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Crisis Response Plans Why are schools responsible for Crisis Response Planning? What components already exist in your district/school? What parts of this.

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Presentation on theme: "Crisis Response Plans Why are schools responsible for Crisis Response Planning? What components already exist in your district/school? What parts of this."— Presentation transcript:


2 Crisis Response Plans Why are schools responsible for Crisis Response Planning? What components already exist in your district/school? What parts of this legislation cause you heartburn?

3 Most Common Crises Schools Experience zStudent death due to accident or illness zStudent death by suicide zStudent death due to homicide zStaff death due to accident or illness zStaff death by suicide zCatastrophic events involving students or staff zNatural disasters

4 Expectations of Training zUnderstand the legislation & essential components of crisis response plan zBe able to construct a district plan for implementation zIdentify pertinent members of a team zProvide current research and resources for school districts interested in further information.

5 Crisis Response Planning Legislation zDistrict constructs model zSchools construct specific plans/teams zDistrict annually review/update and post zTraining annually for all district employees zDistrict: July 1, 2000 zSchool: December 31, 2000

6 Each school shall have a crisis response team Minimum Team Membership X the principal. X One certified member. X One classified member X One parent.

7 Basic Plan Requirements * Identification of person in charge and a substitute * Identification of team members and specific crisis team job functions * A communication plan * Crisis response protocols * Emergency procedures * Evacuation and lock down plans * Crisis response policies.

8 The district and each school within the district shall consult with local social services agencies and local law enforcement authorities when developing the school crisis response plan.

9 Crisis Definition The legislation defines crisis to include a traumatic event or emergency condition that creates distress, hardship, fear or grief. Changes?

10 Trauma Working in the Aftermath

11 Grief and Trauma are Different Trauma is unlike any other psychological response. Traditional counseling techniques are not helpful.

12 Grief An emotional response to loss of something loved. A heart centered experience characterized by sadness, anger, guilt and other emotions.

13 Trauma zA reaction to exposure to events beyond the realm of every day experience. zA brain based biochemical response.

14 Reactions to Trauma zLeaves people feeling collectively helpless zOut of control

15 Childrens responses are dependent upon that of the adults around them. yTrauma survivors need to cope with the trauma before they can begin to grieveTrauma survivors need to cope with the trauma before they can begin to grieve yThe victim of trauma does not need to know the injured or deceased to suffer traumaThe victim of trauma does not need to know the injured or deceased to suffer trauma yTrauma victims are triggered into high anxiety by being too close to those who are highly emotional or are grieving.Trauma victims are triggered into high anxiety by being too close to those who are highly emotional or are grieving.

16 The Continuum of Trauma zHyperarousal zIntrusion zConstriction

17 Untreated Trauma may lead to: zuse of drugs and alcohol zloss of sleep zincrease in high risk behavior zincrease in violence zloss of viable and long-term relationships zwithdrawn and isolated behavior zinability to access their old emotional self zlife no longer feels the same

18 Factors That Increase the Likelihood of Trauma zIncidents within closely knit communities zIncidents with multiple eye witnesses zWhen the victims have a special significance zWhen a community is exposed to carnage or misery zIncidents that call for numerous rescue workers zIncidents that attract a great deal of media attention

19 Stages of Crises Planning zPre-Crisis zCrisis zPost Crisis

20 Crisis Management is that part of a schools approach to school safety which focuses more narrowly on a time- limited, problem-focused intervention to identify, confront and resolve the crisis, restore equilibrium and support appropriate adaptive responses.

21 School-wide Management after the Crisis zCalm leadership and consistency in discipline zRumor control zTake positive action zCreate a safe environment zPredict and prepare zNormalize the usual reactions to trauma zCreate opportunities to talk zAllow for personal action

22 There is a sense of security in knowing we have a plan for crisis intervention. Knowing what to do and when to do it, keeps crisis from becoming chaos.

23 A Typical Plan May Include: zA working definition of crisis zTeam members and team jobs zCommunication plan (includes all phone numbers) z Protocols and Procedures to follow during crisis z Crisis policies

24 What the Plan Makes Clear zWhat each team member will do zHow the chain of command operates zWho is in charge of what zHow to approach problems that may come up

25 Why Do You Need A Team? A crisis response team is a collection of representatives from all facets of school life. A team provides collaborative leadership when crisis occurs and assumes an educational role with teachers, staff, parents, other school personnel and students. When crisis occurs, the team shares in decision-making and delegates the tasks of the specific incident.

26 A Crisis Response Team: zAssesses and provides structure zPromotes Community zPrepares for the crisis zResponds during the crisis zEvaluates effectiveness

27 Possible Team Members zPrincipal zAssistant Principal or designee zCounselor zFaculty Member zSecurity Personnel zSchool Psychologist zSchool Nurse z School Social Worker z Parent z Social Service Agency Representative z Law Enforcement z Student z Secretary z Custodian

28 Specific Jobs During Crisis zMedia Liaison zAgency Liaison zLaw Enforcement Liaison zRoamers zSafe Room Attendant zKeeper of the Ready Bag z Home Visit Designee z Counseling z Log Attendant z Attendance z Communication z Parent Relations z Forms Attendant

29 One of the most important parts of a plan is COMMUNICATION. Who tells what to whom and when… incomplete information only fuels rumors. COMMUNICATION must be ongoing and should be closely followed up. This can build trust and credibility with the school and the community.

30 The Most Important Thing VERIFY THE FACTS The principal or designee should contact law enforcement, medical authorities or family to verify if indeed a crisis did occur and the magnitude of it.

31 Rumor Control zIdentify & notify internal groups. zDesignate staff to answer the phone. zIdentify & notify key communicators in the community. zProvide accurate & timely information to the media zAfter the immediate crisis have a public meeting

32 Telephone Tree The goal is to give staff time to become emotionally prepared to meet the day. Should include all staff including secretary, custodian, cooks, bus drivers, etc. Give only the facts Give the time and place of a before school meeting Request that callers not go into conjecture or surmising

33 Communication Technology zTelephones zCellular Phones zIntercom System zBullhorns & megaphones zWalkie-Talkies z Fax Machines z Panic Buttons z Alarm Systems z Computer telecommunications

34 Announcing the Crisis zAnnounce as soon as facts are verified zMake the announcement for all students at the same time zMake the announcement from a formal written statement zMake the announcement to small groups of students (in a classroom) zDo not use the PA system.

35 What the Announcement Will Say zValidate feelings zWhat happened zWho was involved zWhat is happening now zWhat information do I need zWhat will happen next

36 Keep in Mind: A regular day may be too hard for grieving students. Offer choices of activities.

37 Media Guidelines zAssign a media liaison person zDo not allow press on campus zCall them before they call you zIdentify a time & a neutral place to meet with them zHave an official statement prepared zGive honest answers

38 Scenario zA severe earthquake occurs during school hours. There is structural damage to the school building and several students and staff members are hurt. Power has gone out all over town limiting communication.

39 Protocols A Crisis is in progress on school grounds The Crisis has already occurred If a criminal activity call 911 Implement lock- down or evacuation procedures Convene the crisis- response team Verify facts Initiate the phone tree Convene the crisis- response team

40 Evacuation Procedures zCall 911 zAlert bus system zBuddy school or alternative location zAttendance zCommunity notification zAlternate routes zPractice drills zAttend to students with special needs

41 Lock Down Preparation zDetermine signals and procedures for lockdowns. zConduct drills.

42 Lock Downs zDetention of students in classrooms zChecking of hallways by teachers zKeep students calm zClose shades & blinds, lock windows & doors zWait for the all clear signal

43 Ready Bag Contents zResponsibility checklist zPhone number list zSchool map zBlueprints zKeys to all doors zStudent roster including parents phone numbers zMaster schedule zName tags z Pens & magic markers z Bullhorn z Batteries z First Aid Kit z Sample forms z Communication electronics z Legal Pads

44 Post Crisis zNotify Superintendent zConvene Crisis Team zAssign team members specific jobs zPrepare formal statement zPlan staff meeting zIdentify students & staff most affected zDetermine if additional resources are needed in community z Call subs z Provide guidelines to staff z Setup & staff safe room z Assign staff to follow deceased students schedule z Make school announcement z Remove deceased student from attendance rolls

45 Crisis Response at Building Level zIntroduce the crisis team zReview facts zSummarize the assignments zAnnounce safe room zDesignate staff gathering place zDiscuss/validate feelings zDiscuss impact of the event z Announce press protocols z Offer coverage of classes for teachers who need a break z Hand out pertinent forms z Suggest possible beginning thoughts/phrases z Give time/place of after school or next meeting

46 Respecting Cultures zDress appropriately zGreet and say good-bye to survivors in their own language zAllow survivors to direct you through cultural protocols and follow their direction zParticipate in defined rituals, as allowed or requested zApologize when you do something wrong zFind out, and use, appropriate body language zBe aware of spiritual beliefs in the culture

47 Safe Rooms A space that is set aside for people to gather in the aftermath of tragedies. Most often this is in the school library or some other comfortable space.

48 It is not whether the Safe Room is used by a large number of kids that makes it useful. Whether kids go into it or not, they know they can! This builds a bridge to safety for them.

49 Safe Room Guidelines zListen, observe, validate, reflect zSign in and out zList students who may need follow-up services zAllow students to choose the length of the Safe Room stay zRefer students to counselors if needed

50 Safe Room Checklist zName tags for staff zChairs zTables zBig pillows zHealthy food & drink zSign in & out sheet zFact sheet zKleenex zSelf-care handouts z Writing materials z Art materials z Stuffed animals z Age appropriate books z Tape player & relaxing music z Community Resource List

51 Safe Room Activities zTalking zSitting zWriting zColoring zWalking zListening to music zQuiet time z Working on assignments z Drinking hot chocolate z Just a time to feel safe enough to feel

52 Give Sorrow words; the grief that does not speak knits up the oer wrought heart and bids it break-- --Shakespeares Macbeth

53 Safe Room Handouts to Have Ready zHelping a grieving friend zHelping grieving parents zHelping your child after a disaster zFunerals & memorial activities zPost-traumatic stress reactions zStages of grief z Guidelines for classroom discussion z Classroom activities z Phone tree directions z Needs of students z Warning signs of suicide z Stress reducers

54 Forms or Templates to Have Ready zStudent checkout zLetter template for parents zInitial announcement of crisis event zOrientation information for team zSafe room sign in zStudent referral slips zEvaluation forms

55 Scenario zYou are notified at 5:30 a.m. that a 12th grade boy who was on the basketball team committed suicide by gunshot during the night. He was out the evening before with his girlfriend and some friends. The friends witnessed a loud fight between him and his girlfriend. He also has a brother in 8th grade and a sister in 4th grade.

56 Crisis During Non-school Time zInstitute the phone tree to inform Crisis Response Team members zCoordinate with community agencies zIdentify & make a list of students & staff most likely to be affected zNotify remaining staff with information by letter or telephone zSchedule faculty meeting for an update before affected students return to school zWhen school reconvenes, monitor students & staff previously identified zMake referrals

57 Policy provides both a foundation and a framework for action. The chances of effectively managing a crisis are increased with consistent district policies.

58 Possible Policies zFuneral Attendance zAbsence zMake-up work zMemorials zEvacuation vs. Lockdown zTransportation for Early Dismissal

59 Maintaining Preparedness Conducting drills and establishing a procedure for periodically reviewing and updating the Crisis Response Plan are two essential elements of maintaining preparedness.

60 Drill Activities zFor team members: respond to hypothetical scenarios. zPractice drills that involve moving staff & students to a safe location. zPractice lock down procedures with staff and students. zAvoid using dramatic props.

61 A coordinated district-wide crisis response is no accident. It reflects prevention, intervention and rehearsed reaction.

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