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

2. 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?

3. 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?

4. 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?

5. 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?

6. 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
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7. 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.

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

9. 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

10. 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

11. 4 PBS Elements Supporting Social Competence & Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
DATA
SYSTEMS
PRACTICES
Supporting
Student Behavior

12. 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.

13. 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

14. 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

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

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

17. “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)

18. 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?

19. 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?

20. 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?

21. 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?

22. 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.
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