Phillips Emergency Planning
Crisis Planning Manual 2022-2023
Table of Contents
Introduction
Responsibility of Crisis Team
Responsibility of the Principal/Assistant Principal
Responsibility of Administrative Assistant
Responsibility of Faculty
Responsibility of Custodial Staff
Responsibility of School Nurse
Responsibility of Guidance Counselor/Social Worker /
School Psychologist / Team Chair / Behavior Specialist
A.L.I.C.E.
Emergency Codes
Fire Drill Assignments
Off-Site Evacuation Procedures
Procedures for Death of a Parent
Building Personnel Certified in Emergency Assistance
Crisis Response Team Members
Emergency Telephone List
A.L.I.C.E. Letter to Parents/Early Dismissal Letter/Early Dismissal Release
Introduction
PHILOSOPHY:
The school community has a responsibility to provide a safe and secure environment where students can experience physical, emotional, and academic growth. Realizing each situation will be unique; our intention is that these procedures suggest supportive communication, steps, and guidance for school staff and families in response to crisis situations. Good planning and training will facilitate a rapid, coordinated, effective response when a crisis occurs.
DEFINITION OF A CRISIS:
A crisis is an event that has an unpredictable and extraordinary impact. Examples include fire, bomb threat, a medical emergency in or outside the building, serious traffic accident, intruder, the sudden death of a student or school staff, bioterrorism, threat or act of violence, natural disaster, bus accident, or any unforeseen emergency.
GOALS OF THE CRISIS TEAM:
Keywords: mitigation, prevention, preparedness, response, and recovery.
To ensure the safety and security of the student body and staff.
To avert further trauma.
To assess the level of crisis and the appropriate response to the event.
To collect and communicate pertinent and accurate information to staff, students, parents and the media. (The superintendent in conjunction with the principal is the only spokesperson.)
To guard confidentiality as it relates to privacy issues.
To provide normalcy and structure to help maintain the integrity of the school.
To dispel rumors.
To communicate ongoing information as needed.
To provide needed support and resources for students and staff.
To review and revise the crisis response manual with respect to its effectiveness.
CONVENING THE CRISIS TEAM:
The principal of the building will convene and chair all meetings of the crisis team.
In his/her absence, a designee will preside. The designee will be the school assistant principal or school team chair.
Crisis Team Zoom Link:
https://watertown-k12-ma-us.zoom.us/j/84436437090
The link can be found on the school calendar on the first day of the month each month.
RESPONSIBILITIES OF THE CRISIS TEAM
Determine if a crisis is occurring.
Identify the type of crisis that is occurring and determine the appropriate response.
Assess the level of crisis to determine if other authorities need to be notified.
Discuss if any legal issues exist. Refer as necessary.
Adapt and implement the crisis protocol.
Determine the method of notifying faculty and staff; i.e., an emergency before school meeting: using phone-tree, e-mail or PowerSchool.
Share information between educational levels and among schools as appropriate.
Ascertain the extent of impact and the populations most likely to be affected.
Decide on the level of confidentiality. Refer to the appropriate protocol.
Refer all media inquiries to the Superintendent.
Assist Principal with designated tasks; share updates, and gauge the well being of the school community.
Provide normalcy and structure to help maintain the integrity of the school.
Model appropriate reactive behavior.
Set up a schedule for the day, week, etc.
Assume the roles of facilitators and leaders in the school community throughout the crisis – provide guidance and support.
Remain alert to the needs of students, staff, parents, community members, etc.
Determine if assistance from outside resources will be required. Consult with proper administration to initiate and coordinate outside resources utilization: i.e., mental health partners, counselors from other buildings in the system, or outside consultants.
Open meeting places for students and staff who need to convene in small groups.
Help to identify high-risk students.
Initiate plans for post-crisis interventions: i.e., classroom discussions, speakers, anniversaries, etc.
Update Crisis Response Manual annually. Incorporate “lessons learned” into revisions and training.
Practice drills. Identify examples of crises and procedures for each.
RESPONSIBILITIES OF THE PRINCIPAL/ASSISTANT PRINCIPAL
Verify incident(s) and gather information to be shared.
Notify the Superintendent's office concerning the incident.
Notify the police or other authorities as necessary.
Convene the Crisis Team at a predetermined site.
Alert office staff to respond to all inquiries according to the guidelines of the office staff section of this guide.
Keep the Superintendent informed of the event and plans for response.
Prepare a summary of the known facts for the Crisis Team with assistance from the Crisis Team, determine how the faculty and staff will be notified. Either phone Tree for staff or PowerSchool for families.
Communicate directly with the family or families involved in order to verify the facts and talking points are correct and seek permission to be released, if appropriate.
Prepare a written and empathetic statement of facts for faculty use in communicating the event to their students as outlined by the crisis team.
Do not respond to media inquiries with confirmed facts and plan for response.
Convene an emergency meeting of all building staff to provide them with information and plans for response. Allow time for feedback of feelings, reactions to the response plan.
Provide encouragement, support, and appreciation to faculty and staff including classroom relief for the teachers, if necessary. (May need parent volunteers.)
If necessary, prepare and distribute a letter/e-mail to parents with confirmed facts and the school’s plan for responding to the crisis.
In collaboration with the superintendents adjust or cancel school events as warranted. Adjust the classroom schedule as needed. (Attempt to maintain the normalcy of the school day.)
Remain highly visible.
Whenever possible, avoid the use of the public address system.
Convene update meetings with the faculty and staff as necessary.
Call an emergency staff meeting after school to discuss the events of the day.
Go over the schedule for the next day.
RESPONSIBILITIES OF THE ADMINISTRATIVE ASSISTANT
Handle all incoming calls with a prepared message: At this time, we are gathering facts and information. We have no confirmed information at this time. As soon as information is available, the Principal/Superintendent will make a statement. (This statement is used until such time as the Principal issues an updated statement.)
Assist the Principal as needed.
See to the normalcy of the school day.
Keep informed about the Crisis Plan established by the Crisis Team.
Model appropriate reactive behavior for children and adults.
Inform counselors of any high-risk students.
Direct any parents who come to the school to the proper personnel.
Maintain updated class lists, emergency contacts, dismissal permission slips and Unscheduled Early Release information.
Bring Unscheduled Early Release binders, attendance (if possible) and Office Go Bag outside in the event of an evacuation and subsequent dismissal/release of students from off school site.
This is the only line of communication unless otherwise specified…“At this time, we are gathering facts and information. We have no confirmed information at this time. As soon as information is available, the Superintendent will make a statement.”
RESPONSIBILITIES OF THE FACULTY-Teachers/Specialists/IAs/Staff
Train students in drills following (A.L.I.C.E procedures).
Identify exit routes for evacuation (for self and substitutes).
Keep To-Go Bag ready with all pertinent emergency materials (class attendance sheet, Emergency Flip Chart, First-Aid Kit, Medical Information, etc.
Remain calm and await direction if you have any questions about procedures.
Refer all media inquiries to the Superintendent or Principal. Do not share any information via social media or text unless notified by the principal.
Communicate the facts of a crisis as directed by the Principal.
Use a natural and sensitive manner dispelling rumors and avoiding myths or judgment.
Be aware of individual student reactions to crises and inform counselors or an administrator of the students who appear to be at risk or emotionally impacted.
During the post-crisis period, remain vigilant in identifying at-risk students.
Notify counselors of any concerns.
Adjust the classroom schedule and expectations to meet the emotional needs of the students.
Assist the Principal as needed.
Model appropriate reactive behavior for children.
Keep informed of the crisis plan established by the Crisis Team.
Advise adults and children to direct all media persons and their questions to the principal.
RESPONSIBILITIES OF CUSTODIAL STAFF
1. Risk management activities:
Proper storage of hazardous materials
Fall prevention
Building Codes
Back-up power
Locking doors (camera/buzz-in system)
Number all exists and classroom
2. Assist with evacuation of special needs students.
3. Direct outside responders to the building systems such as boiler, electrical, etc.
4. Recovery considerations after crisis:
Repair structure damage
Restoration of disrupted services
Cleaning of facilityRESPONSIBILITIES OF THE SCHOOL NURSE
Advocate for school safety.
Maintain student medical documentation and prescriptions.
Provide on-site care until emergency personnel arrive through trauma assessment and triage.
Maintain a list of students with special health concerns and if evacuation to bring with you.
Maintain communication with the Principal or person in command of a crisis.
Mobilize resources to help (identify qualified staff that have skills to assist you).
Document care is given during the event and fill out appropriate incident reports.
Communicate with parents.
RESPONSIBILITIES OF THE GUIDANCE/SOCIAL WORKER/ SCHOOL PSYCHOLOGIST/TEAM CHAIR/BEHAVIOR SPECIALIST
Assist the Principal in whatever capacity needed.
Assist the faculty in discussing the crisis event with students.
Organize counseling areas to serve students individually or in groups.
Create a list of students who are at-risk, if warranted.
Contact parents of at-risk students, if warranted.
See to the normalcy of the school day.
Model appropriate behavior for children.
Keep informed of the crisis plan established by the crisis team.
Advise students/staff NOT to speak to the media or use social media.
Direct all media to the Principal.
Use library resources to assist in dealing with issues.
Notify other counselors/nurses in other schools to help siblings and other students process the information.
Prepare a list of outside referral services as needed.
All counselors should be aware of their own limitations and can withdraw from assisting in any activity.
Continue post-crisis support.
CRISIS RESPONSE CODES A.L.I.C.E.
ALICE Acronym
To make it easy to remember in a stressful situation, ALICE is broken up into five strategies: Alert; Lockdown; Inform; Counter and Evacuate.
A· The purpose of ALERT is to notify as many people as possible within the danger zone that a potentially life-threatening risk exists.
L· The purpose of LOCKDOWN is to secure in place and prepare to EVACUATE or COUNTER if needed.
I· The purpose of INFORM is to continue to communicate the intruder’s location or other important information in real-time.
C· The purpose of COUNTER is to interrupt the intruder and make it difficult or impossible to harm individuals. This is a strategy of last resort.
E· The purpose of EVACUATE is to remove yourself from the danger zone when it is safe to do so.
LOCKDOWN – to secure facility from intruders
Announce “Lock Down” via intercom or walkie-talkie/all-call
Receive students from hallways
Lock all doors and windows (if possible)
Pull window shades (if possible)
Move students so they cannot be seen
Turn off the lights
Remain Quiet
As we learned in A.L.I.C.E training, evacuate if it makes sense to do so.
As we learned in A.L.I.C.E training, counter by blocking the door if it makes sense to do so.
As we learned in A.L.I.C.E training, Ignore Fire Alarms.
Wait for further instructions.
Communicate a clear message to staff and students to reduce anxiety.
Additional information: IF POSSIBLE
IA check bathrooms and check the hallways for children.
The teacher in room 102 will check the girl’s bathroom on the second floor for students.
The staff in ISP will check bathrooms located in the classroom and adjacent hallway.
The teacher in room 104 will check the boy’s bathroom on the second floor for students.
The teacher in room 210 will check the girl’s bathroom on the second floor for student
The teacher in room 204 will check the boy’s bathroom on the second floor for students.
All teachers will check the hallways outside their classrooms for students.
EVACUATE
In case of a bomb threat, gas leak, power outage or intruder.
On-site evacuation: Follow the Fire Drill procedure.
Off-site evacuation: Follow the Off-site Evacuation Procedure to Cunniff Elementary School
Evacuation Procedure: Information will be given via two-way radio if time allows.
REVERSE EVACUATION – re-enter the school
In case of natural disaster
Hazardous waste leak outdoors
Intruder/shooter outdoors
Suspicious or dangerous animal outdoors
REVERSE EVACUATION PROCEDURES
Students and Staff outside at recess and office staff initiates the process, office staff informs the principal/teacher who is supervising outside via two-way radio. The classroom teacher will signal all students to line up and move indoors immediately. Office staff will inform the rest of the staff via two-way radio to assist with evacuation and supervise students, take attendance, and report any missing students to the office.
SHELTER IN PLACE
Staff and students remain in their current location, no one is permitted to enter the hallways or move freely around the building. The main office will not permit a visitor to enter the building. At the designation of a Shelter in Place staff will be given the location of the incident and told the nature of the Shelter in Place. The CIT will respond to the location of the incident to support as needed.
DROP, COVER AND HOLD –( In case of earthquake, tornado, or intruder)
Go to a pre-designated shelter area, our basement or the first floor. If you can’t make it to the basement go to (coat room or interior hallway) away from corners, windows, doors, and outside walls. Put as many walls as possible between you and the outside. Get under a sturdy table or desk and use your arms to protect your eyes, head, and neck. Do not open windows. Do not seek shelter in the gym or auditorium.
FIRE DRILL PROCEDURE
Take Go-Bag with Unscheduled Early Release Forms, and Emergency Flip Chart and attendance list.
Exit the appropriate route and close the classroom door.
Proceed outside silently to your designated spot.
Evacuation Routes by office and classroom. Please familiarize yourself with your route and print out the page that applies to your route for your substitute plans and to post in your classroom near the exit. Evacuation routes and floor plan Phillips
Verify attendance and if ALL students are accounted for – hold up GREEN card or let the Crisis Team know via two-way radio all students are present.
If a student is missing – hold up the RED card and notify the closest UNASSIGNED staff member (preferably Principal/Assistant Principal, Nurse, School Psychologist, and Team Chair.
Unassigned staff member -- find persons with two-way radio and communicate concerning unaccounted for the student(s).
Wait for all-clear signal from firefighters or administration before re-entering the building
= = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = =
ADDITIONAL INFORMATION
IA check bathrooms and check the hallways for children.
The teacher in room 102 will check the girl’s bathroom on the second floor for students.
The staff in ISP will check bathrooms located in the classroom and adjacent hallway.
The teacher in room 104 will check the boy’s bathroom on the second floor for students.
The teacher in room 210 will check the girl’s bathroom on the second floor for student
The teacher in room 204 will check the boy’s bathroom on the second floor for students.
All teachers will check the hallways outside their classrooms for students.
Evacuation Off-Site (Walking Directions)
Phillips Building’s evacuation site is the Watertown High School Gymnasium: 50 Columbia St, Watertown, Ma.
Walking Directions (Start):
30 Common St
Watertown, MA 02472
Head north on Common St toward Spring St
95 ft
Cross the road
20 ft
Turn left toward Columbia St
Take the stairs
427 ft
Turn left onto Columbia St
Destination will be on the left
52 ft
Watertown High School
50 Columbia St, Watertown, MA 02472
The student will be picked up by a guardian or approved emergency contact at the Watertown High School Gymnasium.
Parents/guardians or designees should proceed to their child’s class line for dismissal. Classroom teachers are responsible to verify ID and monitor dismissal.
REUNIFICATION PLAN FOR OFF-SITE EVACUATION
Reunification refers to getting students reunited with their parents/guardians or designee in an efficient and orderly manner after an Unscheduled Early Dismissal or Offsite Evacuation.
The responsibility of student release is with their classroom teacher:
The homeroom teacher will release students according to their Unscheduled Early Dismissal Forms for authorized releases.
Completing release logs and assigning the correct emergency contact on your SNAP form is essential. If the emergency contact is not listed we will not be able to release your student. Remember calling to change a contact on the day of an emergency will most likely not be an option.
Students not picked up by an approved adult will be supervised by the CIT team.
PROCEDURES FOR THE DEATH OF A PARENT
While consideration of the circumstances of each case should be paramount in the way a building responds to the death of a parent, some general procedures usually Apply:
1. Principals should be sure they have the correct information about the death and understand whether this is public or private information at the time it is received. For example, if it is announced on the news, it is public. In contrast,if the police are involved and/or circumstances are not clear, be sure to wait not only for a valid source of information but to consider whether or not the family should be contacted about how the school might deliver information to staff and students (example: possible suicide, drug overdose, etc.)
2. Contact the Superintendent and the Behavioral Health Coordinator. The Behavioral Health Coordinator should act as a resource to the principals and coordinate responses when students in more than one building are affected.
3. Contact the student’s teacher/s (cluster teachers in Middle School, High School schedule of teachers - do not forget Specials teachers, e.g., music, art, etc.) and Guidance Counselors with general information and let them know further details will follow about re-entry plans. Also, gather information from them about the family, siblings, etc. that may inform planning for re-entry.
4. The Principal or his/her representative should call the family and express condolences and offer support and help for the student. If possible, inquire as to when the student may return to school.
5. The Principal should send an email to all staff in the building with information about the death. This should be brief and, if possible, contain a link to information about wake/funeral or other religious rites. Again, consider whether the family would prefer to be left alone or would welcome school personnel at such rites.
6. Confer with Guidance Counselors and teachers around planning for
a. A brief, simple statement to be read or paraphrased by grade level or cluster teachers to students in the student’s grade on the first school morning after the event (if possible/appropriate). This statement should be reviewed by the Behavioral Health Coordinator before being used. Further, this statement should contain brief, simple information about the loss and also indicate that students who wish to talk more about this or are experiencing stress or strong feelings, should go to Guidance for further support. These students may be seen by Guidance or triaged to other Behavioral Health staff in
building (Psychologists, Adjustment Counselors, Social Workers, etc.).
b. The making of a list of students who may be vulnerable to upset by this event. For example, this list may include children who have experienced similar losses or children who are friends with members of the family. This list should be shared with teachers so that they may be alert to signs of distress in these students.
c. A re-entry plan for the student. In particular, the staff member with the best relationship with the family may be asked to be the liaison between the school and the family. There should be a plan for further counseling support in school and respite during the day, if necessary. Further, in Elementary and Middle School, it may be important to convey to students how the student wishes to be asked (or not asked) about this loss.
7. Depending on the circumstances (public vs. private, etc.), the Principal or designee should compose a brief letter home to the parents of all students.
a. Informing them of the event and its possible impact on the school community and age group (e.g., developmental issues)
b. Indicating that both parents and students who experience stress around this event may contact Guidance Counselors or other Behavioral Health staff in the school. Guidance may wish to also post on the school website some quoted material, or links to articles or websites to help parents talk with their children (particularly very young children) about this loss. Sometimes, it has been necessary to offer a morning support meeting for parents when the circumstances are especially upsetting to the school community.
Be sure that this letter (or email) DOES NOT go to the family which has experienced the loss.
BUILDING PERSONNEL CERTIFIED IN EMERGENCY ASSISTANCE
Safety Care Trained:
Brian Connors
Steve Helberg
Amy Kirsch
Spencer Pettiglio
Holly Masters
Vanesa Gerring
Alexandra Kulig
Paige Gilbeau
Christina Cantanzaro
Amanda Swinchoski
Adam VachonEMERGENCY TELEPHONE LIST/IMPORTANT NUMBERS
EMERGENCY 911
POLICE (NON-EMERGENCY) 781-314-3636
FIRE (NON-EMERGENCY) 781-314-3700
POISON CONTROL CENTER 617-232-2120
SCHOOL RESOURCE OFFICER 617-926-7799
(Kerry Kelly)
SUPERINTENDENT 781-926-7708
DCF ABUSE HOTLINE 781-477-1600
GOOD GRIEF – Boston Medical Center 617-414-4005
MASS DEPARTMENT OF PUBLIC HEALTH 617-624-6000
MOUNT AUBURN HOSPITAL 617-492-3500
CRISIS RESPONSE TEAM MEMBERS 2021-2022 TELEPHONE: 617-926-7770
Principal Stacy Phelan
Assistant Principal Qi Chen
School Psychologist Kelley Cochrane
School Social Worker Crystal Johnson
School Social Worker Abigail Kileen
Guidance Counselor Melina Jacovides
Guidance Counselor Michael McLaughlin
Team Chair Greg Roberts
Behavior Specialist Brian Connors
School Nurse LW Kathy Taverna
School Nurse Phillips William Van Dinter
Administrative Assistant Kara Flynn
Sr. Custodian (6:30 AM – 3 PM) Ramon Gonzales
Faculty PE Eileen Donahue
Faculty PE Tina Logudice
Faculty Laura Homan
SAMPLE PARENT LETTER FOR ALICE DRILL
Dear Parents/Guardians,
We will be holding an emergency drill on [insert day / date], using the principles outlined in the A.L.I.C.E. Program brought to us by Sgt. Demos Watertown Police Department. A.L.I.C.E. stands for ALERT, LOCKDOWN, INFORM, COUNTER AND EVACUATE. This drill prepares staff and students for an incident involving an intruder at the Lowell school.
Students will be provided with the particulars of the drill. Here is an outline of the information students are being given:
We will be practicing a drill to keep you safe in the event that an intruder enters the Lowell School.
This procedure, called ALICE, has been in place across Watertown School District.
This way of responding to threats gives our teachers choices about how best to keep our children safe based on how close they are to the threat.
Monday, teachers will have two choices: lockdown or evacuate.
If the teacher chooses to lockdown, he/she will turn off the lights and lock the door. They may also barricade the door as necessary. They will move students away from the door and out of sight, but the students and teachers will remain prepared to evacuate should the situation change.
If the teacher chooses to evacuate, students will follow their teacher swiftly and silently to the nearest exit. Teachers and other staff will be positioned around the outside of the building, and students will proceed directly to them and wait for the all-clear to return to the building.
During this drill, students must follow the directions of their teacher throughout the drill.
All school personnel and students will participate in the A.L.I.C.E. Drill. When the drill begins, classroom teachers will make a decision based on the proximity of the would-be intruder and students will be asked to follow that direction, whether the decision is to lock down and barricade in the classroom, or evacuate the building if it is safe to do so.
After we practice the ALICE drill we will practice an Off-Site Evacuation. In the event of an emergency, we may need to relocate to an alternative site. Our secondary site is the Watertown High School: 50 Columbia Street Watertown, Ma O2472.
There will be Watertown Police present during our drill to assess our performance and to provide helpful feedback to our staff. Preparing students and staff by running drills of all types during the school year, including fire drills, medical drills, and bus evacuation drills, is a necessary part of our safety and security program at Lowell.
Thank you in advance for your attention and cooperation, and communication with your child around this important drill. If you have any questions or concerns, please contact Melina Jacovides or Michael McLaughlin our guidance counselors.
Sincerely,
Stacy A. Phelan
Principal
SAMPLE LETTER FOR UNSCHEDULED DISMISSALS
Dear Parents or Guardians,
The Lowell Elementary School will provide a notification service to parents in the event of an unscheduled early dismissal. There may be various reasons for the Lowell School to close early. Some examples may be a snowstorm, a power outage or a plumbing failure. In the event that this does happen, you will be notified through PowerSchool. You will receive an automated voice message notifying you that an unscheduled early dismissal has been implemented. You will be informed of the reason for the early dismissal and the time of the occurrence. In the event that this does occur, your child will need to be picked up early. The pick-up site will almost always be the Lowell School. In the event of the early dismissal requiring an evacuation of the premises, then the pick-up site will be the Watertown High School: 50 Columbia Street, Watertown, Ma 02472.
Here is how you can participate and make this work.
Provide Telephone Contacts. Telephone contacts are important. One number will not be
Sufficient. Please assign yourself as the primary contact person who will be responsible for
Your child. Designate 2-3 other contact people who have agreed to pick up your child in
the event of an unscheduled early dismissal.
Communicate and practice your unscheduled early dismissal procedure with your child. You or your designee will be responsible for your child’s safety in the event of an unscheduled early dismissal. When an early dismissal is implemented your child should know that if you cannot make it, your designee will pick him up.
Respond Immediately. When you are notified regarding an unscheduled early dismissal, please make an immediate plan. If you are unable to pick up your child, please notify one of your contacts that you need their assistance and ask them to proceed to the school (or evacuation site) as directed in
the voice message.
Please do not call the school office during an unscheduled early dismissal. We have a limited number of incoming lines and they are needed for emergency contacts. If no one arrives to pick up your child we will contact you directly. Thank you for your cooperation.
Sincerely,
Stacy Phelan
Principal
UNSCHEDULED EARLY DISMISSAL PROCEDURE (Use PowerSchools Contacts)
Student’s Name ________________________________ Teacher ________________________
We must have three telephone contact numbers for each child. Please consider identifying friends or family who live locally and can be readily available
* If you would like to be contacted first, put your number as the FIRST contact.
* Please list two other contacts. Please consider identifying friends or family who live
locally and can be readily available
Please do not call the school office to inquire about an unscheduled early dismissal. There are a limited number of telephone lines into the school, which need to remain open to receive calls from the Superintendent’s office.
If we are unable to reach someone at any of the numbers you have listed, your child will be kept at the school or in the case of an evacuation, the evacuation site, and we will continue calling the contact numbers you provide.
If, at any time during the year, these numbers need to be changed, please contact the school office immediately in writing.
1. ____________________________________ _______________________
Telephone Contact’s Name Telephone Number
2. ____________________________________ _______________________
Telephone Contact’s Name Telephone Number
3. ____________________________________ _______________________
Telephone Contact’s Name Telephone Number
Parent/Guardian Signature ___________________________ Date______________
If you have any questions, please call the school office at 781-899-3101
Thank you for your cooperation.
Sincerely,
Stacy Phelan
Principal