedures 259, 260 and 261. These forms are available at the office
and can also be found on the divisional website.

Teachers should also check the school google calendar for any conflicts and
consult with staff regarding potential student absences. If conflicts arise,
notify the administration if necessary to work out a solution.
Once a field trip has been approved, parent letters along with permission
forms must be sent home and returned signed to the school.
Teachers are required to book their own transportation for field trips. Copies
of the detailed itinerary/parent letter must be submitted to the principal as
well.

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Guest Speakers
You may wish to have guest speakers address your classes. Please check
carefully their suitability and cost and get administrative approval prior to
their visit.

Private Vehicle Use

Staff members are not permitted to transport students unless they possess a
class four drivers’ license. Staff wanting to drive school buses for
extracurricular events must have the proper license and pass a driving test to
be arranged by the divisional transportation coordinator.

Staff Private Property

Any private property that a staff member brings to school is not covered by
school insurance and is solely the responsibility of the staff member, even if
the property is used for the benefit of students. The school will not insure or
reimburse for lost, stolen or damaged personal property.

Videos and movies in class

Videos and movies must have educational value in order to be shown in
class. Teachers must get administration and parental permission to show any
movie or video that is potentially controversial. For classes that use a lot of
videos, the teacher can use a single form that lists the titles of videos or the
type of videos that will be shown. Generally, only media with a direct
relationship to the program of studies should be used in the classroom.
Copyright laws must be adhered to.

Computer Use
The use of the school computers by students is considered a privilege. All
staff members have a responsibility to ensure that students are not misusing
the computers or the network system. Students and their parents/guardians
must sign a computer use agreement that states the student will not use the
school computers illegally or inappropriately. Staff members are to notify the
administration whenever they encounter a student breaking this agreement.
Students will have their access to the computers restricted or cancelled if
they are found breaching this agreement. ​Encourage all students to
change their password and protect it from use by other students.

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Cheating / Plagiarism Policy
In academic contexts, cheating or plagiarism is defined as the act of:
● Presenting the work, words, ideas, solutions, or creations of others as
your own
● Allowing your work, words, ideas, solutions or creations to be
presented by others as their own
● Attempting to obtain solutions or answers from another student
during a test
● Attempting to provide solutions or answers to another student during
a test
● Use of a cell phone or other technological device without permission
during a test
● Attempting to steal instructional materials or answer keys from the
teacher or school files
Cheating or plagiarism has not occurred when a student:
● Has worked collaboratively on an assignment
● Has discussed an assignment with others then completes the
assignment on their own
● Has made obvious attempts to credit the sources of ideas or words in a
composition

A teacher who suspects a student of cheating or plagiarism will meet with

the student to discuss the incident and determine if either has occurred. If
either has occurred, the teacher will:
● Adjust the mark for the assignment or test accordingly
● Document the incident and notify the administration of the offence
● Notify the parents/guardians of the situation
● Use discretion in letting the offending student make up the
assignment

If the same student is found to have cheated or plagiarized a second time

he/she will be suspended from school for not less than one day and a
meeting held with the parents to discuss possible re-instatement conditions.

A student who is accused of cheating may appeal in writing to the teacher

within five days of the accusation. The teacher will meet with the student
and parents/guardians to review the evidence and make a decision. The

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teacher must also inform the student and parents/guardians that if they are
not satisfied with the decision, they can make a written appeal to the
principal within five days of the last decision. The principal and a mutually
acceptable teacher will review the case and make a final decision.

Budget and Teaching Supplies

Each staff member is responsible for maintaining major capital equipment or
material under their care. Record keeping of technological supplies will be
maintained at the office. Any requests for teaching supplies, classroom
supplies, or technological equipment must be made to the principal.
Individual teachers will be allotted $100 each for general classroom supplies.
Subject specific budget allotments are discussed with the principal on a year
to year basis. All co-curricular off site activities require principal approval.

School keys
Teachers are responsible for keeping their school keys secure. If you lose
your keys, immediately notify the office so that appropriate action can be
taken. Please see Monica Sharp if you need any changes made to your keys.

Photocopier Use
In order to minimize the high cost of photocopying, please ensure you
properly program the copier to minimize wasted copies (double side) and
only copy things that are needed for your class. Color copies should be used
only when necessary. Large color print jobs require administration approval.

Access to the Building

The school’s doors are typically locked and staff will require their fob to
access the building. The alarm must be turned off using the fob system and
the staff member must sign in on the clipboard. When you leave the building
you must sign out on the clipboard and check to see if anyone else’s name is
still showing as “in”. If no one else is checked in, the staff member must set
the alarm and leave the building within 30 seconds.

Flex/Advisor
Students in grades 6-8 will have a 25 advisor block Mon - Thursday with
their designated advisor teacher. Advisor activities will be planned and
facilitated by the associated teacher. Students in grades 9-12 will have a 25
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minute flex block Mon - Thursday. Flex block will allow the opportunity to
work on course work of their choosing or to do daily reading.

Learning Commons

The purpose of the Learning Commons is to provide students a flexible space

for learning. The concept of a Learning Commons is a shift in thinking from
a Library as a physical space that is a repository of books, to an inclusive,
flexible, learner-centered, physical and/or virtual space for collaboration,
inquiry, imagination, and play to expand and deepen learning. Our Learning
Commons is an agile and responsive learning and teaching environment
available to individuals and groups to use for multiple, often simultaneous,
purposes. It supports literacy, numeracy, competency development, and
student learning outcomes through access to and instruction in the effective
use of print and digital resources. The Learning Commons approach
functions best through collaborative planning, teaching, and assessing.

Professional Learning

Professional Learning Funds

Budgetary resources are allocated each year for individual teacher’s
professional learning. Teachers are encouraged to seek out professional
learning opportunities to enhance their own professional growth and
improve student learning. Teachers can access a total of $500 per year from
the school’s budget for professional learning purposes. In order to access
these funds, one must first get approval from the principal. The criteria to
attend a professional learning activity includes: meeting budgetary
requirements, identification of potential learning and professional growth,
and alignment with school improvement plan/school goals. Upon approval
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and attending the professional learning activity, teachers must complete a
P.D. Expense Claim form that is available in the office. Professional learning
opportunities that exceed the $500 allotment require further consultation
with administration.

Site Based Professional Learning

There are a total of four site based professional development days each
school year in addition to the start-up days prior to the first day of school. A
yearly professional learning plan will be developed by administration to
coincide with our school improvement plan as we continue the collaborative
work on our school goals. Site based professional learning days will be a
blend of guest speakers and collaborative staff work as we continue to
improve individually, collectively as professionals, and as a learning
community. Data collection from all stakeholders and sources is considered
in the development of the professional learning plan.

Interschool Collaboration Days

There are a total of 3 interschool collaboration days each school year, which
allow teachers the opportunity to work with colleagues from around the
division on various projects and professional learning opportunities. Staff
members may choose to host their own sessions or sign-up for a posted
session of their choice. It is the responsibility of each staff member to report
which session they are taking part in to the principal.

Fire Drill and Lockdown Procedures

Fire Drill Procedures

See Safety Response Plan

Lock Down Procedures

See Safety Response Plan

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