Preparing for & Responding to Crises & Emergencies

1. Preparing for & Responding to Crises & Emergencies Rob Purple School Psychologist Minneapolis Public Schools robert.purple@mpls.k12.mn.us Adapted from Sugai & Colvin Appendix I in your manual (pages 78-85) August 5, 2013

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 and she begins hitting the tabletop with her forehead. • What do you do?

4. Example #3 • Two students run into classroom & scream that a strong smell is coming from the gym. They indicate that the smell hurts their eyes & throat & it seems to be spreading through hallways. • What do you do?

5. Example #4 • The parent of one of your students is arguing with another parent. Their voices are loud, and students are gathering. One parent pushes the other against a wall, and that parent picks up a trash can and is threatening to throw it. • What do you do?

6. Other Examples Drug deal on campus Weapon possession Natural disasters Kidnapping/hostage taking Student/staff/other out-of-control and violent behavior __________________ • Stranger in the building • Bomb threat/explosion • Student with gun/weapon on campus • Serious injury/death • Serious fight

7. School-Wide Plans • Do they exist? • Are they relevant? Efficient? Up-to-date? • Where are they located? • Are they user-friendly? • Are they easily accessible? • Are they well-known so that they are useful when the need arises?

8. Common Errors • Staff are not aware of the plan • Staff are not familiar enough with the plan to follow it • The plan only addresses few scenarios • Key roles are not predetermined and leads to confusion • Communication is unclear or absent

9. What would you do first,...next? You are walking down hallway & you hear loud yelling. When you turn the corner you see group of 15 kids around 2 girls who are fighting. The first girl has the other around throat; the second girl has grabbed the first girl’s hair & is punching her in the face. One girl’s nose is bleeding.

10. 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. • Pro-social responses must be relevant, effective, efficient, & taught. • Practice. Practice. Practice.

11. 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

12. All-Hazards Approach • You can’t plan for everything, so plan for anything • 3 Major responses to crisis • Lockdown • Shelter in place • Evacuation • Put planning into reunification and recovery too!

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. Other Provisions to Establish • Instructions for unique situations • Establish procedures for accounting for the whereabouts of all students & staff • Procedures for documenting dangerous & potentially dangerous situations

15. Practice/Professional Development • Crisis Plan- visual aid/flow chart • Case Studies • Role Playing/Table Top Scenario’s • Video Lessons • Group Discussions • ???

16. Action Planning • School Crisis/Emergency Response Checklist Appendix I • School Crisis/Emergency Response Action Plan last 3 pages in Appendix I