WHAT DOES IT LOOK LIKE? Crisis Management and Threat Assessment

STEPS TO DEVELOPING A PLAN Crisis Management

Crisis Management Plan: Example Scenario: A middle school in a “Crip” neighborhood with high drug sale numbers. Some of your students sell these drugs. Needs Assessment  How do we know which kids running around are our students?  How do we keep the students from hurting us or each other?  What can we do to keep the kids away from gangs?  What can we do to keep the kids away from drugs?  How am I supposed to know which kids are in gangs and which aren’t?  How can I be safe?  What do I do if someone does something violent?

Crisis Management Plan: What See it Mitigation and Prevention  Identify your own students from gang members in the area.  Determine your school as “neutral” ground.  Start an “anti-gang” program.  Provide alternatives to gangs for your students.  Promote a drug-free school zone.  Provide faculty and staff information on gangs. Preparedness  Identify your own students from gang members in the area.  Keep the building protected from within and without.  Provide faculty and staff information on gangs.  Generate a plan on what to do during a school shooting.  Practice the plan Response  Identify your own students from gang members in the area.  Enact the plan of what to do during a school shooting Recovery  Provide drug treatment options  Provide alternatives to gangs for your students.  Keep the building protected from within and without.

Crisis Management Plan: Who See it Mitigation and Prevention  Identify your own students from gang members in the area. (all school)  Determine your school as “neutral” ground. (local leaders, local gangs)  Start an “anti-gang” program. (counselors and psychs)  Provide alternatives to gangs for your students. (local orgs, school leaders)  Promote a drug-free school zone. (counselors and psychs)  Provide faculty and staff information on gangs. (local groups, counselors and psychs) Preparedness  Identify your own students from gang members in the area. (all school)  Keep the building protected from within and without. (all school, police)  Provide faculty and staff information on gangs. (local groups, counselors and psychs)  Generate a plan on what to do during a school shooting. (crisis team)  Practice the plan (all school) Response  Identify your own students from gang members in the area. (all school)  Enact the plan of what to do during a school shooting (crisis team  all school) Recovery  Provide drug treatment options (local groups, counselors and psychs)  Provide alternatives to gangs for your students. (local groups, counselors and psychs)  Keep the building protected from within and without. (all school, police)

Crisis Management Plan: When See it Mitigation and Prevention  Identify your own students from gang members in the area. (by Oct)  Determine your school as “neutral” ground. (by Feb)  Start an “anti-gang” program. (by Mar)  Provide alternatives to gangs for your students. (by Mar)  Promote a drug-free school zone. (by Sep)  Provide faculty and staff information on gangs. (Aug) Preparedness  Identify your own students from gang members in the area. (by Oct)  Keep the building protected from within and without. (by Nov)  Provide faculty and staff information on gangs. (Aug)  Generate a plan on what to do during a school shooting. (by Dec)  Practice the plan (by Jan; by Mar) Response  Identify your own students from gang members in the area. (by Oct)  Enact the plan of what to do during a school shooting (as needed) Recovery  Provide drug treatment options (by Feb)  Provide alternatives to gangs for your students. (by Mar)  Keep the building protected from within and without. (by Nov)

Crisis Management Plan: How did it go? See it Mitigation and Prevention  Identify your own students from gang members in the area. (survey)  Determine your school as “neutral” ground. (records review)  Start an “anti-gang” program. (yes/no)  Provide alternatives to gangs for your students. (records review)  Promote a drug-free school zone. (yes/no)  Provide faculty and staff information on gangs. (survey) Preparedness  Identify your own students from gang members in the area. (survey)  Keep the building protected from within and without. (physical review, survey)  Provide faculty and staff information on gangs. (survey)  Generate a plan on what to do during a school shooting. (records review)  Practice the plan (records review) Response  Identify your own students from gang members in the area. (survey afterwards)  Enact the plan of what to do during a school shooting (survey afterwards) Recovery  Provide drug treatment options (review of records)  Provide alternatives to gangs for your students. (records review)  Keep the building protected from within and without. (physical review)

Crisis Management Plan: You do it Scenario: An elementary school is in an area of the country with a high risk for tornados. You need to:  Decide on what role each member will play in the crisis team.  Generate data from a needs assessment  From this data, make plans at each of the four levels: Mitigation/ prevention, Preparedness, Response, and Recovery  What will be done?  Who will do it?  When will it be done?  How did it go?

Crisis Management Plan: You do it Generate a handout (one page) to give to each person at your facility explaining the specifics of what they should do in a crisis.  Who is in charge?  Who will contact them?  Who else is on the crisis team?  Where should they go?  What is being done to keep them safe?  How will they know that the crisis has ended?

CD-ROM A Safe Schools Threat Experience

Specific Questions in Threat Assessment What are the student’s motive(s) and goals? Have there been any communications suggesting ideas or intent to attack? Has the subject shown inappropriate interest in weapons, violence, or school attacks? Has the student engaged in attack-related behaviors? Does the student have the capacity to carry out an act of targeted violence? Is the student experiencing hopelessness, desperation, and/or despair? Copyright 2007 Brooks/Cole, a division of Thomson Learning

Specific Questions in Threat Assessment Does the student have a trusting relationship with at least one responsible adult? Does the student see violence as an acceptable – or desirable – or the only- way to solve problems? Is the student’s conversation and “story” consistent with his or her actions? Are other people concerned about the student’s potential for violence? What circumstances might affect the likelihood of an attack? Copyright 2007 Brooks/Cole, a division of Thomson Learning