Commissioner’s Regulation 155.17

Updated July 2024

The Livingston Manor Central School District, district-wide comprehensive emergency response plan was developed under the guidelines found in the S.A.V.E. Legislation. The specific sections of this law are found in the New York State Education Law, Chapter 16, Title II; Article 55, titled: Regulation by Boards of Education of Conduct on School District Property; sections 2802; 2801-a; and 2814. In addition, our district-wide and our building-level emergency response plans follow the New York State Commissioner of Education’s Regulations for school safety plans, regulation 155.17.

1. The district-wide safety plan will be directly linked to the individual building-level emergency response Plans. Protocols developed in the district-wide school safety plan will guide the development and implementation of the building-level emergency response plans.

2. In the event of an emergency or violent incident, the initial response at an individual school will be by the building-level emergency response team for that school.

3. Once the superintendent or designee is notified, the district-wide emergency response team may be mobilized to respond, depending on the size and type of emergency or incident in the individual school. If district resources other than those available in the affected building are to be used, the district-wide emergency response team will be activated. Local emergency officials will be notified, if appropriate and if not already done so by the building-level emergency response team.

1. The district-wide school safety plan shall be monitored and maintained by the district-wide safety team and will be reviewed annually on or before September 1st of each year.

2. The basic district-wide school safety plan, which excludes protected and confidential information, will be made available at the central administrative office for public inspection and comment thirty days prior to adoption. The district-wide school safety plan may be adopted by the school board only after at least one public hearing which provides for the participation by school personnel, parents, students, and any other interested parties. The plan must be formally adopted by the board of education at a public meeting.

3. The building-level emergency response plans shall be confidential and not be subject to disclosure under Article 6 of the public officers law or any other provision of law in accordance with New York State Education Law, Chapter 16; Article II, Section 2801-a.

4. The district-wide school safety plan, which excludes protected and confidential information, shall be made available on the district website and upon request.

5. Full copies of the district-wide school safety plan and any amendments will be submitted to the New York State Education Department within 30 days of adoption.

6. Full copies of the district-wide school safety plan, with the individual building-level emergency response plans, will be given to all emergency services that will respond to a particular district building. In addition, a full copy of the district-wide school safety plan will be given to the New York State Police Zone Headquarters in Liberty and the Sullivan County Sheriff’s Department.

7. Full copies of the combined district-wide school safety plan will be maintained at the central office for the district.

1. Each school will identify and locate areas of potential emergencies in and around their building. The director of facilities will locate and map these sites. These sites are to include electrical, gas, heating, ventilation, water supply and sewage systems locations and shut-off valves. Representatives of Sullivan County BOCES and local fire department personnel have assisted and will continue to participate in these efforts.

2. These sites of potential emergencies will be listed in each building-level emergency response plan supplied to police, fire, emergency management services, and district personnel.

3. Potentially dangerous sites will be checked regularly and inspected by building safety personnel on a regular schedule, at least annually. They include but are not limited to:

   1. System Sites:

      • Electrical panels/shut-offs

      • Gas lines/shut-off

      • Gas appliances

      • Sewage system

      • Structural failure

      • Ventilation/air conditioning

      • Water supply/shut-off

   2. Environment Problem Sites:

      • Chemical storage

      • Cleaning supplies

      • Paper supply storage

      • Industrial arts room

      • Science rooms and labs

   3. Site Considerations:

      • Isolated areas near the school

      • Nearby streams, ponds, rivers (flooding)

      • Steep areas near school

      • Unprotected exterior gas/electric, air conditioning supplies or equipment

      • Dangerous and outdated playground equipment

The Building Principal, in consultation with the Superintendent, shall annually designate a threat assessment team to provide ongoing support and information in order to identify, and access individuals who may be potential threats to safety, with the intent of minimizing acts of violence in the school community. The threat assessment team may be composed of, but not limited to, the following personnel from both within the school and the larger community, as appropriate: building administrators, school nurse, school counselors, local mental health and social service providers, law enforcement, school resource officers, security personnel, bus drivers and facilities and maintenance personnel. The team shall endeavor to meet at a minimum, once a year. The team shall be mindful of the need for discretion and observance of confidentiality requirements.

Students shall be encouraged to bring their concerns to any district employee. If a district employee becomes aware of a threat to the school community, the Building Principal shall be informed and he/she will convene the threat assessment team. The Building Principal may require the participation of the following additional individuals who may have specific knowledge of the potential perpetrator: supervisors, teachers, students and parents. The Building Principal is responsible for keeping the Superintendent informed about the activities of the threat assessment team. Threat assessment team members shall receive appropriate training.

1. The District procedure for cancellation:

   • The superintendent makes the determination after consultation with the director of facilities, district administrators, and/or the county emergency management office.

   • The superintendent or designee contacts local radio and television stations, using the code system in place.

   • The superintendent or designee may initiate the School Messenger system.

   • The designated superintendent designee is authorized to follow this procedure if the superintendent is unavailable.

2. The district procedure for early dismissal:

   • Superintendent or designee decides on an early dismissal.

   • Director of transportation is notified to supply buses.

   • Central office and building administrators are informed.

   • Staff and students are informed of closing.

   • Parents are notified of early dismissal through media contacts (radio stations, television, and website.) A message will also be sent to all parents/guardians who have signed up for their school’s School Messenger.

   • Parents of elementary and middle school students will provide the school with alternative locations to bring their children in the case of an early dismissal if they are generally not home.

3. Procedures for evacuations: Procedures for evacuations will be developed by the building-level safety team in conjunction with the district’s director of transportation and are found in the building-level emergency response plans. The evacuation procedures are specific to each school. They include but are not limited to:

   • Evacuation before, during, and after school

   • Evacuation routes (internal and external)

   • Sheltering sites (internal and external)

   • Procedures for addressing medical needs

   • Transportation and pedestrian evacuation plans

   • Notification and communication procedures (superintendent and parents)

4. Procedures for sheltering-on-site:

   • Procedures for sheltering-on-site are found in the building-level emergency response plans. The procedures are specific to each school and situation. Shelter-on-site procedures and weather safety zones are designated in each building.

5. Procedures for sheltering-off-site:

   • Each building has identified off-site sheltering facilities to be used in the event of emergencies when transportation is not available. These are included in each of the building-level emergency response Plans.

6. Emergencies include but are not limited to:

   • Biological/Chemical Contamination

   • Incident Floods

   • Bomb Threat

   • Intrusions

   • Kidnapping

   • Explosion

   • Fire

   • Civil Disturbance

   • Communicable Disease

   • Hazardous Materials

   • High Winds/Storms

   • Hostage Taking

   • School Bus Accidents

   • Suicide

   • Suspicious Packages

7. Other emergencies may be caused by national or regional events, including acts of terrorism. District schools will consider and follow the recommendations of local, state and federal officials.

Following the COVID-19 pandemic, school districts in New York are required to have a plan for how children will be educated if a school or schools must close under emergency conditions. These Emergency Remote Instruction Plans (ERI Plans) are included as part of the district-wide school safety plan, which is reviewed annually by district and building-level emergency response teams, adopted annually by the Board of Education and submitted to the New York State Education Department.

To help inform our Emergency Remote Instruction Plan, the district completes an annual Student Digital Resources data collection report to better understand the level of access students have to devices (e.g., laptop, Chromebook, cell phone) and the Internet. Livingston Manor Central School requests that the parents and guardians of enrolled students complete the New York State Digital Resources Family Questionnaire.

The purpose of this survey is to ensure that, to the extent possible; students can access the Internet and receive remote instruction, if necessary, under emergency conditions. This survey is conducted on an annual basis. Students and families may update their access information at any time by contacting the student’s school. It is our goal that this plan is aligned with the information provided by families in the Student Digital Resources data collection.

The district has also developed a plan for communicating all necessary information should a school or schools need to close. The district will use existing internal and external communications channels to notify staff, students, and families/caregivers about remote learning schedules with as much advance notice as possible. This communication will include information about how computing devices (e.g., computers, hot spots, etc.) are being disseminated to students and families who need them. When the school needs to close and move to remote instruction, the district will notify staff, students, and family/caregivers by the Thrillshare phone messaging system, if needed use teachers and staff to notify families individually. In addition, students and staff receive information through emails and via Google Classroom/SeeSaw.

The school will communicate with students when to bring home school computing devices as needed.

The district will provide students and their families with multiple ways to contact schools and teachers during remote learning, including through Google Classrooms/SeeSaw, student email, or via phone.

To support remote learning, the district will make computer devices available to all students and families who need them. If the need for remote instruction is anticipated, the district will direct students and staff to bring school computing devices home. The district will use information from the Student Digital Resources survey to determine if additional accommodations are needed for student access to the internet. If additional technology resources are needed, the district will either deliver devices to student homes or coordinate a time that the family can pick up computing resources.

To the extent possible, the district will also support students and families with accessing the Internet at home by providing them a hotspot. Where that is not possible, the district will work with community partners to secure Wi-Fi access points for students and families so that they may participate in remote learning. Community organizations and local public spaces to ensure students have access to Wi-Fi access points are located at the Public Library. In emergency remote instruction conditions, students and staff may also access the school Wi-Fi at the back parking lot.

There will be those students in our community for whom remote learning through digital technology is not appropriate or possible. For these students, the district will assess each student’s individual needs and whether in-person learning is an option. Other methods that will be considered include instruction by phone and/or the delivery of hard-copy materials to the student’s home.

Staff will deliver instructional instruction from the school building if possible. However, the district will also take steps to ensure that school staff members have the necessary tools, i.e., computing devices and Internet access, to deliver emergency remote instruction from their place of residence. Teachers will use school computing devices and have access to Wi-Fi to deliver remote instruction.

To ensure high-quality remote learning experiences, the district has standardized the use of a single online learning platform, SeeSaw (PreK-2) and Google Classroom (3-12), to the extent possible, and developed a common, coordinated set of guidelines for teachers to follow when using the platform with students. Students will bring home computing devices. Where students may not have adequate internet service, the district will work with the family to provide access.

Our district has developed an emergency remote instruction plan that would support all students. When a remote learning model is necessary, certain groups of students will be prioritized for in-person learning to the greatest extent possible, depending on the nature of the emergency. This includes, but is not limited to, special education students, English language learners, and students with technology or connectivity needs.

Acknowledging that the typical content in each grade level or course may need to be adjusted, content will be prioritized to ensure that students receive instruction for the prioritized learning standards, key understandings, and skills necessary for students’ success in future study.

Instruction will focus on “core” subject areas; however, elective courses will continue to be offered in a remote learning environment. All instruction will continue to be aligned to the New York State Learning Standards.

Virtual learning schedules have been developed by grade level. If an emergency requires the district to move to virtual learning, these schedules will be shared with students and families according to the communication strategies outlined earlier in this plan. Students will be given opportunities to engage with teachers and classmates through live instruction, question and answer periods with teachers and group work (i.e., synchronous learning). Teachers will ensure that their students are directly engaged with them and their class peers in experiential learning on a regular basis. Supplementing this time will be self-guided projects, readings and other age-appropriate assignments that can be completed by the students remotely (i.e., asynchronous learning).

Based on the learning model we have developed, teachers will follow the school year schedule to meet and instruct students. An office hours schedule will be provided to students so that they can receive extra help. Extra help will also be provided as needed. In addition, extra help and instruction can be provided upon return to in-person instruction.

The district recognizes that there will be students for whom remote instruction via digital technology is not appropriate. In an emergency, as the district is assessing which students need devices or access to the Internet, the district will also assess which students may require additional support. Depending on the nature of the emergency, this may involve some level of in-person instruction for these students either at the school building within the district or at a community location, as appropriate. These decisions will be made in partnership with local health officials and emergency personnel, as applicable. Other instructional methods that will be considered include instruction by phone and/or the delivery of hard-copy materials to the student’s home.

When appropriate the school would bring students into the building or another location to provide synchronous instruction.

Teachers will be provided with technology and opportunity to collaborate with faculty staff on remote learning best practices. The district will provide needed training as appropriate.

• All students will follow their "Remote Emergency Day" school schedule including study halls and lunch periods.

• Students cannot enter a class's virtual session until the beginning of the period and they must exit once the period is over or when the teacher ends the session.

• Students should attend a virtual session in a quiet location.

• Students are to stay on mute until the teacher directs them to unmute.

• Students are to be respectful in all chats and other types of digital correspondence.

• Students are to be respectful during class. This means, listen to the teacher and your classmates.

• Students are to use the virtual class sessions to learn new materials, revisit assignments, and ask for help.

• Students are not allowed to record contact time sessions.

• If a student witnesses a classmate not meeting an expectation, they are to notify their teacher immediately.

• If you are having difficulties email your teacher or guidance counselor.

• Teachers should be instructing students virtually via Google Meet or Zoom, which can be accessed in your Google Classrooms.

• Please make sure all students are on your Google Classroom rosters, including study halls.

• Teachers should begin the meeting at the assigned start time of the class and end the session at the regular end time of the class.

• Teachers should use the lesson structures as they would regularly use. If students are working independently, they should stay on the Google Meet/Zoom until the class is over.

• Teachers should take attendance via School Tool based on who attends the Google Meet/Zoom.

• For study halls, teachers should stay on the Google Meet/Zoom in case a student needs assistance with work they are completing.

• Grades PreK-4

  • Electronic Devices will not be sent home. Work will be sent home in advance by teachers and/or sent to parents via email by 9:00 am on Remote Snow Days

  • Classroom teachers will send an email link to parents providing a Google Meets/Zoom invite where they will be available to provide synchronous and asynchronous instructional assistance from 10:00 AM to 11:00 AM

  • AIS and Special Subject Area Teachers will send an email link to parents providing a Google Meets/Zoom invite where they will be available to provide synchronous and asynchronous instructional assistance from 1:00 PM to 2:00 PM

  • When a remote learning model is necessary for an extended period of time, virtual learning schedules have been developed by grade level. If an emergency requires the district to move to virtual learning, these schedules will be shared with students and families according to the communication strategies outlined earlier in this plan.

• Grades 5-12 Remote Plan

  • During Remote Instruction all students in grades 5-12 will follow an established daily schedule.

  • Synchronous and/or asynchronous work will be provided to students from their respective classroom teachers through Google Classroom and/or Zoom.

  • Attendance credit will be given to students who participate remotely through Google Classroom/Zoom or by submitting the activities and assignments assigned on the Remote Instruction Day.

• Instruction plan for students when technology is not available or appropriate

  • In the event of an emergency closing and the need for remote instruction, those students who are unable to access technology from their home will receive paper copies of material covered upon return to in person instruction. Tutoring may also be utilized upon return to in person instruction.

  • If feasible, the district will provide “hot spots” to support internet connectivity.

  • In the event that remote instruction is necessary for an extended period of time, paper copies of materials will be made available for pick up at the school or can be delivered to the student’s home and school staff will communicate via telephone

Based on the learning model we have developed, students with disabilities and/or an Individualized Education Plan will continue to receive support services in accordance with their individualized education plans (IEP) should remote learning become necessary. It is the expectation that all service providers (e.g., teachers, paraprofessionals, related service providers) will sign-on to the remote learning platform to support students as needed. This will include large classroom settings in the remote learning environment, as well as the use of breakout rooms or one-on-one virtual meetings as necessary.

Special education and related services will be provided in accordance with students’ individualized education plans to ensure the continued provision of a free appropriate public education. Service providers have all been trained to continue service and work with families in anticipation of remote learning.

The district will follow its existing engagement and communication protocols with parents regarding the provision of special education services for their child.

• If remote learning should occur for any extended period, the district will provide meals, provide training for teachers on signs/symptoms to look for to identify students in distress and communicate to students, staff and families/caregivers mental health resources and call line information.

• Teachers will document students’ logs of asynchronous, synchronous, one on one instruction and attempts to instruct.

• Meetings will take place remotely with all providers and will be school directed.

• The district ensures there is an understanding of the provision of services consistent with the recommendations on/individualized education programs, plans for monitoring and communicating student progress and commitment to sharing resources. The CSE chairperson, as well as case managers will ensure such understanding.

• The district has coordinated with special education teachers, support staff, and service providers to ensure that each student with an IEP is receiving the same quality of services that would occur in an in-person environment. The CSE chairperson will check on compliance of the IEP requirements and administrative staff will review quality of service and student logs. The Principal and staff will reach out to families to follow up with instruction.

• The district ensures access to the necessary accommodations, modifications, supplementary aids and services, and technology (including assistive technology) to meet the unique disability-related needs of students. The district will provide assistive technology through school computing devices. Teacher Aides will support students by attending class remotely with the student and then follow up at a separate time with the student outside of class time.

• Our special education teachers will adapt all digital and hard copy instructional assignments (when applicable) to provide accommodations and modifications.

• Related service providers (school counselors, social workers, school psychologists, and speech therapists/pathologists, etc.) will provide services for their students during virtual teletherapy sessions and phone calls.

• Specifically, the Livingston Manor Central School District is providing equitable access for students with disabilities to participate in the continuity of learning provided to all students by completing the following:

• General Education and Special Education teachers collaborate through our Learning Management Systems, virtual lessons, and during the creation of hard copy assignments to provide equitable instruction that is aligned with our students' IEP goals, accommodations, and modifications for students enrolled in general education classes with special education support.

• Self-contained classroom Special Education teachers will continuously differentiate their educational materials (digital and hard copy) in alignment with our students' IEP goals, accommodations, and modifications.

• Related service providers are aligning their teletherapy, telephonic sessions, and asynchronous sessions to their students' specific IEP goals, modifications, and accommodations.

• Our Special Education teachers and Related Service Providers are progress monitoring our students' IEP goals and are providing educational accommodations and

• Modifications. Examples of the provided accommodations and modifications are as follows:

• Assignments and assessments read (via Google Hangout Meet/Zoom virtual sessions and phone calls).

• Recorded directions.

• Extended time for assignments and assessments.

• Students were taught and are using a text to speech application with our Chromebooks.

• Students were taught how to share their virtual session (Google Hangout Meet/Zoom) screen so the teacher can support them in real time.

• Enlarged text.

• Modified curriculum.

• 1:1 specialized instruction using Google Hangout Meet/Zoom virtual sessions and phone calls.

• The estimated number of instructional hours the district would claim for state aid purposes for each day spent in remote instruction due to emergency conditions is outlined below. The district estimates that:

• High School and Middle School (7-12) students will be provided with 5.5 hours of instructional time per day.

• Elementary School (PreK-6) students will be provided with 5 hours of instructional time per day.

• Surveillance cameras placed in various locations on campus.

• Photo ID cards are issued to staff and tags to visitors, plus a sign in and sign out log. 

• Raptor Visitor Management system Swipe card system used for all visitors.

• Visitors are required to wear a “Visitor” tag.

• All outside doors remain locked, but will be accessible as an exit.

• Social Sentinel used for anonymous reporting. 

• Buzzer system with camera at the main entrance.

• Ballistic film placed on windows

• Panic buttons placed in offices

• Lockdown signs in the cafeteria and both gymnasiums that communicate with the panic buttons 

• Blue strobe light on outside of building to indicate a lockdown

• Orange strobe on outside of building to indicate individuals with mobility challenges

• Looking to add additional security personnel 

The District has agreements with the Sullivan County Sheriff’s Department for the School Resource Officer (SRO) Program that maintains full day coverage at the district school building.

The role of the SRO is divided into three areas:

Educator

Informal Counselor

Law Enforcement Officer

All SRO’s participated in training by the New York Police Juvenile Officers Association and have been strategically assigned to each school. The SRO shall not act as a school disciplinarian, as disciplining students is a school administration responsibility.

The State of New York has developed a web-based system designed to enhance the state’s ability to alert the public in emergency situations and respond after disasters. The system is known as NY-ALERT, which utilizes a single web-based portal (webpage) that integrates numerous gateways for the dissemination of emergency alerts to the public, including schools. NY-ALERT will provide National Weather Service bulletins about severe weather, advisories on road closures, recommended emergency protective actions for fast-breaking incidents and other emergency response information from federal, state and local authorities. This feature will utilize e-mail, facsimile transmissions, cell bursting, short messages service (SMS), web-posting, text message and dial-out voice messaging to rapidly transmit messages.

The superintendent shall notify the commissioner of education, as soon as possible whenever the emergency plan or building-level school safety plan is activated and results in the closing of a school building in the district, and shall provide such information as the commissioner may require. Such information need not be provided for routine weather emergency days. {*New York State Department of Education, Commissioner’s Regulations, 155.17 school safety plans, paragraph (h)}.

1. The list of school personnel who would be available in emergency situations will be developed by the building safety team, with a copy of all building lists maintained at the central administrative office. The list may include, but is not limited to, the names of all the staff members, with the school/office and home telephone numbers and the following:

   1. Medical

      • School nurse

      • Emergency medical technicians- trained

      • First aid trained staff

      • CPR/AED trained staff

   2. Security

      • Principals and assistant principals

      • Director of facilities and operations

      • Custodians

      • School resource officer

   3. Emergency

      • Principals and assistant principals

      • Members of fire companies

      • School nurses

      • School resource officers

      • Staff with EMT training

   4. Post-Critical Incident Response Personnel

      • Principals and assistant principals

      • Staff psychologists

      • Guidance counselors

      • Social workers

   5. Department of Building and Grounds

      • Director of facilities and operations

      • Custodians

   6. Department of Transportation

      • Director of Transportation, Rolling V.

2. Emergency Equipment

   1. Each building-level emergency response plan will include a list with the location of emergency equipment available in each school:

      1. Medical supplies

      2. Medical equipment

   2. Emergency Communication Equipment

      1. Each building-level emergency response plan will include a list, including the location in the building, of all communication devices available:

         • Portable radios (walkie talkies)

         • FAX machines

         • Networked computers

These resources will be found in the individual building-level emergency response plans and on file at the central administration office.

1. Officials authorized to make decisions and their succession:

   1. Superintendent

   2. Superintendent’s designee

2. In the event that no member listed above is available, succession will devolve to:

   1. Business official

   2. Director of building and grounds

3. District personnel assigned to provide assistance:

   1. Medical and psychological services personnel as listed in the individual building-level emergency response plans

1. Each building-level school safety team will conduct training each school year on their building-level emergency response plan. This training will be included in the various meetings, drills and training sessions conducted by the building principal.

2. All required staff training provided by Sullivan County BOCES will be completed annually (i.e.: blood-borne pathogen; hazardous materials; right-to-know).

3. Any required student safety training will be completed by or under the supervision of appropriate district staff.

1. The building principal shall be responsible for conducting the below emergency response procedures outlined under their building-level emergency response plan. The types of drills to be conducted include, but are not limited to:

   1. Actual Drills:

      • Fire

      • Emergency dismissal/evacuation

      • Stay-put

      • Shelter-in-place (weather related)

      • Bus emergency evacuation

      • Lockdown

      • Lockout

      • Medical/AED emergency

   2. Building-level Emergency Response Team Table-Top Drills:

      • Intruder in the building

      • Weapon in the building

      • Serious violent incident

      • Gas leak

      • Shelter-off-site

      • Power failure

      • Bomb threat

   3. Communication System Checks

2. Appropriate staff training will be provided to ensure effectiveness.

3. Schools will keep a record of all building drills, exercises and training.

The best way to train students and staff on emergency response procedures is through annual drills and exercises in the school building. Based on the determination of the District Wide School Safety Team and the Building-Level School Safety Team, at a minimum, the following methods may be used:

• Shelter-In-Place – Used to shelter students and staff inside the building.

• Hold-In-Place – Used to limit movement of students and staff while dealing with short term emergencies.

• Evacuate - Used to evacuate students and staff from the building.

• Lockout - Used to secure school buildings and grounds during incidents that pose an imminent concern outside of the school.

• Lockdown - Used to secure school buildings and grounds during incidents that pose an immediate threat of violence in or around the school.

• Early Dismissal

• Table Top exercises/Active Shooter

• On-site Law Enforcement Tactical Training

• Relocation and Rapid Bus Recall

• Casualty Care

The board of education appointed a district-wide safety team that included the required representatives. The district-wide safety team meets several times to review and make changes in the district-wide plan for presentation to the board of education for their review and approval.

Name, title, agency

• John Evans, Superintendent, LMCS

• Adam Larson, HS/MS Principal, LMCS

• Julie Buck, Elementary Principal

• Jeff Froehlich, Business Administrator & Parent, LMCS and Community

• Christopher Hubert, Dorector of Educational Programs, Services and Athletics, LMCS

• Ryan Vogler, Buildings & Grounds Superintendent, LMCS

• Marlyn Peters, Superintendent’s Secretary, LMCS

• Chris Towsley, Guidance Counselor, LMCS

• Paul Favata, High School Teacher, LMCS

• Jaime Snow, Parent, Community

• Mary Davis, School Nurse/Community

  Member/Parent,

  LMCS

• Christopher

  Tuleweit, Fire Chief, Livingston Manor

  Fire Department

• Alex Rau, President of the Ambulance Corp., Livingston Manor

  Ambulance Corp.

• James Buck, School Board President, LMCS

• Deputy Jason

  Beebe,

  School Resource Officer,

  .

  Sheriff ’s

  Department

• John Hauschild,

  Sullivan Co. Fire Coordinator, Sullivan County

  Emergency

  Personnel

• Alex Rau, E911

  Coordinator,

  Emergency Communications, 911

  Department,

  Sullivan County

  Emergency

  Personnel

• Tom Farney, Commissioner of Public Safety,

  Sullivan County

  Emergency

  Management

• Fred Marks, Transportation Services, Rolling V. Bus Inc.

A printable copy of this plan is available here.