Preparing for & Responding to Crises & Emergencies Sugai & Colvin, 1999

Example #1 Student runs up to you & says two “big kids” are walking through back playground, & she thinks one of them has gun. 2nd & 3rd grade classes are having recess on playground. What do you do?

Example #2 You are teaching Heloise to write her address & telephone number. As you assist her, she begins to get frustrated & begins biting her hand. You’re attempts to soothe her fail, & she escalates to biting her fingers which begin to bleed & hitting the tabletop with her forehead. What do you do?

Example #3 Two students run into classroom & scream that strong smell is coming from the gym. They indicate that smell hurts their eyes & throat & it seems to be spreading through hallways. What do you do?

Example #4 The parents of one of your students is arguing with another parent. Their voices are loud, & students & students are gathering. One parent pushes other against wall, & that parent has picked up trash can is threatening to throw it. What do you do?

Other Examples Stranger in the building Bomb threat/explosion Student with gun/weapon on campus Serious injury/death Serious fight Drug deal on campus Weapon possession Natural disasters Kidnapping/hostage taking Student/staff/other out-of-control and violent behavior ________________________________

What would you do first,...next? (5 minutes) You are walking down hallway & you hear loud yelling. When you turn corner you see group of 15 kids around 2 girls who are fighting. One girl has other around throat; other girl has grabbed the other’s hair & is punching her in face. One girl’s nose is bleeding.

Generic Sequence Assess Request help/assistance Monitor/defuse/control crowd & wait for help/experts….follow procedures Let help/experts take over. Follow-up

Lessons Learned: White House Conference on School Safety Students, staff, & community must have means of communicating that is immediate, safe, & reliable Positive, respectful, predictable, trusting student-teacher-family relationships are important High rates of academic & social success are important Positive, respectful, predictable, trusting school environment/climate is important for all students Metal detectors, surveillance cameras, & security guards are insufficient deterents

Lessons Learned: White House Conference on School Safety Early Correlates/Indicators Significant change in academic &/or social behavior patterns Frequent, unresolved victimization Extremely low rates of academic &/or social success Negative/threatening written &/or verbal messages

4 PBS Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

Guiding Principles Safety is number one consideration. “Teachable Moments” are secondary Escalations are likely to run their course, & are inversely related to self-control. Planned responses & debriefing are required after crisis/emergency. Prosocial responses must be relevant, effective, efficient, & taught. Practice. Practice. Practice.

Necessary Prerequisites Comprehensive, school-wide PBS system Crisis response team Home-school-community linkage High rates of academic & social success Clear written policy & procedures Regular, supervised opportunities to practice

Other Provisions to Establish “Safe” areas Clear roles & responsibilities of key personnel Clear “fool proof” communication systems Predictable & reliable for students, staff, & community Means of securing immediate external support Procedures for securing or “locking down” a classroom or school

Instructions for unique situations Establish procedures for accounting for whereabouts of all students & staff Procedures for documenting dangerous & potentially dangerous situations

Process for Investigations Assess event Insure accountability Inform others Interview key players Follow through Follow up

“Physical Intervention” Use as last resort to insure safety & protect from injury Follow procedures & policy Implement by trained personnel who practice regularly Document description of episode Debrief after each episode (review & plan)

Example #1 Student runs up to you & says two “big kids” are walking through back playground, & she thinks one of them has gun. 2nd & 3rd grade classes are having recess on playground. What do you do?

Example #2 You are teaching Heloise to write her address & telephone number. As you assist her, she begins to get frustrated & begins biting her hand. You’re attempts to soothe her fail, & she escalates to biting her fingers which begin to bleed & hitting the tabletop with her forehead. What do you do?

Example #3 Two students run into classroom & scream that strong smell is coming from the gym. They indicate that smell hurts their eyes & throat & it seems to be spreading through hallways. What do you do?

Example #4 The parents of one of your students is arguing with another parent. Their voices are loud, & students & students are gathering. One parent pushes other against wall, & that parent has picked up trash can is threatening to throw it. What do you do?

SETTING All Settings Hallways Playgrounds Cafeteria Library/ Computer Lab Assembly Bus Respect Ourselves Be on task. Give your best effort. Be prepared. Walk. Have a plan. Eat all your food. Select healthy foods. Study, read, compute. Sit in one spot. Watch for your stop. Respect Others Be kind. Hands/feet to self. Help/share with others. Use normal voice volume. Walk to right. Play safe. Include others. Share equipment. Practice good table manners Whisper. Return books. Listen/watch. Use appropriate applause. Use a quiet voice. Stay in your seat. Respect Property Recycle. Clean up after self. Pick up litter. Maintain physical space. Use equipment properly. Put litter in garbage can. Replace trays & utensils. Clean up eating area. Push in chairs. Treat books carefully. Pick up. Treat chairs appropriately. Wipe your feet. Sit appropriately. CONTACT INFO George.sugai@uconn.edu Robh@uoregon.edu www.pbis.org