1. THE HUB OF A COMMUNITY: SCHOOL DISTRICT ROLES IN COMMUNITY TRAGEDIES

2. PRESENTERS Georgia DuránDevra AshbyDanielle Clark

3. GOALS  Share our stories  Lessons learned  Interactive learning activity  Resources

4. OVERVIEW  Trauma  Waldo Canyon fire  High Park fire  Theater shooting  Call for communication  Support to communities  Lessons learned

5. OUTCOMES  Learn how critical schools and districts are when community tragedies occur  Learn how responses to community tragedies differ from school tragedies  Learn mistakes to avoid when supporting the community, students and staff  Learn how to partner with community leaders in times of crisis  Receive a sample disaster recovery plan and resources

6. TRAUMA “We know that symptoms of trauma can emerge over time for students and staff members.” - Dr. David Schonfeld National Center for School Crisis and Bereavement

7. LINGERING IMPACT  Adjustment problems nearly universal  Data from 9/11 survey of New York City Public Schools students: 87% reported PTSD symptom 6 months later 76% often thinking about attack 45% trying to avoid thinking or talking about it 25% harder to keep mind on things 24% problems sleeping 17% nightmares 18% stopped going to places or doing things that reminded them of 9/11

8. COLORADO SPRINGS SCHOOL DISTRICT 11  28,789 students (PK-12)  4,000 employees  60 Schools  Student Demographics: –Free/Reduced Lunch: 54.2 % –Special Ed: 8.5 % –ELL: 10.2 %  Our students are: –American Indian:.9% –Asian: 2.0% –Black: 7.2% –Hispanic: 29.3% –White: 52.8% –Hawaiian Or Pacific –Islander:.3% –Two or More Races: 7.3%

9. WALDO CANYON FIRE

10.  Initial Impacts –June 23-27, 2012  Secondary Impacts –June 28-July 6, 2012  Back to School Impacts

11. WALDO CANYON FIRE  Lessons Learned: –Using consistent messaging and not jumping to conclusions –Keep updated contact information for students and staff –Communicate using a variety of methods (social media is HUGE) –The Superintendent needs to be very visible—this means so much to so many –Know your community, build the important relationships ahead of time –Train in a local JIC –It’s okay to say “no” –Keep calm and communicate –Capitalize on the relationships and bonds created through crisis

12. POUDRE SCHOOL DISTRICT  27,510 students (PK-12)  3,500 employees  50 Schools  Student Demographics: –Free/Reduced Lunch: 31.6 % –Special Ed: 7.88 % –ELL: 9.76 %  Our students are: –American Indian:.52% –Asian: 3.07% –Black: 1.32% –Hispanic: 17.67% –White: 74.06% –Hawaiian Or Pacific –Islander:.13% –Two or More Races: 3.22%

13. HIGH PARK FIRE

14.  Immediate Impacts –First 48 hours  Secondary Impacts –3 days – 3 weeks  Back to School Impacts –Two months out

15. HIGH PARK FIRE  Lessons Learned: –Central point of contact for families –Systemic ways of tracking –Communicate early and often to everyone –Hold weekly debriefing meetings –Financial restrictions –Have someone from the SCHOOL call the families –Recognize that people trust schools, but don’t always trust government –The power of a hug –Don’t forget about staff –Impacts are long term

16. AURORA PUBLIC SCHOOLS  40,000 students (PK-12)  5,000 employees  59 schools  Student Demographics: –Free/Reduced Lunch: 69% –Special Ed: 10% –ELL: 37%  Our students are: –Native American: 0.7% –Asian: 4.6% –Black: 17.9% –Hispanic: 54.7% –White: 17.8% –Native Hawaiian / Pacific Islander: 0.5% –Two or More Races: 3.9%

17. 7/20

19.  Phase 1 Immediate Response –July 20-July 23  Phase 2 Preparation for School Start –July 23-Aug. 6  Phase 3 School Start –Aug. 6-Nov. 2  Phase 4 Ongoing Support –Nov. 2-Ongoing  Phase 5 Commemoration

20. 7/20  Lessons learned –Listen –Continual updates –Cultivate partnerships –Acknowledge the intensity –Ask the experts –Talk about the tragedy –Guard against burnout –Shift priorities –Debrief regularly

21. SAMPLE CHECK LIST

22. ACTIVITY  Participants will assess how they would respond to a community crisis  Participants will share their suggestions to add to the checklist/process

23. QUESTIONS