Principalship Dr. Dan Bertrand CRISIS PLANNING Principalship Dr. Dan Bertrand

KEY PRINCIPLES OF EFFECTIVE CRISIS PLANNING Leaders must make C.P. a priority Don’t develop C.P. in a vacuum Collaborate with community agencies and responders before the crisis Training and practice by all Regular review of C.P.

School Safety and Security PREVENTION PREPAREDNESS/PLANNING RESPONSE RECOVERY

PREVENTION Connect with community emergency responders to identify local hazards. Review the last safety audit to examine school buildings and grounds. Determine who is responsible for overseeing violence prevention strategies in your school. Engage staff in the crisis planning process. Review incident data. Determine major problems in your school with regard to student crime and violence. Assess how the school addresses these problems. Conduct an assessment to determine how these problems—as well as others—may impact your vulnerability to certain crises. Engage students in problem-solving

ELEMENTS OF EFFECTIVE SCHOOL-BASED PREVENTION PROGRAMS Peer mediation=less admin. time in resolving conflicts Bullying programs=less bullying Conflict resolution

PREPAREDNESS Review existing crisis plans Identify all stakeholders involved in crisis planning. Develop procedures for communicating with staff, students, families, and the media. Establish procedures to account for students during a crisis. Gather information about the school facility, such as maps and the location of utility shutoffs. Identify the necessary equipment that needs to be assembled to assist staff in a crisis.

RESPONSE Determine if a crisis is occurring. Identify the type of crisis that is occurring and determine the appropriate response. Activate the crisis plan. Determine whether to evacuate, lockdown, or move to safe area Maintain communication among all relevant staff Establish what information needs to be communicated to staff, students, families, and the community. Monitor how emergency first aid is being administered to the injured. Decide if more equipment and supplies are needed.

Initial Response Valid then communicate what facts are known and verified Talk directly with individuals or families involved. Setup a room where students and staff may seek both information, support and counseling.

Initial Response (cont.) Seek out students and staff who may be particularly impacted by the news. Be sure teachers are made aware of these students. Listen to students and staff as concerns and more specific needs evolve.

Evacuation Kit Contents     Evacuation Kit Contents   Information: ¾    Kaneland Crisis Management Manual ¾    Sign out sheets to record release of students to parents ¾    Staff & Student photos ¾    Floor plan, telephone extensions, bell schedule and teaching schedule ¾    Staff emergency information ¾    Staff phone directory ¾    Student emergency information ¾    Student medical information ¾    Staff phone tree ¾    Bus Route information ¾    First aid information flip chart __ Master schedule (rosters) __ Video of buildings interior Supplies: ¾    Stick-on Name tags ¾    Marking pens (color)/regular pens ¾    First aid kit/rubber gloves ¾    Notepad ¾    Clipboards Equipment: ¾    Flashlight(s) ¾    Hand-held radio ¾    Battery operated am/fm radio ¾    Whistle(s) ¾    Master keys (interior and exterior) ¾    Bull horn ¾    Camera (auto disposable type) ¾    Extra batteries ¾    Vests  

RECOVERY Return to learning as quickly as possible. Monitor how staff are assessing students for the emotional impact of the crisis. Identify what follow up interventions are available to students, staff, and first responders. Conduct debriefings with staff and first responders. Allocate appropriate time for recovery. Plan how anniversaries of events will be commemorated. Capture "lessons learned" and incorporate them into revisions and trainings.