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

Start with Main Message Good TeachingBehavior Management STUDENT ACHIEVEMENT Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems

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

Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT

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?

CONTACT INFO SETTING All Setting s HallwaysPlaygrounds Cafeteri a Library / Comput er Lab AssemblyBus Respect Ourselves Be on task. Give your best effort. Be prepare d. Walk.Have a plan. Eat all your food. Select healthy foods. Study, read, comput e. Sit in one spot. Watch for your stop. Respect Others Be kind. Hands/f eet to self. Help/sh are with others. Use normal voice volume. Walk to right. Play safe. Include others. Share equipment. Practice good table manners Whispe r. Return books. Listen/wat ch. Use appropriat e 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 carefull y. Pick up. Treat chairs appropriat ely. Wipe your feet. Sit appropriat ely.