Preparing for the School Crisis Response

Preparing for the School Crisis Response
A workshop presented by Stephen E. Brock Lee Huff Doug Siembieda CASP Crisis Intervention Specialty Group Personal Introductions Steve Brock: Assistant Professor of School Psychology at CSUS 18 years school psych/Lead Psych for LUSD Lee Huff Doug Siembieda

Workshop Outline Introduction Personal Development Team Development
Self Education Strategies Care for the Caregiver Team Development Institutionalizing the crisis response Levels of Response Mutual Aid Specific Roles & Responsibilities Planning Checklist Responding to Crisis Procedural Checklist Steve’s slide Introduction Key terms/definitions Identify elements of the comprehensive SCR team Personal Development Self Education. A key crisis preparedness task. Today is a start, but … Care for the Caregiver. Team Development Institutionalization. A strategy to keep preparedness plans vital Ideally district or county has multiple hierarchical teams Takes into account crises may overwhelm local resources Mutual aid is a related concept (will discuss in detail) Specific roles (will discuss in detail) Planning Checklist Responding to Crisis Specific crisis response guidelines Table Top Drill A chance to apply knowledge gained

Introduction: Crisis Event Prerequisites
Steve’s slide Be sure to mention that these characteristics are not absolutes, but exist on a continuum. These factors affect the traumatizing potential of a given crisis event. For an event to be a crisis it must be perceived as… Extremely negative Involves actual and/or threatened death and/or physical injury. Uncontrollable/Unpredictable Cannot be stopped, mitigated, or predicted. Depersonalizing Is not sensitive to status, wealth, power, or position. Sudden and unexpected Occurs without warning. State: [Extremely negative] The primary characteristic of a potentially traumatic crisis event is that it is perceived as being extremely negative. These events have the potential to generate extreme pain. Specifically, they may cause physical pain, emotional pain, or be perceived as having the potential to cause such pain. [Uncontrollable/Unpredictable] For a crisis to be traumatic, it must generate feelings of helplessness, powerlessness, and/or entrapment. True crises make people feel that they have lost control over their lives. Whether or not an event generates these feelings has a lot to do with how the event is experienced and perceived. For example, the student who has not been provided earthquake preparedness training will likely find an earthquake to be more traumatic than would students with such training, who know how to protect themselves (e.g., standing under a doorway and away from windows). [Depersonalizing] Related to the perceived loss of control, crises strip away individuality and humanity. At the moment of the crisis, an individual’s self-worth and value have very little meaning. Although degree of impact will vary, most people are affected to some degree by a crisis. [Sudden and unexpected] Highly traumatic crisis events occur suddenly and unexpectedly. These are events that people typically believe happen to someone else and have an emergency quality to them. Crisis events typically occur without warning. The key factor is that there is very little time to adjust or adapt to crisis-generated problems. It has been suggested that relatively gradual and predictable events (e.g., death following long-term terminal illness, floods, etc.) are less traumatizing than those that are very sudden and unpredictable (e.g., accidental death, earthquakes, random shootings, etc.). It has been speculated that if a crisis is more “predictable,” there is more likely to be an opportunity to prepare and make cognitive and emotional adjustments. Thus, it may be perceived as more controllable and experienced as less stressful.

Introduction: Crisis Event Classifications
Acts of war (e.g., terrorism) Violent deaths (e.g., fatal illness, homicide, suicide) Criminal acts (e.g., robbery, child abuse, kidnapping) Unexpected natural deaths (e.g., heart attack, cancer) Industrial accidents/disasters (e.g., chemical spills) Natural disasters (e.g., earthquake, tornado) Severe illnesses (e.g., cancer) Accidental injuries (e.g., car accident, burns) Steve’s slide State: From the description of crisis event characteristics just offered and other sources. I offer 8 classifications of crisis events. [Review Slide.] Any person who experiences or witnesses one of these events, or learns about someone being experienced by a significant other, is a potential psychological trauma victim and may require crisis intervention assistance.

Introduction: Variables That Affect Traumatic Potential
Type of disaster Natural disasters are typically less traumatic than are man-made disasters or human caused crises. Source of physical threat/injury Physical threat or injuries due to accidents/illness are less traumatic than are threats and/or injury due to assaultive violence. Presence of fatalities Crises resulting in non-fatal trauma to significant others are less traumatic than are events that result in sudden and unexpected death. In addition, events that involve sudden and unexpected death will be complicated by grief reactions. Steve’s slide State: It is important to acknowledge that the various crisis types just identified do not have equivalent traumatizing potential. Some carry greater risk for psychological trauma then do others. 1. For example, with all other conditions being equal, acts of war or assaultive violence are much more traumatic than are natural disasters. [Read bullet #1] 2. Also, the source of injury or threat needs to be considered when determining how traumatic a crisis will be. [Read bullet #2] 3. Finally, it is important to acknowledge that the presence of fatalities significantly increases the probability of psychological trauma. [Read bullet #3] Knowledge of the factors that make some events more traumatic then others can be especially helpful when determining the level of crisis intervention response required. Simply put, more traumatic events will require a more involved crisis intervention response. [Before transitioning to the next slide inquire if participants have any questions about the characteristics of a crisis event.]

Introduction: Phases of a Crisis Event
Baseline Normal school functioning Pre-impact The period before an anticipated crisis Impact When the crisis occurs Recoil Immediately after the crisis Post-impact Days to weeks after the crisis Recovery/Reconstruction Months or years after the crisis Steve’s slide It is also important to acknowledge that that there are different phases of a crisis event and that there are different requirements of SCTs during these different times.

Introduction: Phases of a Crisis Event
Baseline Recovery Pre-impact Post-impact Impact Recoil Crisis Steve’s slide We will define these is just a bit, but just using your common sense during which phases to you think these crisis response team activities takes place. Crisis Prevention and Preparedness Crisis Response Crisis Recovery Jot down your responses and we will see in a bit if you a right.

Introduction: School Crisis Team Activities
Crisis Prevention Reduce the incidence of crisis events. Crisis Preparedness Ensure response readiness for crises that are not, or cannot be, prevented. Crisis Response After a crisis event minimize crisis damage and restore equilibrium. Crisis Recovery Repair crisis damage and return to baseline (or pre-crisis) operation/functioning.

Introduction: SCT activities during the different phases of a crisis.
Steve’s Slide

Introduction: Key Terms and Definitions
Situational Crisis Event An extremely negative, sudden, and unexpected event that generates apparently unsolveable problems for crisis victims. Crisis State The acute distress generated by having a problem that is (at least initially) judged by the person-in-crisis as not having a solution. Psychological Triage Sorting and classification of individuals according to the degree to which they are judged to have been traumatized by a crisis event. Steve’s slide Next, let’s clarify exactly what it is that will require a crisis intervention response. Crisis Event Next, what exactly what does it mean to be “in-crisis” or in the crisis state. Crisis State It is important to acknowledge that not all individuals exposed to a traumatic stessor (or a crisis event) with enter into the crisis state and this is where psychological triage comes into play. Psychological Triage And finally, what is the response offered to the person who is in the crisis state?

Introduction: Key Terms and Definitions
Crisis Intervention The immediate helping response offered by a caregiver to the person-in-crisis. Crisis Response The immediate helping response offered by a crisis response team to a school following a crisis event. Levels of Crisis Response School-site level. School-district level. Community mutual aid level. Mutual Aid “Agreements between traditionally unassociated agencies that allow for the sharing of resources during emergency situations.” Steve’s slide Crisis Intervention This will be the focus of the afternoon workshop.

Crisis Preparedness: Personal Development
Self Education Obtain background knowledge Care for the Caregiver Warning signs Caring for others Caring for oneself Doug’s Slide

Obtaining Background Knowledge
School Crisis Response Books & Readings Internet Resources Training Programs Crisis Response Evaluations Doug’s Slide Assessment Question “What are the primary way in which school personnel can better prepare themselves for crisis response work.”

School Crisis Resource CD
Steve’s Slide State: A resource that both supports and complements our Workshop is this School Crisis Resource CD. This is a compilation of resources that should be valuable in school crisis preparation, prevention, and intervention activities. Perhaps most importantly, the manuscripts authored by Drs. Brock and Jimerson on the CD provide a foundation for much of the workshop. We encourage you to read these when you return home. The CD also includes many materials that are available from National Association of School Psychologists, Federal Emergency Management Agency, CA Office of Emergency Services, the US Department of Education and many others. There are nearly 200 files that will hopefully be valuable to you, if these were printed it would be thousands of pages of text (Thus the use of this CD). Most of these materials are available on-line, what we have done is compiled them in one location to give to each of you in hopes that this information will be helpful in planning and responding to a school crisis. Most of the files are PDF format (opens using Adobe Acrobat, free software available on-line). We know that the CD works on both PC and Mac, however, there are some files that seem to have difficulty in the newest XP operating system. If you experience any difficulty, opening a file with a PC, try using it in a Mac. All Macs have been able to open all the files. This compilation of resources should be valuable in school crisis prevention, preparedness, response, and intervention activities. Includes the foundation papers that provide the empirical basis for much of the workshop. Also includes a variety of materials that are available from NASP, FEMA, CA OES, NIMH, U.S. Department of Education, and other valuable resources. Steve to distribute and comment on

Best Practices in School Crisis Prevention and Intervention
Edited by Stephen E. Brock, Ph.D., NCSP Philip J. Lazarus, Ph.D., NCSP Shane R. Jimerson, Ph.D., NCSP To order on line go to To order via phone call (301) , ext. 225 Doug’s Slide

Stephen E. Brock, Ph.D., NCSP ;Jonathan Sandoval, Ph.D.; &
Preparing for Crises in the Schools: A Manual for Building School Crisis Response Teams (2nd Edition) Stephen E. Brock, Ph.D., NCSP ;Jonathan Sandoval, Ph.D.; & Sharon Lewis, Ph.D., NCSP Table of Contents Crisis Theory Getting Started Developing and Implementing a Crisis Response Policy Components of a Crisis Preparedness Plan Components of a Crisis Response Psychological Triage and Referral Crisis Intervention Media Relations Security and Safety Procedures Working with Potentially Violent Students Emergency Medical and Health Procedures Evaluating and Debriefing the Crisis Response References Appendices Index Doug’s Slide Online Ordering:

Training Resources NOVA Applied Suicide Intervention Skills Training
Applied Suicide Intervention Skills Training LivingWorks Education, Inc. Nonviolent Crisis Intervention National Crisis Prevention Institute Doug’s Slide

The Importance of Local Experts
Beth Doll, reflecting on the response to the Columbine High School Tragedy, in Littleton Colorado, stated: While our thanks go out to the national leaders and experts who came to Littleton to help, it was the local ‘insiders’ who led the community’s response who were most valued by the Columbine students, staff, and their families. Many of these leaders had participated in national training on crisis intervention in the recent past. They were insider experts, familiar and trusted faces, who knew the history of the school and the community, were part of a shared culture and shared the loss. We especially appreciated the fact that these local leaders were here, in the community, and prepared to intervene. (pp. 66,97) Doug’s Slide Doll, B. (1999). Reflections from Littleton. The School Psychologist, 53, 66, 97.

Anticipated or Experienced Reactions to Crisis Intervention
Discuss the kind of reactions to crisis intervention that you have had, or anticipate that you might have following such work. Doug’s Slide Ask audience to identify crisis intervention reactions Identify most as “normal” Transition to next slide which indicates problematic reactions

Warning Signs of an Overextended Crisis Intervenor
Excessive worry about crisis victims. Intense irritability. Obsessive thinking. Constant replays of the incident. Unfounded anger. Loss of interest in own work. Chronic feelings of fatigue. Doing to much for crisis victims. Maintaining an unnecessary degree of follow-up. Doug’s Slide Warning Signs of an Overextended Crisis Intervention Worker Excessive worry about crisis victims. This worry goes far beyond what is necessary to achieve adequate follow-up. Intense irritability when fellow team members attempt to advise a crisis intervenor about something they believe they already know. Obsessive thinking about the crisis intervention experience. Constant replays of the incident described in the crisis intervention even though the crisis intervenor was not present at the actual incident. Unfounded anger at one’s fellow workers on one’s loved ones after a crisis intervention. Loss of interest in one’s own work after crisis interventions. Chronic feelings of fatigue for long periods after crisis interventions. Doing far more for individuals from a particular crisis intervention than one would do for any other person under similar circumstances. Maintaining a high degree of follow up contacts when the are not necessary. Adapted from Critical Incident Stress Debriefing (pp ), by J. T. Mitchell and G. S. Everly (1996), Ellicott City, MD: Chevron.

Warning Signs of an Overextended Crisis Intervenor
Attempts to work independently. Frequent and unexplained loss of emotional control. Sleeplessness, agitation, and restlessness. Excessive withdrawal. Excessive volunteering for crisis intervention. Feeling upset/jealous when others do an intervention. Believe that no one else could provide an intervention. Doug’s Slide Attempts to work independently of the team without appropriate supervision from team professional support staff. Frequent, unexplained loss of emotional control after crisis interventions. Sleeplessness after crisis interventions. Agitation, restlessness after crisis interventions. Excessive withdrawal from contact with others after going through a crisis intervention. Excessive volunteering to take on more and more crisis interventions. Feeling upset and jealous whenever others are doing a crisis intervention in which the overextended person is not involved. Excessive belief that no one else could provide “proper” crisis intervention within the school(s) serviced by the team. Note. Adapted from Critical Incident Stress Debriefing, by J. T. Mitchell and G. S. Everly (1996), Ellicott City, MD: Chevron, (pp ). Adapted from Critical Incident Stress Debriefing (pp ), by J. T. Mitchell and G. S. Everly (1996), Ellicott City, MD: Chevron.

Care for the Caregiver Exercise. Rest. Avoid drugs and alcohol.
Maintain a normal schedule. Spend time with other intervenors. Help your fellow crisis intervenors. Do things that feel good. Realize those around you are stressed. Eat well-balanced and regular meals. Doug’s Slide Maintain typical exercise routine. Be sure to get plenty of rest (e.g., stick to normal bed time). Avoid drugs and alcohol. Maintain as normal a schedule as possible. Spend time with other crisis intervenors. Help your fellow crisis intervenors as much as possible by sharing feelings and check out how they are doing. Do things that feel good to you. Realize those around you are under stress. Eat well-balanced and regular meals (even if you do not feel like it). Adapted from Critical Incident Stress Management: The Basic Course Workbook (p. 77), by J. T. Mitchell and G. S. Everly (1996), Ellicott City, MD: International Critical Incident Stress Foundation.

Care for the Caregiver Discuss the elements of your personal self care plan. Doug’s Slide Assessment Question “What personal plan do you have for taking care of yourself during a crisis intervention?”

Team Development Institutionalizing Crisis Response Levels of Response
Governing Board Policy Levels of Response No Response School Level Response District Level Response Mutual Aid Response Specific Roles & Responsibilities of the Crisis Response Team According to the Standardized Emergency Management System Planning Checklist Doug’s Slide

Crisis Response Policy
The governing board recognizes the need to provide support to students and staff in the event of a crisis. A crisis is defined as a sudden, unexpected, and accidental event. These events will have an emergency quality to them and will have the potential to impact the entire school community. Examples of such "situational crises" include physical illness and injury, unexpected/untimely deaths, being the victim of a crime, natural and man-made disasters, and war and related acts. These events may cause entry into a "crisis state." This is a temporary state of distress, characterized chiefly by the inability to cope with the situation using customary methods of problem solving, and by the potential for a radically positive or negative outcome. This crisis state is more than simple stress and not necessarily a sign of mental illness. The crisis state is a normal reaction to abnormal circumstances. It is the intent of the governing board that the administration shall develop procedures to identify and assist students and staff who enter into a "crisis state" as the result of a "situational crisis." It is the policy of the governing board that the district have a plan in place for the provision of immediate crisis response and crisis intervention, as well as for follow-up support. Doug’s Slide Assessment Question: “What are some ways to institutionalize the school crisis response?” Institutionalization can be accomplished by adopting school board policy such as the one on this transparency. Event the best of plans may become impotent if allowed to sit on a shelf collecting dust. Policy statements such as this one help to ensure that plans remain vital. Defines crisis and the crisis state States the intent to assist students and staff who are in crisis Also, acknowledges the need for follow up support One of the danger of SCR is that is is viewed as sufficient.

Crisis Response Rules Crisis Preparedness
1. At least annually, school administration will review Administrative Guidelines for Crisis Intervention with site staff. 2. A current copy of the Planning Check List (from Administrative Guidelines for Crisis Intervention) must be on file in the superintendent's office by October 1 of each school year. 3. Annually, district administration will select a sample of school sites that will have their crisis preparedness evaluated through a readiness check or drill. Supervision and evaluation of this drill will be facilitated by district-level administration. Crisis Response 4. Once a crisis situation has stabilized, school administration must make efforts to determine facts surrounding the crisis. Assess degree of impact on the school and begin to determine the level of response required. 5. The superintendent's office must be notified immediately following a crisis that occurs at school. District Crisis Response Team assistance (if needed) is requested through the district office. 6. Implement procedures for crisis intervention as specified in Administrative Guidelines for Crisis Intervention. Doug’s Slide Both Preparedness and Response Planning review guidelines update planning check list (will review sample checklist) readiness checks or drills Response Assess impact Notify DO Implement CI procedures (will review a sample checklist)

Comprehensive Safety Plan Policy
The Governing Board recognizes that students and staff have the right to a safe and secure campus where they are free from physical and psychological harm. The Board is fully committed to maximizing school safety and to creating a positive learning environment that teaches strategies for violence prevention and emphasizes high expectations for student conduct, responsible behavior and respect for others. The Superintendent or designee shall oversee the development of a comprehensive districtwide safety plan that identifies major safety concerns as well as the district’s goals and priorities for safe schools. The plan shall include violence prevention strategies and actions to be taken in the event of a crisis or emergency. The Governing Board also recognizes the need to provide support to students in the event of a crisis. A crisis is defined as a traumatic event that affects the health, safety, or social-emotional well being of students. It is further the intent of the Governing Board that the Administration shall develop and maintain procedures to assist students, staff, and families in these instances. It is the policy of the Governing Board that the district have a plan in place for the provision of group crisis intervention and crisis management, as well as for follow-up support, and to provide training for administration and staff, as appropriate. Doug’s section, but Lee’s policy. Doug shoud ask Lee to comment on

Comprehensive Safety Plan Policy
Each principal or designee shall ensure the development of a site-level plan, in accordance with law, tailored to the specific concerns of each school. The plan shall take into account the school’s staff, available resources and building design, as well as other factors. The school safety plan shall be reviewed and updated annually by March 1 of each year. The superintendent or designee shall approve the comprehensive district wide and/or school safety plan(s) in order to ensure compliance with state law, board policies and administrative regulations. Legal Reference: Education Code Doug’s section, but Lee’s policy. Doug shoud ask Lee to comment on Huntington Beach Union High School District, BP 0450

Summary of Crisis Response Options
No Response The event is not traumatic or crisis reactions can be managed by traditional school resources. Site-Level Response The event is traumatic, however, student crisis reactions can be managed by school site-level crisis intervention services. District-Level Response The event is traumatic and the severity of crisis reactions may overwhelm school site-level crisis intervention services. Mutual-Aid Response The event is traumatic and the severity of crisis reactions not only overwhelms school site-level crisis intervention services, but also district-level resources. Doug’s Slide Assessment Question “What is the difference between a site-level crisis response and a mutual aid level crisis response?” “Define the concept of crisis intervention mutual aid?”

SCT membership and the Standardized Emergency Management System (SEMS)
SCT membership can be defined by making use of the SEMS and the organizational structure of the Incident Command System (ICS). SEMS is traditionally used to centralize, organize, and coordinate the emergency response to a critical incident, but can also be used to structure other SCT activities (i.e., prevention, preparedness, and recovery). This is the same system used by most emergency responders (e.g., fire departments, law enforcement, emergency medical technicians, disaster responders). Thus, use of SEMS helps to ensure that the SCT and other emergency responders are speaking the same language. Lee’s Slide

SEMS and the ICS According to Lockyer & Eastin (2000):
“The ICS provides overall direction and set priorities for an emergency. In operation, the ICS has five functions: management, planning/intelligence, operations, logistics, and finance/administration” (p. 12). “Under each of these functions, schools should pre-assign specific individuals, based on their job roles and responsibilities, to assist in the management of school site operations” (p. 12). Lee’s Slide

SCT Membership: Five Elements of the ICS
Emergency Operations Center Director/Incident Commander (the managers) The EOCD/IC may designate “Officers” to assist in the management of the crisis response. Public Information Officer: Responsible for keeping the public informed about crisis activities. Safety Officer: Responsible for establishing safety and secure environment Liaison Officer: Responsible for coordinating with crisis response agencies from outside of the school district. The nature of the critical incident determines who will be the Incident Commander. Until this individual arrives at school a school administrator (typically the principal) is in charge. Lee’s Slide

Plans/Intelligence Section (the thinkers) Gathers and assesses information. Document needs and status. Writes SCT evaluations. Requires a flexible and reliable communication system. Individuals filling this role “must be able to use communication equipment, gather information in a timely manner and weigh it for significance” (Lockyer & Eastin, 2000, p. 12). Lee’s Slide

Operations Section (the doers) Security and Safety Coordinator Search, Rescue, and Accounting (SRA) Specialist Student Assembly and Release (SAR) Specialist Facility and Grounds (F&G) Specialist Crowd Management (CM) Specialist Traffic Safety (TS) Specialist Student Care Coordinator Crisis Intervention (CI) Specialist Shelter, Food, Water and Supplies (SFW&S) Specialist Emergency Medical Coordinator First Aid Specialist Morgue Specialist Translation Coordinator Lee’s Slide

Logistics Section (the getters) Obtain resources to support the all ICS functions. Supplies and Equipment Coordinator Facilities Coordinator Staff & Community Volunteer Assign. (SCVA) Coord. Communications Coordinator All school staff can assist in this function. Lee’s Slide

Administration & Finance Section (the payers) Developing a budget Authorizing purchases. Track costs (including personnel costs) associated with the SCT. “Individuals responsible for purchasing, paying bills and balancing books are best suited to this function, which involves planning, purchasing emergency supplies and tracking costs following an emergency” (Lockyer & Eastin, 2000, p. 13). Lee’s Slide

SEMS and the SCT Lee’s Slide State:
This slide provides an overview of the ICS. [Emphasize that the information just provided on the SEMS and the larger school crisis response is to place our work together within the broader perspective of school crisis response. Then transition to the elements of school crisis intervention and mention that this is the focus of our time together]

The Five SEMS Incident Command Structure Roles and the SCT
The specific responsibilities of SCT members during the different phases of a crisis. We will now review those responsibilities specific to crisis preparedness. Lee’s Slide Next we will examine the responsibilities of SCT members during the different phases of a crisis

1. Crisis Management: Preparedness
Delegation, supervision, and evaluation of all crisis preparedness activities. Assign SCT membership and maintain 24/7 contact information. Public Information Officer Foster media relationships, develop media policy, prepare press release templates, plan for an emergency media center. Safety Officer Develop disaster safety resources (e.g., structural engineers, law enforcement). Liaison Officer Foster relationships with emergency response personnel, and identify and maintain emergence response listings (e.g., Red Cross, FEMA). Lee’s Slide

2. Intelligence: Preparedness
Acquire and maintain information gathering and reporting materials. Weather radios (battery operated) Cell phones Computers (with Internet access) Two-way radios Maps and floor plans Lee’s Slide Next we will examine the responsibilities of SCT members during the different phases of a crisis

3. Operations: Preparedness
Security and Safety Establish search, rescue, and student accounting procedures. Establish student assembly and release (to parents) procedures. Establish crowd and traffic management procedures. Student Care Develop the capacity to provide crisis intervention services. Develop the capacity to meet student basic needs (e.g., shelter, water, food). Medical Develop the capacity to meet emergency medical needs. Translation Maintain a listing of translators who speak all languages represented in the school community. Lee’s Slide Next we will examine the responsibilities of SCT members during the different phases of a crisis

3. Operations Section Specialists
Search, Rescue, and Accounting Specialist: Looks for, rescues, and accounts for students and staff. Student Assembly and Release Specialist : Oversees location where students assemble and supervises parent/child reunification. Facility and Grounds Specialist: Along with the Safety Officer, ensures that school facilities and grounds are safe. Crowd Management Specialist: Implements procedures designed to manage large crowds (e.g., parents looking for children). Traffic Safety Specialist: Manages all traffic including emergency response vehicles. Lee’s Slide

3. Operations Section Specialists
Crisis Intervention Specialist: Addresses mental health needs. Shelter, Food, Water, and Supplies Specialist: Maintains and distributes basic needs facilities and supplies. First Aid Specialist: Maintains and distributes first aid supplies, oversees first aid prior to emergency response personnel arrival, and works with paramedics. Morgue Specialist Maintains facilities and supplies to be used to house the deceased until they can be removed. Lee’s Slide

4. Logistics: Preparedness
Supplies and Equipment Obtain and store all crisis response supplies and equipment. Facilities Identify and designate crisis response facilities. Assignments Identify individuals to fill various crisis response roles. Communications Ensure reliable/redundant communications systems (within, to, and from school and to and from all staff) are available. Lee’s Slide

5. Finance: Preparedness
Budget for and authorize all crisis preparedness related expenditures Lee’s Slide

Primary Elements of a Preparedness Protocol
Identify specific individuals to fill specific crisis response roles Complete the crisis response box. Lee’s Slide Assessment Question “What are the primary elements of a school crisis preparedness protocol?”

District Level Planning Checklist
Lee’s Slide In Handout

District Level SCT Flowchart

School Level Planning Checklist

School Level SCT Flowchart

Crisis Response Box Elements

Responding to Crisis Steve’s Slide

Responding to Crisis Mitigate crisis damage and minimize crisis exposure Crisis intervention begins with an effective emergency crisis management and response. Determine crisis facts. Use the crisis intervention fact sheet. Assess degree of impact on the school. How many students will be affected and to what degree? Can site resources manage the crisis or will district-level assistance be needed? Steve’s Slide

Responding to Crisis Notify the crisis intervention team and open the crisis intervention center. This team works cooperatively with members of the Crisis Management Team. Set up a sign-in/sign-out system Set up a message board Give each crisis team member an ID badge so that the individual is easily identified. If not already done, notify district office of the crisis situation. District crisis response team assistance is requested through the district office. Steve’s Slide

Responding to Crisis 6. Notify other school sites that could be affected by the crisis. 7. Contact the family(ies) of the crisis victim(s). Determine what information is to be shared with Students Parents/Community Staff Media Remember to keep in mind parental rights to confidentiality. Steve’s Slide

Responding to Crisis Determine how the information is to be shared.
Written bulletins and/or letters Assemblies Phone calls Parent/Community meetings Classroom presentations/discussions 10. If a crime has occurred, isolate victims/witnesses until law enforcement interviews are completed. Steve’s Slide

Responding to Crisis Initiate the psychological triage and referral process. Make referral forms available to staff Designate who will maintain the referral list and where it will be kept Designate interview/counseling locations Distribute a summary of referrals to support staff Establish a procedure for self-referral Identify high-risk students and plan interventions. Designate who will maintain the high-risk list and where it will be kept. Decide upon interventions (i.e., individual, small group, classroom). Hold a staff meeting. Steve’s Slide

Responding to Crisis Computers, attendance registers and lockers.
Following a student's death, delete the name from computers and attendance registers. Be sure that no one calls reporting the student absent. 14. Debriefing held at the end of each day. Review the intervention process Plan follow-up actions Review the status of the referrals Provide mutual support Prioritize needs 15. Schedule a morning planning session. 16. Plan memorials. 17. Debrief and evaluate the crisis response. Steve’s Slide

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