1. Creating Student Crisis/Safety Plans

2. Elements of Crisis/Safety Planning  Identify and engage the people who know the crisis best  Define and specify the behavior  Define what happens as the crisis situation emerges(Escalation)?  What happens during the crisis behavior(Eruption)?  What happens after the behavior (De-Escalation)?  Develop the written crisis/safety plan

3. Identify and Engage People who Know Crisis Situation Best in Creating Plan Who is generally present during the behaviors or crisis situation? Who knows the youth and family best? Are there people who are knowledgeable/ trained in behavior management?

4. Define and Specify the Behavior or Crisis Situation In a few simple sentences, specifically describe the behavior of concern. Be specific enough that everyone on the team will recognize it when it occurs. Describe how often, how long and/or level of intensity.

5. What Happens Before the Behavior or Crisis Situation? When/ where does the behavior occur? What are the things that happen that signal the crisis behavior is beginning? What are the setting events (triggers)?  Physiological (hunger, sickness)  Environmental (noise, demands, discomfort)  Social (disappointment, conflict, embarrassment) Look for exceptions when the challenging behavior DOES NOT occur. This will help with de-escalation strategies.  What’s different about the times the behavior does not occur?  What triggers the behavior to NOT occur?

6. Escalation Strategies  Actions that prevent the crisis behavior (using what you know about triggers)  Actions that divert/distract the student (re- directing student toward the situations in which the problem behavior does not occur

7. What Happens During the Crisis or Behavior? What happens specifically? Is there a chain of events in the crisis or behaviors? Who does what during the behavior or crisis? How do people respond? How well do the things people try work?

8. Eruption Strategies Are there strategies for breaking the chain of behaviors you have identified? What strategies need to be in place for safety, i.e. clearing the room, ‘go to’ safety area for student, what staff need to be called? Develop protocol for staff involved so that they know exactly what to do.

9. What Happens After the Behavior? What are the signs that the person is beginning to de-escalate? Specify the behaviors. What responses increase the rate of de-escalation? Think about problem maintaining consequences: Does the behavior result in the person getting something? Does the behavior result in the person avoiding doing something? Determine ways to encourage de-escalation without reinforcing the problem behavior.

10. Title of Presentation MPS Board of School Directors Michael Bonds, Ph.D., President, District 3 Meagan Holman, Vice President, District 8 Mark Sain, District 1 Jeff Spence, District 2 Annie Woodward, District 4 Larry Miller, District 5 Tatiana Joseph, Ph.D., District 6 Claire Zautke, District 7 Terrence Falk, At-Large Senior Team Darienne B. Driver, Ed.D., Acting Superintendent Erbert Johnson, CPA, Chief of Staff Tina Flood, Chief Academic Officer Karen Jackson, Ph.D., Chief Human Capital Officer Ruth Maegli, Acting Chief Innovation Officer Michelle Nate, Chief Operations Officer Gerald Pace, Esq., Chief Financial Officer Keith Posley, Ed.D., Chief School Administration Officer Sue Saller, Executive Coordinator, Superintendent’s Initiatives