Drop, Cover, Hold/Shelter in Place Drills (Flagship update)

What

Drop, Cover, Hold/Shelter in Place Drills (Flagship update)

When

3/21/2025, 11:30 AM – 11:41 AM

End of 2nd period @ Flagship & Olguin

Drop/Cover/Hold On (Earthquake)
This action provides maximum protection during an earthquake or other emergency where the risk of flying or falling debris is present. There is typically no advance warning or signal given. During earthquake drills, teachers should supervise students and be alert to the position of each student during the entire drill.

Signal: The signal for the drill is the following PA announcement:
"Your attention, please. This is a drill. As you are aware, we are experiencing some seismic activity. For everyone’s protection, all students should follow drop, cover, and hold on procedures, which means you should be in a protected position under a table or desk, away from windows and anything that could fall and hurt you. Hold this position until the shaking stops or you are given further instructions. This is a drill.”
Indoor Earthquake Procedures
1. Drop to knees, facing away from windows.
2. Get under desks or tables and hold on to the furniture where possible.
3. Fold body onto the floor with arms close to knees.
4. Place the head as far as is possible between knees and grasp the furniture legs.
5. Stay in this position until the shaking stops.


Shelter in Place (Outdoor airborne contaminant or other hazard)
The Shelter in Place action protects students indoors from airborne contaminants or other environmental dangers that are present outside. Shelter in Place includes the shutdown of classroom and building Heating, Ventilation, and Air Conditioning (HVAC) systems, as no one should be exposed to outside, contaminated air. Ensure that multiple people on campus are trained and designated to shut off all HVAC systems in the event of an incident and that these members practice the shutdown procedures each semester. Schools are encouraged to clearly label shut-off switches so that they will be easy to find and operate, and pictures of switches and shutdown directions can be stored in a binder with a school map and uploaded to the ISSP for the Security/Utilities emergency team.
Note: Administrators may manage environmental discomforts that do not require Shelter in Place measures (such as inclement weather or smoke odors from a wildfire) by implementing an Indoor Activities Schedule. This is accomplished by closing all doors and windows and running the air conditioning, as school HVAC systems can improve air quality, due to better filtration than typical home systems. An Indoor Activities Schedule can be implemented as necessary by an administrator.
The difference between Shelter in Place and Lockdown is that a Shelter-in-Place includes the shutdown of HVAC systems and allows
for the free movement of students within a building. However, classes in bungalows and buildings with exterior passageways will have to remain in the classroom during a Shelter in Place.

Signal: The signal for the drill is the following PA announcement:
"Your attention, please. This is a drill. We are implementing a Shelter in Place, due to an outdoor environmental hazard. Students and staff are to remain inside the building away from the outside air with windows and doors securely closed and heating and air conditioning units turned off. Please cover any cracks under the door or around the windows with towels. Cover any vents to the outside. All students and staff who are outdoors are to immediately move to the protection of a room indoors. As soon as we have further information, we will share it with you. This is a drill."
Shelter in Place Procedures:
1. All classes will remain in their rooms.
2. Direct any students in hallways into the nearest classroom.
3. Physical education classes or other classes meeting outdoors will proceed into the gym, auditorium, or multi-purpose room.
4. Have students face away from windows and keep their backs toward windows.
5. Close all doors and windows and move students away from any sources of outside air. If possible, cover windows by lowering blinds, closing slots, drawing curtains, or pulling shades.
6. Turn off the HVAC units/systems.
7. Cover any vents or holes with posters, paper, or plastic. Use wet paper towels to fill gaps under doors or windows. Block the exchange of air to the outside by putting laminated posters over vents.
8. Turn off gas, lights, power equipment, and appliances.
9. Take and report attendance, as possible. Teachers are to account for any students with a cognitive disability who may not have understood the directions.
10. Remain in a protected area until further instructions are received from official sources.