Preparing Effective Training Models for your Community:

Transcription

1 Preparing Effective Training Models for your Community: Building Response and Crisis Teams in New York City Public Schools Diane Costagliola Director of Youth Development Policy and Interventions Jay Findling, PhD Senior Administrator, School Services and Security Office of School and Youth Development January 2012

2 An Overview of New York City 1700 schools located in over 1300 buildings 1.1 million students Over 140,000 employees Emergency Preparedness Challenges Include: > Covering over 306 square miles of urban terrain > Coastal flooding ( all seasons) > Power outages > Transportation Delays > Helping schools become self- sufficient to allow for an initial response to emergencies

3 Identify the hazards and identify resources to address them. Stages of Emergency Planning The creation and practice of the plans developed to address the hazards and address the unknown. The moment you begin working towards returning to normal. The organized reaction to an incident.

4 Setting the Stage Current Emergency Preparedness and Crisis Response Measures Taken by the NYCDOE to Support Schools Include: Collaborating with private, city, state, and federal agencies in planning, training, and implementing advanced safety, security and emergency preparedness and crisis response systems. Completing basic, intermediate, and advanced training on various levels of incident command, exercise planning, tabletop implementation, exercise design and evaluation, emergency operations centers and school/network crisis readiness. Integration of technology including weather notification systems, Comprehensive, Attendance, Administration and Security System (CAASS), Internet Protocol Digital Video Surveillance (IPDVS), and Communication Systems. Enhanced training of the Emergency Information Center (EIC) staff on the implementation of Notify NYC. Design and implementation of Building Response Team (BRT), and Crisis Team system wide roll-out.

5 BRT Overview BRTs are emergency information and action management teams that exist within each school that should be activated during emergencies and may be activated for large school events. The BRT members form the school s core emergency response group and are hand selected by the Principal(s) to handle all school or student-related emergency incidents and conditions. > On average, BRTs will consist of five members; however, BRT size will be determined on a case-by-case basis. > For Campus Structures, there will be one BRT for the campus with representation from each school. > As members of the BRT, these employees are trained to collect and provide accurate information on an incident. BRT members are NOT first responders..

6 BRT Organizational Design EXTERNAL Borough Safety Director CFN Safety Specialists Director/ Deputy of Facilities Principal INTERNAL SUBJECT MATTER EXPERTS School Safety Agent Nurse Custodial Engineer BRT Leader Special Needs Coordinator (SNC) Emergency Officer (EM) Incident Assessor (IA) Assembly Point Coordinator (APC) Recorder Teachers, Staff, & Students

7 Activating the BRT during a crisis Crisis: A crucial or decisive point. An unstable condition. An emotionally stressful event or traumatic change in a person s life. A crisis disrupts normal functioning. A crisis can result from a criminal or environmental incident, or an accident/ incident with serious or fatal results.

8 Summary of Roles During a Crisis Principal Responsible for making decisions such as activating components of the School Crisis Plan (and Safety Plan where applicable), and coordinating the system-wide chain of command as appropriate. Work closely with Central and Network DOE Support Teams in directing and coordinating incident specific responses and resources. Make informed decisions based on information gathered by the BRT and Crisis Team Leaders (working under a unified command). Ensure that all central offices are regularly apprised of conditions related to the incident. Establish a timeline for response and recovery that is incident specific (also known as the Flow Response to a crisis). 8

9 Summary of Roles During a Crisis BRT Leader Coordinate the efforts of activated team members to support the efforts of the Crisis Team from the onset of the crisis through recovery. Actions to manage during a crisis include (but may not be limited to): 1. Coordinate the staging areas used for: > counseling and grieving. > media relations (if applicable). 2. Coordinate: crowd control, building security, visitor control, and the entry/egress process. School tone must remain as close to normal as many in the school may not be as affected in the same way as others. Recorder Responsible for collecting detailed information from the beginning to the end (recovery phase)of an incident. Multiple recorders can be assigned to a building and activated in an incident. One recorder may work with the Principal and another may work with the BRT Leader. Responsible for collecting all essential elements of information from all support areas. 9

10 Summary of Roles During a Crisis Special Needs Coordinator (SNC) Works with the school s clinical team to support students and staff. Assist with the triage of individuals at the grieving/ counseling locations, and in all classrooms throughout the day. Works with the crisis team to focus on individuals in extreme distress. Emergency Officer (EM) Provides any necessary support required from the BRT Leader and Crisis Team Leader. Assist with triage of those in distress, assist with perimeter conditions, and assist in assessing the overall building tone. 10

11 Summary of Roles During a Crisis Incident Assessor (IA) Many team members may be activated based on the crisis. As related to the crisis, the incident in need of assessment applies to the counseling process, and tone in other common areas throughout the day. This includes student entry and egress, as well as lunch/recess periods. Assembly Point Coordinator (APC) Coordinates efforts at specific support areas being used for large scale counseling/ grieving including the auditorium, library, gymnasium, or cafeteria. Deploys additional floor resources if needed to address large groups of students who may have gathered outside specific rooms/ offices or in specific hallways. Assists with the coordination of entry and egress. 11

12 The Continuous Process Crisis Management always reviewed & revised based on our own experiences, research & varying susceptibilities. Prevention Recovery Crisis Preparedness Reflect Response

13 The School s Response To A Crisis Principal Notified of Crisis Notifies Network Network Notifies Central Meets with Cabinet, School Crisis Intervention Team, and BRT Additional Network Assistance Requested if Needed Network Mobilizes Network Multidisciplinary Team (if needed) Staff Notification Begins Crisis Team Implementation Begins and the Network is Updated throughout the process Network Keeps Central Staff Informed

14 School s Role in Preparing for a Crisis Establish a clear vision regarding crisis intervention within school community. Designate & train School Crisis Intervention Team members regarding their roles/procedures/expectations. Crisis Intervention Team Members include: Crisis Team Leader Crisis Team Assistant Leader Media Coordinator Staff Notification Coordinator Communications Coordinator Crowd Management Coordinator Coordinator for Parent Contact Coordinator for Counseling Services

15 Continued Prepare an effective Crisis Intervention Plan Create a notification tree ( & phone) with contact information. Build capacity within the school community Be familiar with agency regulations that will help guide the teams through response and recovery.

16 School Readiness During a Crisis Crisis Checklist/Appropriate Forms Building Plan (BRT Collaboration) Plan of School Day/Debriefing Safe Room Guidelines Memory Activities-Resources-Handouts-Workshops Professional Development Plan Special Considerations Community Support The Next Step Plan

17 Crisis Preparedness Proactive Measures: > Establish a clear vision and plan that the entire school community is aware of. > Designate members and train your teams. When there is a crisis: > Gather all facts. > Make all notifications. > Assemble teams and conduct a needs assessment. > Take specific action. > Conduct debrief and reflection session Points to consider: > Activation: Which team members are needed? How will they be activated? > Maintain control: multiple teams must work together (Unified Incident Command). > Are voices being heard? > Are team members being cared for? > Are there ongoing opportunities for professional development? The BRT and Crisis Team Leaders must work together to ensure that these tasks are accomplished.