Creating Student Crisis/Safety Plans

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Creating StudentCrisis/Safety Plans
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Elements of Crisis/Safety Planning

• Identify and engage the people who know the
  crisis best
• Define and specify the behavior
• Define what happens as the crisis situation
  emerges(Escalation)?
• What happens during the crisis behavior(Eruption)?
  
• What happens after the behavior (De-Escalation)?
• Develop the written crisis/safety plan

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Identify and Engage People who Know Crisis
Situation Best in Creating Plan

• Who is generally present during the behaviors or
  crisis situation?
• Who knows the youth and family best?
• Are there people who are knowledgeable/ trained
  in behavior management?

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Define and Specify the Behavior or Crisis
Situation

• In a few simple sentences, specifically describe
  the behavior of concern.
• Be specific enough that everyone on the team will
  recognize it when it occurs.
• Describe how often, how long and/or level of
  intensity.

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What Happens Before the Behavior or Crisis
Situation?

• When/ where does the behavior occur?
• What are the things that happen that signal the
  crisis behavior is beginning?
• What are the setting events (triggers)?
• Physiological (hunger, sickness)
• Environmental (noise, demands, discomfort)
• Social (disappointment, conflict, embarrassment)
• Look for exceptions when the challenging behavior
  DOES NOT occur. This will help with
  de-escalation strategies.
• Whats different about the times the behavior
  does not occur?
• What triggers the behavior to NOT occur?

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Escalation Strategies

• Actions that prevent the crisis behavior (using
  what you know about triggers)
• Actions that divert/distract the student
  (re-directing student toward the situations in
  which the problem behavior does not occur

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What Happens During the Crisis or Behavior?

• What happens specifically?
• Is there a chain of events in the crisis or
  behaviors?
• Who does what during the behavior or crisis?
• How do people respond?
• How well do the things people try work?

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Eruption Strategies

• Are there strategies for breaking the chain of
  behaviors you have identified?
• What strategies need to be in place for safety,
  i.e. clearing the room, go to safety area for
  student, what staff need to be called?
• Develop protocol for staff involved so that they
  know exactly what to do.

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What Happens After the Behavior?

• What are the signs that the person is beginning
  to de-escalate? Specify the behaviors.
• What responses increase the rate of
  de-escalation?
• Think about problem maintaining consequences
  Does the behavior result in the person getting
  something? Does the behavior result in the
  person avoiding doing something?
• Determine ways to encourage de-escalation without
  reinforcing the problem behavior.

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Title of Presentation
MPS Board of School Directors Michael Bonds,
Ph.D., President, District 3Meagan Holman, Vice
President, District 8 Mark Sain, District 1 Jeff
Spence, District 2 Annie Woodward, District
4 Larry Miller, District 5 Tatiana Joseph, Ph.D.,
District 6 Claire Zautke, District 7 Terrence
Falk, At-Large
Senior Team Darienne B. Driver, Ed.D., Acting
Superintendent Erbert Johnson, CPA, Chief of
Staff Tina Flood, Chief Academic Officer Karen
Jackson, Ph.D., Chief Human Capital Officer Ruth
Maegli, Acting Chief Innovation Officer Michelle
Nate, Chief Operations Officer Gerald Pace, Esq.,
Chief Financial Officer Keith Posley, Ed.D.,
Chief School Administration Officer Sue Saller,
Executive Coordinator, Superintendents
Initiatives