Preparing for the School Crisis Response A workshop presented by Stephen E. Brock Lee Huff Doug...

Preparing for the School Crisis ResponseA workshop presented by

Stephen E. Brock

Lee Huff

Doug SiembiedaCASP Crisis Intervention Specialty Group

Workshop Outline• Introduction

• Personal 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

Introduction: Crisis Event Prerequisites

• 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.

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)

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.

Introduction:Phases of a Crisis Event

1. Baseline– Normal school

functioning

2. Pre-impact– The period before

an anticipated crisis

3. Impact– When the crisis

occurs

4. Recoil– Immediately after the crisis

5. Post-impact– Days to weeks after the crisis

6. Recovery/Reconstruction– Months or years after the

crisis

Introduction:Phases of a Crisis Event

Baseline

Recovery Pre-impact

Post-impact Impact

Recoil

Crisis

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.

PhaseActivity Baseline Preimpact Impact Recoil Postimpact Recovery

Prevention

Preparedness

Response

Recovery

Introduction: Key Terms and Definitions

• Situational Crisis EventAn extremely negative, sudden, and unexpected event that generates apparently unsolveable problems for crisis victims.

• Crisis StateThe acute distress generated by having a problem that is (at least initially) judged by the person-in-crisis as not having a solution.

• Psychological TriageSorting and classification of individuals according to the degree to which they are judged to have been traumatized by a crisis event.

Introduction: Key Terms and Definitions

• Crisis InterventionThe immediate helping response offered by a caregiver to the person-in-crisis.

• Crisis ResponseThe 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.”

Crisis Preparedness:Personal Development

• Self Education– Obtain background knowledge

• Care for the Caregiver– Warning signs– Caring for others– Caring for oneself

Obtaining Background Knowledge

• School Crisis Response Books & Readings

• Internet Resources

• Training Programs

• Crisis Response Evaluations

School Crisis Resource CD

• 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.

Best Practices in School Crisis Prevention and Intervention

Edited byStephen E. Brock, Ph.D., NCSP Philip J. Lazarus, Ph.D., NCSP

Shane R. Jimerson, Ph.D., NCSP

To order on line go to www.nasponline.org/bestsellersTo order via phone call (301) 657-0270, ext. 225

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

Online Ordering: http://www.wiley.com/cda/product/0,,0471384232,00.html

Table of ContentsCrisis TheoryGetting StartedDeveloping and Implementing a Crisis Response PolicyComponents of a Crisis Preparedness PlanComponents of a Crisis ResponsePsychological Triage and ReferralCrisis InterventionMedia RelationsSecurity and Safety ProceduresWorking with Potentially Violent StudentsEmergency Medical and Health ProceduresEvaluating and Debriefing the Crisis ResponseReferencesAppendicesIndex

Training Resources• NOVA

– 202-232-6682– http://www.try-nova.org/

• Applied Suicide Intervention Skills Training– LivingWorks Education, Inc.– 1-403-309-0242– [email protected]

• Nonviolent Crisis Intervention– National Crisis Prevention Institute– 1-800-588-8976– http://www.crisisprevention.com

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)

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.

Warning Signs of an Overextended Crisis Intervenor

Adapted from Critical Incident Stress Debriefing (pp. 257-258), by J. T. Mitchell and G. S. Everly (1996), Ellicott City, MD: Chevron.

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.

Warning Signs of an Overextended Crisis Intervenor

Adapted from Critical Incident Stress Debriefing (pp. 257-258), by J. T. Mitchell and G. S. Everly (1996), Ellicott City, MD: Chevron.

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.

Care for the Caregiver

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.

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.

Care for the Caregiver

Discuss the elements of your personal self care plan.

Team Development

• Institutionalizing Crisis 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

Crisis Response PolicyThe 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.

Crisis Response RulesCrisis Preparedness1. 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 Response4. 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.

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.

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– 231.5 35291.5– 32260-32262 3594-3594.9– 35147 35294.0-35294.15– 35183 48900-48926– 35291 48950

Huntington Beach Union High School District, BP 0450

Summary of Crisis Response Options

• No ResponseThe event is not traumatic or crisis reactions can be managed by traditional school resources.

• Site-Level ResponseThe 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 ResponseThe event is traumatic and the severity of crisis reactions not only overwhelms school site-level crisis intervention services, but also district-level resources.

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.

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).

http://www.cde.ca.gov/spbranch/safety/crisismgnt/crisisresponse.pdf

SCT Membership:Five Elements of the ICS

1. 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.


2. 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).


3. 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


4. 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.


5. 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).

SEMS and the SCT

Emergency Operations Center Director/School Incident Commander

Crisis Management TeamPublic Information Officer

Safety OfficerLiaison Officer

(Thinkers)Intelligence

Section

(Doers)Operations

Section

(Getters)LogisticsSection

(Payers)FinanceSection

Security and Safety Facilities

Student CareSupplies andEquipment

Emergency Medical Staff & CommunityVo lunteer Assignment

Translation Communications

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.

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).

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

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.

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.

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.

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.

5. Finance: Preparedness

• Budget for and authorize all crisis preparedness related expenditures

Primary Elements of a Preparedness Protocol

• Identify specific individuals to fill specific crisis response roles

• Complete the crisis response box.

District Level Planning ChecklistDistrict Crisis Response Team Planning Check List

1. Designate an Emergency Operations Center (EOC).The incident command post from which all district-level crisis response activities are coordinated.

Location: DATE ASSIGNED:

1a. Alternate location to be used if the EOC is not available.

2. De si gnate an Emergency Ope rations Ce nter Direc tor.The Director would be in charge of all district crisis response activities.

NAME: DATE ASSIGNED:

1a. Designate an alternate to serve in the Director’s absence.

3. De si gnate a Dis trict Cris is Mana gemen t Team .This team would assist the EOC Director in all crisis preparedness and response activities.

i. De si gnate a Public Information Office r.Responsible for keeping the public informed about crisis response activities.


Designate an alternate to serve in the Officer’s absence.

ii. De si gnate a Sa fety Office r.Responsible for establishing safety and secure crisis response environment.



iii. De si gnate a Liaiso n Officer .Responsible for coordinating with crisis response agencies from outside of the school district.



4. Designate individuals to fill Incident Command System rolesThis team wil l include members of the Crisis Management Team and defines leadership roles and responsibil ities duringthe response to a critical incident.

i. Designate a District Intelligence Section Chief.Responsible for collecting, documenting and evaluating information about the critical incident and the district’ s crisisresponse.


Designate an alternate to serve in the Chief’ s absence.

ii. Designate a District Operations Section Chief.Responsible for evaluating district facility safety; search/rescue and student release; emergency medical response; studentcare and mental health; and if necessary management of a morgue.



iii. Designate a District Logistics Section Chief.Responsible for management and allocation of district facil ities; supplies and equipment; staff and volunteer assignment;and district-wide communications.


Designate an alternate to serve in the Off icer’s absence.

iv. Designate a District Finance Section Chief.Responsible for authorizing incident related purchases, record keeping and accounting, and crisis responderhours time keeping.



5. Ensu re that eac h sc hoo l has a cris is resp onse b ox:

6. Conduc t an annual dist ric t-leve l c ris is resp onse table top drill.

Date Last conducted:

District Level SCT FlowchartEmergency Operations Center Director

Primary: Secondary:


Safety Officer:

Liaison Officer:

(Thinkers)District Intelligence

Section Chief

(Doers)District Operations

Section Chief

(Getters)District Logistics

Section Chief

(Payers)District FinanceSection Chief

District Security andSafety Coordinator

Community FacilitiesCoordinator

District Student CareCoordinator

District Supplies &Equipment Coord.

District EmergencyMedical Coordinator

Staff & Vo lunteerAssign. Coordinator

District TranslationCoordinator

Dist. CommunicationsCoordinator

School Level Planning ChecklistSchool Crisis Response Team Planning Check List

1. Designate an Incident Command Post (CP).The incident command post from which all district-level crisis response activities are coordinated.

Location: DATE ASSIGNED:

1a. Alternate location to be used if the CP is not available.

2. De si gnate a Sc hoo l-S ite Critica l Inc ide nt Comma nde r (IC).The Commander would be in charge of all school crisis response activities.


1a. Designate an alternate to serve in the Comander’s absence.

3. De si gnate a Sc hoo l Cris is Mana gemen t Team .This team would assist the IC with all crisis preparedness and response activities. These roles may be filled either by theIC him or herself, the respective district-level Officer, and/or appropriate site-based personnel.

i. De si gnate a Public Information Office r.Responsible for keeping the public informed about crisis response activities.



ii. De si gnate a Sa fety Office r.Responsible for establishing safety and secure crisis response environment.



iii. De si gnate a Liaiso n Officer .Responsible for coordinating with crisis response agencies from outside of the school district.



4. Designate individuals to fill Incident Command System rolesThis team wil l include members of the Crisis Management Team and defines leadership roles and responsibil ities duringthe response to a critical incident.

i. Designate a School Intelligence Section Chief.Responsible for collecting, documenting and evaluating information about the critical incident and the school’ scrisis response.



ii. Designate a School Operations Section Chief.Responsible for evaluating school facil ity safety; search/rescue and student release; emergency medicalresponse; student care and mental health; and if necessary management of a morgue.



iii. Designate a District Logistics Section Chief.Responsible for management and allocation of school facil ities; supplies and equipment; staff and volunteerassignment; and school-wide communciations.


Designate an alternate to serve in the Off icer’s absence.

i. Designate a District Finance Section Chief.Responsible for authorizing incident related purchases, record keeping and accounting, and crisis responderhours time keeping.



5. Me mbe rs of the Crisis Res ponse Team s hould work co ope rative ly to complete theand mai ntain a cr isis res ponse box :

I. Date c ompleted : II. Date las t c heck : III. Primary loca tion: IV. Duplic ate loca tion:

6. Conduc t an annual sch ool s ite c ris is resp onse table top drill..

Date Last conducted:

School Level SCT FlowchartSchool Incident Commander

Primary: Secondary:


Safety Officer:

Liaison Officer:

(Thinkers)School Intelligence

Section Chief

(Doers)School Operations

Section Chief

(Getters)School Logistics

Section Chief

(Payers)School FinanceSection Chief

School Security andSafety Coordinator

School FacilitiesCoordinator

School Student CareCoordinator

School Supplies &Equipment Coord.

School EmergencyMedical Coordinator

School & Vo lunteerAssign. Coordinator

School TranslationCoordinator

School Communicat.Coordinator

Crisis Response Box Elements

Element Responsible Team MemberCrisis Management Team phone numbers Critical Incident Commander

Crisis Response Team role descriptions Critical Incident Commander

Media staging area/resources Public Information Officer

Media management policy Public Information Officer

Community emergency resources listing Liaison Officer

Emergency response personnel staging area Safety Officer/Liaison Officer

Structural engineering resources Safety Officier

Aerial photos of the campus Intelligence Section

School community map Intelligence Section

Campus layout (with staging areas indicated) Intelligence Section

Blueprints of all school buildings Intelligence Section

Crisis incident log Intelligence Section

AM/FM battery operated radio (extra batteries) Intelligence Section

Battery operated weather radio (extra batteries) Intelligence Section

Battery operated laptop (with airport) location Intelligence Section

Site status report forms Intelligence Section

Damage documentation tools (e.g., cameras) Intelligence Section

Keys for all campus facilities Operations Section (Security & Safety Coord./F&G Sp)

Fire alarm turn-off procedures Operations Section (Security & Safety Coord./ F&G Sp.)NOTE: F&G Sp. = Facilities and Grounds Specialist; SRA SP. = Search, Rescue, & Accounting Specialist; CM Sp. = Crowd Management Specialist;SAR Sp. = Student Assembly and Release Specialist; CI Sp. = Crisis Intervention Specialist; TS Sp. = Traffic Safety Specialist; SFW&S Sp. =Shelter, Food, Water, & Supplies Specialist; SCVA Coord. = Staff & Community Volunteer Assignment Coordinator

Crisis Response Box ElementsElement Responsible Team MemberSprinkler system turn-off procedures Operations Section (Security & Safety Coord./F&G Sp.)

Utility shut-off valves/tools Operations Section (Security & Safety Coord./F&G Sp.)

Gas line and utility layout Operations Section (Security & Safety Coord./F&G Sp.)

Cable television satellite feed shut-off Operations Section (Security & Safety Coord./F&G Sp.)

Yellow caution tape Operations Section (Security & Safety Coord./SRA Sp.)

Search and rescue supplies/equipment Operations Section (Security & Safety Coord./SRA Sp.)

Student photos Operations Section (Security & Safety Coord./SRA Sp.)

Parent Center location Operations Section (Security & Safety Coord./CM Sp.)

Evacuation routes and assembly procedures Operations Section (Security & Safety Coord./SAR Sp.)

Evacuations sites Operations Section (Security & Safety Coord./SAR Sp.)

Student disposition/release forms Operations Section (Security & Safety Coord./SAR Sp.)

Student release procedures Operations Section (Security & Safety Coord./SAR Sp.)

Student attendance roster Operations Section (Security & Safety Coord./SAR sp)

Traffic management plan Operations Section (Security & Safety Coord./TS Sp.)

Student emergency cards Operations Section (Student Care Coord./SFW&S Sp.)

Special needs student listing (e.g., medications) Operations Section (Student Care Coord./SFW&S Sp.)

Crisis Codes established Operations Section (Student Care Coord./CI Sp.)

Lockdown procedures Operations Section (Student Care Coord./CI Sp.)

Crisis intervention resource listing Operations Section (Student Care Coord./CI Sp.)

Crisis intervention procedures Operations Section (Student Care Coord./CI Sp.)NOTE: F&G Sp. = Facilities and Grounds Specialist; SRA SP. = Search, Rescue, & Accounting Specialist; CM Sp. = Crowd Management Specialist;SAR Sp. = Student Assembly and Release Specialist; CI Sp. = Crisis Intervention Specialist; TS Sp. = Traffic Safety Specialist; SFW&S Sp. =Shelter, Food, Water, & Supplies Specialist; SCVA Coord. = Staff & Community Volunteer Assignment Coordinator

Crisis Response Box ElementsElement Responsible Team MemberFirst aid supplies list and location Operations Section (Emergency Medical Coord.)

First aid procedures Operations Section (Emergency Medical Coord.)

Morgue procedures Operations Section (Emergency Medical Coord.)

Translator listing Operations Section (Translation Coord.)

Crisis intervention center/service rooms Logistics Section (Facilities Coord.)

Command post/Staging area signs Logistics Section (Facilities Coord.)

Care/Shelter resource listing (e.g., water, food) Logistics Section (Facilities Coord.)

Teacher Roster/Assignments Logistics Section (SCVA Coord.)

Staff Roster/Assignments/Crisis duties Logistics Section (SCVA Coord.)

Staff resources listing/Crisis duties Logistics Section (SCVA Coord.)

List of key parent/community volunteers Logistics Section (SCVA Coord.)

Crisis Response Team Identification Logistics Section (SCVA Coord.)

Communication resources listing/locations Logistics Section (Communications Coord.)

Staff phone tree (with cell phone numbers) Logistics Section (Communication Coord.)

Phone line use designation listing Logistics Section (Communications Coord.)

Office supplies Logistics Section (Supplies & Equipment Coord.)

Flashlights (with extra batteries) Logistics Section (Supplies & Equipment Coord.)

Emergency resource budget information Finance Section

Emergency personnel sign-in/sign-out sheet Finance Section

Purchase Order forms Finance Section

FEMA forms Finance SectionNOTE: F&G Sp. = Facilities and Grounds Specialist; SRA SP. = Search, Rescue, & Accounting Specialist; CM Sp. = Crowd Management Specialist; SAR Sp.= Student Assembly and Release Specialist; CI Sp. = Crisis Intervention Specialist; TS Sp. = Traffic Safety Specialist; SFW&S Sp. = Shelter, Food, Water, &Supplies Specialist; SCVA Coord. = Staff & Community Volunteer Assignment Coordinator

Responding to CrisisCrisis Intervention Checklist

____1. Mitigate crisis damage and minimize crisis exposureCrisis intervention begins with an effective emergency crisis management and response.

____2. Determine crisis facts.Use the crisis intervention fact sheet.

____3. Assess degree of impact on the school.How many students wil l be affected and to what degree?Can site resources manage the crisis or wil l district-level assistance be needed?

____4. Notify the crisis intervention team and open the crisis intervention center.This team works cooperatively with members of the Crisis Management Team.____ (a) Set up a sign-in/sign-out system____ (b) Set up a message board____ (c) Give each crisis team member an ID badge so that the individual is easily identifi ed.

____5. If not already done, notify district office of the crisis situation.District crisis response team assistance is requested through the district off ice.

____6. Notify other school sites that could be affected by the crisis.____7. Contact the family(ies) of the crisis victim(s).____8. Determine what information is to be shared with

____ (a) Students____ (b) Parents/Community____ (c) Staff____ (d) MediaRemember to keep in mind parental rights to confidentiality.

____9. Determine how the information is to be shared.____ (a) Written bulletins and/or letters____ (b) Assemblies____ (c) Phone cal ls____ (d) Parent/Community meetings____ (e) Classroom presentations/discussions

____10. If a crime has occurred, isolate victims/witnesses until law enforcement interviewsare completed.

____11. Initiate the psychological triage and referral process.____ (a) Make referral forms available to staff____ (b) Designate who wil l maintain the referral li st and where it will be kept____ (c) Designate interview/counseling locations____ (d) Distribute a summary of referrals to support staff____ (e) Establish a procedure for self-referral

____12. Identify high-risk students and plan interventions.____ (a) Designate who wil l maintain the high-risk list and where it wil l be kept.____ (b) Decide upon interventions (i.e., individual, small group, classroom).

____13. Hold a staff meeting.____14. 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.

____15. Debriefing held at the end of each day.____ (a) Review the intervention process____ (b) Plan follow-up actions____ (c) Review the status of the referrals____ (d) Provide mutual support____ (e) Prioritize needs

____ 16. Schedule a morning planning session.____ 17. Plan memorials.____ 18. Debrief and evaluate the crisis response.Note. A dapted from “A Handbook for Crisis Intervention,” by the Los Angeles Unified School District, 1994, ( Avai lable from Los Angeles Unif ied School District, District Psychological Services, 6520 Newcastle Ave., Reseda, CA 91335-6230), and from “Administrative Guidel ines forCrisis Intervention, ” by S. E. Brock, S. Lewis, P. Slauson, & S. Yund, 1995, pp. 22-23, (Avai lable from Lodi Unified School District, Special Services/SELPA, 1305 E. Vine St., Lodi, CA 95240)

Responding to Crisis

1. Mitigate crisis damage and minimize crisis exposure• Crisis intervention begins with an effective emergency

crisis management and response.

2. Determine crisis facts. • Use the crisis intervention fact sheet.

3. 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?


4. Notify the crisis intervention team and open the crisis intervention center.• This team works cooperatively with members of the Crisis

Management Team.a) Set up a sign-in/sign-out systemb) Set up a message boardc) Give each crisis team member an ID badge so that the individual is

easily identified.

5. If not already done, notify district office of the crisis situation.• District crisis response team assistance is requested through

the district office.


6. Notify other school sites that could be affected by the crisis.

7. Contact the family(ies) of the crisis victim(s).

8. Determine what information is to be shared with• Students• Parents/Community• Staff• Media• Remember to keep in mind parental rights to

confidentiality.


9. 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.

Responding to Crisis11. 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

12. 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).

13.Hold a staff meeting.

Responding to Crisis13.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.

Preparing for the School Crisis Response A workshop presented by Stephen E. Brock Lee Huff Doug...

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