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 ________________________________

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. 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

9. 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 failures Negative/threatening written &/or verbal messages

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

11. 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.

12. 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

13. 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

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

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

16. “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)

17. 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?

18. 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?

19. 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?

20. 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?

21. Action Planning Until 2:50 How does today’s content relate to where we are? –SWPBS Monthly Planning Guide/TIC –Classroom Management –Crisis Responses Report 1-2 “big ideas” from your team discussion (1 min. reports) Attention Please 1 Minute Spokesperson