Chairman

*Ass’t Chairman

*Ass’t Chairmanl/ Team Coordinator

*Guidance Director

Nurse

Resource Officer

Psychologist

Social Worker

Secretary

Administrator/Counselor

Administrator/ Counselor

Custodian/

Maintenance

* Designated back-up person(s) in the absence of the Principal and Team Coordinator

[Paste map here]

Staff Skills Inventory  (To be conducted annually)

Name Room #

Please check any of the following in which you have expertise or training:

Emergency response:

_ First aid

_ CPR

_ EMT

_ Firefighting

_ Search and Rescue

_ Law Enforcement Source

_ CB Radio

_ Ham Radio

_ Emergency Management

_CISD (Critical Incident Stress Debriefing)

_ Other (specify)

_Mobile or Cellular Phone which could be used in an emergency

__Phone number:

          __Bi/multilingual Language(s):

(To be conducted each semester)

Name Grade/Location Type of Assistance Needed

___________________________ _____________ ______________________

___________________________ _____________ ______________________

(Due within 5 days of incident)

School Date of Report

With students:

With faculty/staff:

With parent(s)/guardian(s) of student(s) involved:

With community:

Recommendations to improve responses to such crises in the future:

addresses, and phone numbers.

The Crisis Response Team (CRT), consisting of both the school guidance staff and the area school student services staff, seeks your input to help us assess the effectiveness of the intervention during the recent crisis at your school. We would appreciate your taking a few minutes of your time to complete this form as soon as possible and return it to the Crisis Response Team Coordinator.

Please indicate with an "X" the response which most closely reflects your evaluation of the following:

1. Speed of CRT’s response to the crisis:

very delayed adequate very timely

1. Comprehensiveness of CRT’s response:

very limited adequate exceptional

1. Effectiveness of team’s responses in meeting individuals needs:

not helpful adequate very helpful

1. Assistance to manager:

not supportive adequate very supportive

1. Quality of communication with the command centers and staff:

not informative adequate very explanatory

1. Support and guidance to individual teachers and staff:

ineffectual adequate very empathic

1. Assistance to the administrative staff:

limited adequate comprehensive

1. Amount of time allocated for intervention:

insufficient adequate very sufficient

1. Support to families in need:

lacking adequate outstanding

1. Communication of information to approved persons:

minimal adequate thorough

II. Please circle the adjectives which best describe the persons' reactions to the CRT’s intervention:

Satisfied                                   positive

angry                                        negative            

ambivalent                               receptive

grateful                                     hostile

relieved                                    apathetic

III. Please describe any significant reactions the students had to the CRT intervention which should be considered in future interventions.

IV. Please comment on any aspects of the intervention you found particularly helpful or areas which you think should be modified.

Organization

Signature (optional)

Return to: Crisis Response Team Coordinator

(Source: Fairfax County Public Schools, Fairfax, VA)

I. Introductory background on development of Crisis Management Plan

II. Crisis Management Plan

A. Purpose of Plan

B. Overview of Plan

C. General review of roles and responsibilities

III. Typical impacts of crises

A. Shock; stages of grief

B. Restoring equilibrium

1. Importance of first 48 hrs.

2. Postvention

IV. Critical incident management

A. What are "critical incidents?"

B. Coordination with emergency services

V. Communications

A. Confidentiality

B. Rumor-control within the school

C. Communication outside school

1. With media

2. With parents and community groups

VI. Dealing with specific types of crises

1. Review of general procedures in the case of the expected death of a student or faculty member.
2. Review of general procedures in the case of accidental death
3. Review of general procedures in the case of a suicide
4. Review of general procedures in the case of homicide
5. Review of general procedures in the case of bus accident with injuries
6. Review of general procedures in a case of armed intruder in the school
7. Review of general procedures in case of natural disaster
8. Select additional incidents/scenario appropriate to the school

Practice all the above scenarios.

Closing discussion and questions

For each scenario, identify key issues and formulate a preliminary action plan.

(Source: Poland, 1994)

I. Introduction

II. Development of school-site Crisis Management Plan

A. Managing crisis

1. Preparation - before it happens

2. Crisis response - when it happens

3. Follow-up - postvention

4. Delegating

B. Communications

1. Rumor-control within the school

2. Media procedures

3. Communication with parents and community

C. Managing grief and loss

1. Stages of grief

2. First 48 hrs.

3. Memorials, anniversaries planning

D. Legal issues

1. In loco parentis

2. Confidentiality

3. Negligence/liability issues

E. Taking care of caretakers

1 Helping staff personally manage crisis

2. Self-care for team members

F. Community support and referrals

1. Identifying community support resources

2. Establishing and maintaining community linkages

III. Crisis Responses

A. Suicide

1. Review of crisis response for suicide

2. Prevention of "epidemic"

a. Myths and facts; warning signs

b. Identifying those at-risk

c. Procedure for intervention with potentially suicidal student

3. Follow-up activities

B. Other deaths - Review of crisis response and follow-up for each

1. Accidental/sudden death of student or staff member

2. Homicide

3. Anticipated death (following illness, declining health)

IV. Community Support Services

Supporting others

• Discussing and preparing for funeral (what to expect, people’s reactions, what to do, what to say)

• Encouraging mutual support

• Discussing ways to copy with traumatic situations

• Discussing the stages of grief

• Encouraging others to keep a journal of events and of their reactions, especially in an ongoing situation

Honoring the deceased

• Writing a eulogy

• Writing stories about the victim

• Placing a collection box in school for notes to the family

• Designing a yearbook page commemorating the deceased

• Composing and practicing a song in memory of the deceased

• Supporting a cause the deceased supported.

• Collecting and displaying memorabilia

• Planting a tree, building a sculpture or painting a mural

• Starting a new school activity such as a SAID unit if a child was killed by a drunk driver

Learning activities

• Writing a reaction paper

• Discussing historical precedents about issues related to crisis

• Writing a "where I was when it happened" report

• Investigating laws governing similar incidents

• Conducting a mock trial if laws were broken

• Debating controversial issues

• Read books about loss

 

 

 

 

 

 

 

 

 

 

 

Children may be especially upset and express feelings about the disaster. These reactions are normal and usually will not last long. Listed below are some problems you may see in your child:

• Excessive fear of darkness, separation, or being along;

• Clinging to parents, fear of strangers;

• Worry;

• Increase in immature behaviors;

• Not wanting to go to school;

• Changes in eating/sleeping behaviors;

• Increase in either aggressive behavior or shyness;

• Bed wetting or thumb sucking;

• Persistent nightmares; and/or

• Headaches or other physical complaints.

The following will help your child:

• Talk with your child about his/her feelings about the disaster. Share your feelings, too.

• Talk about what happened. Give your child information he/she can understand.

• Reassure your child that you are safe and together. You may need to repeat this reassurance often.

• Hold and touch your child often.

• Spend extra time with your child at bedtime.

• Allow your child to mourn or grieve over a lost toy, a lost blanket, a lost home.

• If you feel your child is having problems at school, talk to his/her teacher so you can work together to help your child.

Please reread this sheet from time to time in the coming months. Usually a child’s emotional response to a disaster will not last long, but some problems may be present or recur for many months afterward. Your community mental health center is staffed by professionals skilled in talking with people experiencing disaster-related problems.

(Source: Association of California School Administrators)

1. Review the facts and dispel rumors.

2. Share your own reactions with the class and encourage students to express their reactions in a way appropriate for them, noting that people react in many ways and that is okay.

Possible discussion: What was it like for you when you first heard the news?

3. Inform students of locations for grief support; reassure students that any adult in the building is available for support.

Possible discussion: How can you students help each other through this?

4. Listen to what students have to say. It is important not to shut off discussion.

5. Talk with students about their concerns regarding "what to say" to other bereaved

students and the family of the deceased. If applicable, share information about the deceased’s culture (beliefs and ceremonies) which will help students understand and respond comfortably to the affected family.

Possible discussion question: If you were a member of (the student’s) family, what do you think you would want at a time like this?

6. If the student died of an illness and it is appropriate to do so, discuss the illness. This is especially useful for younger children who may need to differentiate between the illness of the child who died and any medical problems of others the child knows.

7. If a suicide occurs, discuss facts and myths about suicide.

8. Allow students to discuss other losses they have experienced. Help them understand this loss often brings up past losses; this is a normal occurrence.

9. Encourage students to discuss their feelings with their parents/families.

 

Keep in Mind — A "regular" day may be too hard for grieving students. Offer choices of activities.

• The classmate probably feels like he/she is from a different planet when returning to school.

• There is very little you can say wrong, so talk to the classmate.

• At least say, "hello," "welcome back," "I’m glad to see you," or something similar.

• The brave might even say: "I missed you," "I’m so sorry to hear about your ______’s death."

• Even braver friends might even make statements like "It must be incredibly tough to have your ______ die."

• Another option: write a brief note.

• If your classmate cries, that is okay; you did not cause the grief and you can’t make the person feel worse. Offer comfort and a tissue.

(Developed by Ken Roach, School Psychologist, Chesterfield County Public Schools)

• If you learn of a grieving friend outside of school hours, call and go over as quickly as you can, if possible; or at least call.
• If you learn of a grieving friend , try to see the friend or send a note until you are able to talk.
• Your presence is all that is needed; if you wish to take a flower or anything meaningful, that’s all right, too.
• Offer physical comfort. Don’t be afraid to cry with your friend.
• Do not try to take away the pain from your grieving friend.

• Talk about the deceased person (grieving people really like telling stories about the deceased, "Do you remember the time. . .").
• No cliche statements (e.g., "He’s better off now since he now has no pain").
• Don’t be afraid you will upset your friend by asking or talking about the deceased; they are already very upset and should be.
• Just sitting with your friend may be all that’s needed at times; don’t be afraid of silence, the griever will most likely fill it talking about the deceased.
• Offer suggestions only when advice is asked.
• Listen, no matter what the topic.
• Do not tell the griever to feel better since there are other loved ones still alive.
• Call to check on.

• If you have not ever been to a funeral home or a funeral, expect to feel nervous.
• Go with a friend or ask a parent to accompany you, if you wish.
• If this is the first time you’ve seen the grieving friend, simply offer your condolences; just saying "I am so sorry about _____’s death" will open a conversation, or simply point out something special to you about the deceased.
• If the visitation or funeral is open casket, view the physical remains if you want; you do not have to.

• Ask your grieving friend to go places, do activities together (it’s all right if he/she initially resists).
• If invitations are turned down, keep inviting.
• Call to check on and talk to.
• Continue to talk about the deceased from time to time.

(Developed by Ken Roach, School Psychologist, Chesterfield County Public Schools)

• Talk with somebody (a friend or parent) about what has happened. This helps make the situation seem more real and keeps you from holding everything in.

• Try to get the courage to communicate with your teacher.

Communicating With Your Grieving Teacher

• Your teacher probably has a lot to do and cannot take calls from students.

• Send a car (buy or make)

• Write a note (and you don’t have to have fancy stationery).

• Just write "I’m sorry" or "I’m thinking about you" or "I hope you are okay."

• Others may write more, even share their own experiences with grief. One cant even composed a poem!

• There is nothing you can say that could make your grieving teacher feel worse.

• You are not going to remind a grieving person that he/she has had somebody die.

• Your teacher may never throw your card/note away, that’s how important your communication will be. Your parents probably still have notes they’ve received.

• They are not necessary.

• If you really want to do something, maybe you and some friends could pitch in together. Or maybe the class wants to do something as a group. It just takes one person to organize this.

• If you see your teacher at the grocery store, a part of you will want to hide. How will that make your teacher feel?

• Speak to your teacher! You don’t have to say much. "How are you doing?" or "We miss you at school" is enough.

• You have to respect the wishes of grieving people.

• Some teachers may welcome students. Others may not feel ready to cope with you yet. Some may feel uncomfortable with you around and their being "out of control." We have to understand and respect their needs.

• Also, 120- students take up a lot of space.

• Sometimes there is no chance to talk with the family. Other times you can’t leave the building without dong so.

• If given the opportunity, speak. Again, just say "I’m sorry" or something brief. Have your first several words chosen to lessen your fear.

• If students are invited, go but take someone with you.

• Unless you have lots of experiences with visitation, you are going to feel scared and weird.

• If you go, speak simply as described above.

(Developed by Ken Roach, School Psychologist, Chesterfield County Public Schools )

• Plan some type of simple welcome back signal from the class to your grieving teacher. Consider:

— a card signed by all the class; a small banner from "second period"; or

— some flowers from a parent’s yard, if in season; or a small, inexpensive bouquet

• If you have not communicated with your teacher, it’s not too late to have a note ready just from you. It could be waiting in the teacher’s mailbox on his/her return to school.

• Realize that the same teacher who left will return. Your teacher may initially seem a little distant or preoccupied but this should not last too long.

• Your teacher may have very poor concentration for a while after returning to work. He/she might repeat things. You may have to repeat your questions.

• Do not expect tests and homework to be returned as quickly as before; poor concentration, low motivation, and fatigue are typical grief reactions.

• Expect to feel nervous. Your teacher will feel the same way.

• Your teacher also will probably feel like he/she is from a different planet.

• A part of you will say to sneak into the room without being seen. You might justify these feelings by not wanting to upset your teacher. How would your teacher feel if no one spoke? How would you feel if you had been away from school for a while and no one spoke to you when you returned?

• When you first see your teacher, at least say something simple, like, "Welcome back."

• The class also could even let a very brave volunteer speak for the class to formally welcome your teacher back. Or the volunteer could present the card.

• Show your good behavior. Help your teacher out; it will be a tough day. Smile! Listen!

• Some teachers will return quickly to teaching; others will discuss their grief. There is no right way.

• You do not have to anything but be patient.

• Designate a volunteer to offer comfort by saying something simple, such as, "We’re supporting you."

• The student closest to the tissue box should take the box to the teacher. This shows the class cares and says it’s okay to cry.

• At the end of class students might individually offer brief words of comfort or encouragement ("it’s okay to get upset" or "I’m glad you are back").

• Your teacher may be embarrassed by crying, but crying can be very helpful.

• If your teacher is having a really bad day, let your guidance counselor or other staff member know.

• Take time to relax and do pleasant things. Getting away with close friends can be helpful.

• Stick with your regular routine; avoid making changes, even if it appears to be a positive change.

• Get regular exercise or participate in a regular sport; activity soothes anxiety and helps you relax.

• Keep your days as simple as possible; avoid taking on any additional responsibilities or new projects.

• Tap sources of assistance with your workload — have students, instructional assistants, or volunteers help grade papers, take care of copying, or help with other time-consuming tasks.

• If symptoms of stress persist beyond a few weeks or are severe, seek professional help

. (Developed by Ken Roach, School Psychologist, Chesterfield County Public Schools )

The resources listed below are intended to assist schools and communities in developing and enhancing school crisis and emergency management plans. The list in not exhaustive, nor is inclusion intended as an endorsement by the Virginia Department of Education.

http://www.fema.gov

http://www.ed.gov/offices/OESE/SDFS

http://www.ncjrs.org

http://www.usdoj.gov/cops

http://www.ojjdp.ncjrs.org

http://www.samhsa.gov/cmhs/htm

http://www.samhsa.gov/csap/index.htm

Division of Adolescent and School Heath (DASH) - www.cdc.gov/nccdphp/dash

Division of Violence Prevention - www.cdc.gov/ncipc/dvp/dvp.htm

http://www.nimh.nih.gov

University of Colorado at Boulder, Campus Box 442

Boulder, CO 80309-0442

(303) 492-1032

www.colorado.edu/UCB/Research/cspv

1726 M Street NW

Washington, DC 20036

Publications - 1-800-421-6770 www.communitypolicing.org

1615 Duke Street

Alexandria, VA 22314-3483

(703) 684-3345 www.naesp.org

1904 Association Drive

Reston, VA 22091

(703) 860-0200 www.nassp.org

330 North Wabash Avenue

Suite 2100

Chicago, IL 60611-3690

1-800-4PTA www.pta.org

www.abanet.org/publiced/nlr.

www.nwrel.org/safe/index.html

http://www.nsc.org

www.nssc1.org

www.iir.com/nygc

www.pavnet.org

http://www.vcu.edu/eduweb/grants/cscc.html

http://www.pen.k12.va.us/

http://www.vdes.state.va.us

http://www.jmu.edu/cisat/vepp

http://www.vsp.state.va.us

Virginia Youth Violence Project

http://curry.edschool.virginia.edu/curry/centers/youthvio/

http://www.ed.gov/pubs/AnnSchoolRept98

http://www.jmu.edu/cisat/vepp

http://www.ncjrs.org/jjvict.htm

http://www.ncjrs.org/jjdp.htm

http://www.ed.gov/offices/OESE/SDFS/actguid/index.html

http://www.ed.gov/offices/OSERS/OSEP/earlywrn.html

http://www.ed.gov/pubs/Truancy

http://www.ncjrs.org

www.ed.gov/pubs/SafeandSmart

The following forms are provided for you to photocopy, or

edit and reprint, and use as needed.