Preparing for

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Preparing for Responding to Crises Emergencies

• Sugai Colvin, 1999

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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?

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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.
  Youre 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?

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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?

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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?

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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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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 others hair is punching her in
  face. One girls nose is bleeding.

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Generic Sequence

• Assess
• Request help/assistance
• Monitor/defuse/control crowd wait for
  help/experts.follow procedures
• Let help/experts take over.
• Follow-up

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Supporting Social Competence Academic
Achievement
4 PBS Elements
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL
POSITIVE BEHAVIOR SUPPORT
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Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
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Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
80 of Students
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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.

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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

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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

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

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Process for Investigations

• Assess event
• Insure accountability
• Inform others
• Interview key players
• Follow through
• Follow up

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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)