1. Karen McCuiston kmccuiston@murraystate.edu Kentucky Center for School Safety Murray State University Emergency Response, Recovery and Using Data

3. Place on classroom wall

4. What can we learn from this??? Are we improving?

5. Emergency Response Accidents at School AIDS/HIV Infections Aircraft Emergency Allergic Reaction Assault Bomb Threat Bomb T -School Report Bus Accident Chemical Hazardous Spill Death or Serious Illness Earthquake Accidents at SchoolAIDS/HIV InfectionsAircraft EmergencAllergic ReactionAssaultBomb ThreatBomb T -School ReportBus AccidentChemical Hazardous SpillDeath or Serious IllnessEarthquake Fire Gas Leak Hostage Situation Kidnapping Poisoning Rape/Sexual Abuse Suicide Threat of Harm (pdf) (doc)Fire Gas Leak Hostage Situation Kidnapping Poisoning Rape/Sexual Abuse Suicide Threat of Harm (pdf)doc Trespasser/Intruder Weapons Weather Emergency Trespasser/IntruderWeaponsWeather Emergency http://www.kycss.org/emp/Hom e/EmerRevCol.pdf

7. Components of Recovery Schools and their larger community are confronted with putting the pieces back together following sudden, tragic events such as death or serious injury to students and staff, bus accidents, fires, natural or man-made disasters and violence. The aftermath of tragedies on individual children and adults is not simple to predict. According to the National Institute of Mental Health, research indicates that both adults and children demonstrate a wide range of reactions following a catastrophic event. The goal after an emergency is to return to the business of learning and restore the infrastructure of the school as quickly as possible. There are four key components of recovery that need to be addressed so that a smooth transition can be achieved back to a relative state of normalcy and the healing process can began. They are: ◦ Emotional Recovery ◦ Academic Recovery ◦ Physical/Structural Recovery ◦ Business/Fiscal Recovery What about donations??? What if the building is damaged??? How long??

9. Recovery Follow Up to Emergencies Critical Incident Stress M Teachers Helping Children Info Sheet for Parents Disasters/Effects Age Appropriate CISM Talking Method Drawing Method Stress Concerns Classmate Tragedy Caring for Caregiver Students Attending Funeral Memorials SuicideFollow Up to EmergenciesCritical Incident Stress M Teachers Helping Children Info Sheet for ParentsDisasters/EffectsAge Appropriate CISMTalking Method Drawing MethodStress ConcernsClassmate TragedyCaring for CaregiverStudents Attending FuneralMemorialsSuicide http://www.kycss.org/emp/Hom e/EmerRevCol.pdf What about donations??? What about volunteers???

10. Section 6 (After the Crisis) Guide to Preventing…Bureau of Justice Support Systems-Role of Administrator Implement plans for providing qualified counselors, especially for providing Critical Incident Stress. Students, faculty, and staff may require both short and long term counseling. When providing info and counseling, take into account multilingual needs. Maintain both an information line and special call-in line for victims and their families whenever large groups of students are affected. Keep in close contact with injured victims and/or surviving family members. Determine the need for additional health services and resources (e.g.,nursing staff) to attend to increased physical needs of students. Hold meetings to provide staff with information related to the crisis, eliminate rumors, advise them of next steps, and advise them on what to tell their students. Develop written statements for teachers. Send similar statements to parents. Help students, faculty, and staff deal with their own reactions. Whenever possible, help teachers and staff deal with their reactions first, before they interact with their students. Hold a special meeting with victims and their siblings. Ensure that each school in the district supports siblings of victims by providing them with additional reassurances of safety and academic support as appropriate. Provide places and times for members of peer groups to meet and counsel each other.

11. Designate space for “safe rooms” where at any time, students, teachers, and staff can go Provide information to parents/ guardians who want to know how to help their children cope with feelings about the crisis. Hold special workshops for students who feel angry about the crisis to express their feelings. Keep parents/guardians informed of the support services being made available to their children. Provide a list of suggested readings to teachers, parents, and students. Only after persons who have been directly affected by the crisis have received needed attention, evaluate whether community forums should be initiated for people to air their concerns about the tragedy or other issues pertaining to school safety. Fund additional time for teachers to work with students needing additional academic support due to such problems as grief, stress, difficulty concentrating, and anxiety. Hire a volunteer coordinator to ensure the meaningful participation of parents/guardians and community members in a way that does not use additional administrative time. Provide for the orientation of families who enroll their children in schools where violent events have occurred. Include younger students who graduate into these schools and students who transfer from other schools.

12. Other Topics (After the Crisis) The Role of School Administrators The Role of Teachers and Staff The Role of School Counselors, Psychologists, and Social Workers The Role of Parents The Role of the Community The Role of Law Enforcement Under The Role of the School Administrator ◦ Managing School Environment ◦ Memorials, Funerals and Anniversaries ◦ Closure of Mourning Period

13. Discuss Data and How it drives the Safety Plan https://www.kycss.org/clear/pdfs-docs/2010%20Report/10%20Appendix%20F%20-%20Using%20Report.pdf