Sharing the Plan: Basic Preparation and Leadership. Leadership is Notified and Meets to Assess Needs

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1 Chapter Five Implementation of a Model Crisis Management Plan In this chapter, we tell you how we have implemented our crisis management plan at Hopewell Area Schools. The particular parameters that we have established and the way we implement our plan may or may not work for your district. We encourage you to truly tailor your plan to your unique situation and needs. We offer this as a springboard or a model for comparison and brainstorming. The basic steps of our crisis management plan can be found in outline form in Appendix A. This checklist offers a way to quickly review the steps in the plan, or as a literal guide during implementation. Also included is an explanation of the checklist, providing background detail that is useful to implementation. Sharing the Plan: Basic Preparation and Leadership Once the protocol for managing a crisis has been established, all SAP team members and faculty members receive a copy of the protocol along with a briefi~g of the procedures to be followed and a checklist of the steps to be taken. Although all members may be considered part of the crisis management team, all need not or will not be -actively involved in every crisis situation; team members need to be aware of this and agree to it. There is no room for jealousy or controversy during or after a crisis. In all crisis situations, the superintendent and the prevention specialist serve as co-leaders. Should the district not have a prevention specialist, the superintendent needs to designate an individual to serve as a co-leader. This designated co-leader should remain the same for at least a period of one year or more. The co-leaders work together to determine which individuals are best suited for the tasks at hand. If the crisis dictates, an outside, recognized agency such as NOVA (National Organization for Victim Assistance) may be contacted for additional assistance. It is also wise to have the building principal(s) attend the preliminary meeting. However, a principal should not be named or function as a co-leader, since the position of building principal requires the effective running of the school and the school day without the added responsibility of crisis management leadership. Leadership is Notified and Meets to Assess Needs The superintendent of _the school district must be notified first._this notification may come from the local police department, fire department, a staff member, or community member. Obviously, there will be times when someone other than the superintendent is the first to learn of the traumatic event. In one case in our district, one of the authors was the first to learn that two students had died or were dying from a "huffing incident." 2001 YouthLight, Inc. 25

2 YouthLight, Inc. Prior to contacting the superintendent, she went to the local police station to determine if the information was true. Once she learned that it was, she requested that the chief of police contact the superintendent with the names and details. The superintendent contacts the prevention specialist (or designated individual) and the building principals. All principals in the district need to be notified to determine if there are siblings or relatives in other buildings. All affected principals, the superintendent and the prevention specialist meet to discuss and formulate preliminary plans, including which crisis management team members will be involved. As the situation develops, these decisions may be altered. Public Relations/Media Contacts Designated If the situation necessitates it, two members are designated to serve as public relations personnel. Only these two people work with the media, compose press releases and respond to questions. If the crisis is such that it generates media attention, the public relations designees prepare a written statement for the superintendent or building principal(s). When USAir Flight 427 crashed in Hopewell, the superintendent issued a statement to the local papers and served as the spokesperson for the district (refer to Appendix B for sample press releases). It is imperative that only one person speak with the media so that the same message is given each time and no misinformation or misstatements are presented. It is also important to keep the media "at bay." Students neep to feel that school is a safe place and do not need to be confronted by the media on school grounds. Generally, the media will respect limitations regarding the school grounds when asked to do so; if not, the local police can be contacted to keep them off school property. In other situation~, the public relations designees may be responsible for composing a letter for parents and guardians, preparing statements for secretaries throughout the district to use as a response to questions, and any other such documents deemed necessary. SAP Team and Faculty Notified If time permits, the appropriate building principals implement the student assistance phone chain and provide brief information for a student assistance meeting prior to the start of the next school day. If necessary, the principals implement the faculty phone chain to provide information for a faculty meeting prior to the start of the next school day. Each situation has different constraints and a meeting is not always possible. When the two students died from "huffing," we were able to hold both meetings and establish our plan. On the other hand, when one of our students was murdered, we did not receive the information until we arrived at school that morning. Therefore, everyone must be prepared to act quickly and assume various roles. SAP/Crisis Management Team Meeting Once the superintendent and prevention specialist determine the needs for the crisis management team (CMT), the SAP team may meet in the affected building. However, since our district is so widespread and since cor~ SAP/CMT members teach in the senior high, we often meet in the senior high principal's office area. There we can sit at a table to plan, ask for volunteers or assign specific tasks to various members, determine who will function as members of the CMT, use a computer for any documents

3 needed, and have access to both copy machines and telephones. Because so many traumatic events have affected the senior high in particular, the principal is well aware of what needs to be done. He accommodates the team, allows the team to take over while he acts in the capacity of facilitator and keeps the building functioning in as normal a manner as possible. It is at this time that our step-by-step written protocol goes into effect. At the SAP/CMT meeting, the team decides the best approach in handling the crisis. If possible, both the superintendent and the prevention specialist should be present at this meeting. Team members are assigned roles at the beginning of the meeting. Substitute teachers are called to take over for teachers actively involved in the protocol, or to serve as "floaters" to take a class for a teacher experiencing difficulties, or to monitor the hallways. Other topics to be discussed and/or implemented include: Whether to extend the homeroom period and for what length of time (no more than 15 minutes), Adjustment of schedules if homeroom is extended, The type and contents of the announcement to be issued, The identification of students and staff who may be affected, and A place to meet with students, if necessary. Additional items may be discussed depending on the situation and the e~ement of time. Also, each member of the SAP team in each school should have a folder that is designated for SAP procedures, and, in particular, for a crisis situation (refer to Appendix A for samples). The folder should contain: The checklist for crisis management, The explanation of the checklist, Copies of memos, Copies of letters, Copies of announcements, Press releases, Dismissal forms, Handouts, including signs and symptoms to look for, and Guidelines for teachers. Assigning Roles to CMT Members - The superintendent and the prevention specialist designate CMT members to serve in various positions. Along with the prevention specialist, two or more members work directly with the students and/or personnel affected by the crisis. They meet individually or in groups with these students and/or staff to allow them to cry, express anger, or whatever they need. They have the students call a parent or guardian, and speak to that parent or guardian to obtain permission to talk with the student (more detail of interactions with students is provided in Chapter Seven: Postvention). Some students will be able to continue with a school day; others may need to go home. Sometimes it is necessary to encourage a student to go home rather than spend the day in school. Some students will be concerned about missing a test or missing a day of school. A team member can assure the student that he/she will speak to any teacher if the student is particularly concerned and further assure the student that no punishment will follow. If it is determined that the student cannot continue through a normal school day, the team member asks that the student be picked up by the parent or guardian. A designated place for students to be picked up from is used-usually the nurse's office. Students must sign out and a list must be maintained by a SAP team member. Any staff member who cannot continue with the day is released with the principal's permission YouthLight, Inc. 27

4 28 There will always be one or two students who tend to be drawn to every crisis; they seek involvement with staff during a crisis (see Chapter Seven). Team members can quickly identify these students and speak with them. Even if it is suspected that they are simply seeking attention, they must be treated sympathetically and sensitively. Some may want to linger in the CMT room or nurse's office rather than going home or going back to class. They must make a decision, as no student is permitted to stay jn either room all day. One team member may be designated to deal with these students. Acknowledging the Crisis: The Use of Announcements An acknowledgement of the crisis or trauma must be made. If this procedure is not followed, a chaotic and unnecessary upheaval of the day will follow. Students will learn about the crisis from other students and misinformation may be disseminated. Because of short notice, it may be necessary to extend the homeroom period in order to allow the team to prepare. If timely notification of the crisis was received, a prepared statement to be read during the homeroom period may be given to the teachers at the faculty meeting. If time constraints preclude this but a prepared statement can be composed and photocopied, it can be distributed through any available staff. If there is no time to follow this procedure, then the principal or the assistant principal makes the announcement over the public address system. On some occasions, one of the CMT co-leaders or another SAP/CMT member may be designated to make the announcement. Under no circumstances should a student or secretary be asked to do so. The announcement must be brief, factual, and if at all possible, done with the permission of the family or families struck by the crisis YouthLight, Inc. If there is a que~on as to whether a death has occurred, confirmation can be obtained from the coroner. In one case where the father of a student committed suicide, we were notified by the local police. We issued a written statement asking for the student body and staff to keep him and the family in their thoughts. No information concerning the method of death or any other particulars are necessary. The dignity and the needs of the family, and in some cases the entire community, must be a priority consideration. A Family Contact Person In order to identify and then insure that the family's wishes are followed, a contact person must be selected. Someone may volunteer for this position. When one of our students was murdered, a CMT member who knew the girl volunteered. The family needs to be contacted to determine their needs and wishes about publicity, crisis support and postvention. They may request that an announcement concerning the funeral be made; they may ask that a home visit be made; or they may ask that no further information be given. Whatever their wishes or requests are, they must be followed. If there is a serious concern about their request, or the CMT member feels the district cannot honor the family's wish because of a legal or ethical concern, the contact person needs to consult with other SAP/CMT team members and then, if necessary, discuss this with the family. Contacting Local Agencies At least two other team members are designated to notify local agencies, private providers, clergy and other local school

5 districts. This notification requires the use of private telephones and should occur immediately following the SAP/CMT meeting. They also contact the police department and fire department if necessary. Local agencies and private providers need the information so that they can respond appropriately to calls they receive. Depending on the crisis, the clergy may need the information so that they too will be prepared to respond to any of their members. Local school districts, or feeder schools including any alternative schools or vocational schools, may have students affected by the traumatic event. Clearly, establishing an ongoing, working relationship with these various organizations allows for effective communication and reciprocal agreements. Regular contact outside crisis situations can facilitate quick and positive responses during a crisis. (See Chapter Six for more on collaboration.) A Letter to Parents and Guardians A letter intended for parents and guardians needs to be written under the signature of the building principal(s). In some cases, this letter only goes out to parent(s)/guardian(s) of students in attendance in the affected building. Other times, it will go out to the parent(s)/guardian(s) of students in all buildings. If the crisis is one of great magnitude, like the airplane crash, a letter is sent home via the mail from the superintendent of the district. Otherwise, the letter is distributed to students at the end of the school day. The letter should contain a brief~ factual statement of the incident. Again, no specific details are given. This letter also provides parents/guardians with information about common effects associated with traumatic events, alerting them to signs and symptoms. Parent(s)/guardian(s) are also given a name (usually the prevention specfalist, or a SAP team member) and a telephone number to call if they have concerns. They may be given a copy of the standard SAP referral card with the numbers of local agencies in case they require further assistance or have questions concerning the difficulties their child is experiencing. Notifying the School Board At some point the superintendent needs to contact school board members to apprise them of the situation and the status of crisis management and implementation of postvention plans. They will not be actively involved in decisions nor will their presence be required at the meetings or in the schools. This is because it is importantand this cannot be said often enough-that the school day is to remain as normal as possible, with adherence to the regular schedule and routine. The presence of school board members would communicate to the students that something unusual was occurring. Providing Information to Faculty and Support Staff If it is possible to hold a faculty meeting prior to the start of the school day, the faculty can be given a range of useful information. This may include details about the event, a statement to be read during the homeroom period, a list of signs and symptoms of posttraumatic stress, and a designated place to send students who are experiencing difficulties. If a meeting cannot be held, faculty members need to receive this information in as timely and efficient a manner as possible YouthLight, Inc. 29

6 YouthLight, Inc. Other school personnel such as secretaries, cafeteria workers, maintenance workers, bus drivers and crossing guards can be invited to attend the faculty meeting. Obviously, some of the. requirements of these jobs may limit their ability to attend. Regardless, people in these positions must be alerted to the situation. This can be accomplished by having a CMT member contact the secretaries, cafeteria workers and maintenance staff in each building. Contacting the director of transportati_on allows the information to be passed on to the bus drivers and crossing guards. Notifying all of these individuals is important, because students often confide their concerns to these people. At the faculty and/or staff meeting, the concerns and needs of the faculty and staff can also be addressed. Some staff may need time for themselves; others may request that someone else read the notice in their homeroom. CMT members and administrators must be alert to the needs of the faculty and remember that not all individuals can handle a crisis with comfort or ease. This is not a condemnation but rather a sensitive issue that may need to be addressed individually. This can be done in a private conversation with specific faculty or staff members. Caring for the Crisis Management Team During the day, food and beverages should be provided for the team members. They will have to eat and drink "on the run." Any other identified school personnel should also be included. It may be wise to contact the cafeteria to ask them to provide juice and/or crackers for students involved in postvention. Trays can be made available in the room(s) where team members are meeting with students. Team members also try to keep an eye on each other. They I'reed to be available to relieve each other for breaks and to offer support. If possible, they should try to have lunch together, and try to stay connected throughout the day. After-School Faculty Meeting After school, a faculty meeting is held for debriefing. At this meeting, the staff can voice any concerns they may have and ask questions. They are notified of the list of students who were sent home or who spent time with the CMT members or nurse. This list, compiled by identified team members, is kept available in the principal's office but is not published generally. A copy is sent to the superintendent, building principal(s), school psychologist and prevention specialist. If teachers are unsure about any students who were absent from class, they can submit the names to the assistant principal for verification. Also, if any further protocol is required, the faculty can be notified at this meeting and their input incorporated. (~_CM_T_D_eb_n_ e_ifi_n_g~) After the faculty meeting, the CMT meets for debriefing and to determine postvention plans. Remember that the team members have had a difficult day, whether they recognize it or not. They need time to converse, make further plans, voice concerns, compare notes and listen to one another. At this meeting, the family contact person reports any information gathered from the family, and schedules a time to contact the family for follow-up. Student follow-up meetings are also scheduled. This CMT debriefing is an important session that should not be overlooked, in spite of how tempting it might be to just "get out of there" after a long day. Not only does this

7 debriefing allow the CMT members to offer support to one another, but it also serves as an important information session that can lead to making changes in the protocol (for future events) and/or in developing appropriate postvention plans. Closing Commentary: The Key is Working Together Unfortunately (but with good benefit), we have become quite good at managing crises. As time has gone by, we have learned that everyone pulls together in a crisis and have been pleasantly surprised by the esprit de corps that develops. Everyone looks out for each other on the team and continues to check with each other in the following days. We have also changed our protocol many times and will not hesitate to do so again if necessary. Each traumatic event offers its own set of problems and issues, so we learn to adapt and to teach each other. Our primary concerns are always with the victim's family, the students, the personnel in our district, and the community itself. A constant reminder in each crisis is that we work for what is best for the students and try to maintain as normal a school day and routine for them as is possible. If we follow the protocol, the situation should be controlled and handled with sensitivity. If we are unsure about what to do, we seek out a fellow team member and request help. We all work together to do what is best YouthLight, Inc. 31.

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