“Crisis”

Critical IncidentsAre extraordinary events

Require coordination of numerous resources to resolve

Occur with little or no warning

Have potential for causing loss of life and significant property damage

They Can Take Many Forms Examples of Incidents

Natural disasters Fires Hazardous material incidents Bus accident Criminal activity Medical emergencies

School Violence

Only a part of it

Gets most press

Is horrific

School Violence Statistics

Recent school shootings make schools seem unsafe but students are twice as likely to be victims of violence away from school

Full report – National School Safety Center

All New York Schools

Mandated to Adhere to

Safe Schools Legislation

School Board and

Superintendent

MUST HAVE

A Comprehensive Emergency

Preparedness Plan in Place

District

MUST HAVE

Policies, Practices and

Procedures, and Contractual

Language to Deal with

Emergencies

More Importantly - Staff Need to be Trained and Need to Practice Emergency Drills

Lessons Learned

•Columbine•Hurricane Katrina

•Other

Common Problems Faced When Responding to Critical Incidents

•Determining who’s in charge•Gathering intelligence about what exactly is happening

•Identifying and isolating the “area of danger”

•Establishing and maintaining communications

•Coordinating a wide variety of resources•Managing crowds and the media

Incident Management Team

•Operations

•Logistics

•Planning and Intelligence

•Administration/Finance

Must Have A Central Command Post

Your immediate response determines the recovery

period

District Goals in Managing a Critical Incident

•Ensure safety of students, faculty and staff

•Protect district property

•Stabilize and resolve the incident when possible

•Provide support for responding public safety agencies

Factors That Can Be Controlled

•Access to area

•Communication procedures

•Personnel and resource deployment

•Public information

•Strategy and tactics

Develop Emergency Plans

•District level committee

•Building level teams

An emergency plan is

only as good as the

“Trained” people who

use it

• If you can’t operate your emergency plan with only 40% of your adult staff then you need to redesign it

• Some may be sick, dead or run away

The ability of staff to manage

students and parents during a

crisis is not natural –

It must be taught

Emergency Preparedness Training

•Roles assigned•Building teams•Role plays•Drills (Lockout, Lockdown, Evacuation)•Supply kits•Communications without Power (Back up Technology and Batteries)

Coordinate with your Local Community– Every Emergency Is Local

Partner with:•Fire department•Police•Local officials•Building Staff First Responders (May be Isolated and Only Responders)

Federal National Incidence Management System (NIMS)

•On-line courses

•Can hold back monies such as Title I, etc.

Federal National Summit October 10, 2006 Making Schools Safer

Tips for Schools:•Restrict access by vehicles & people

•Review screening policies for visitors, volunteers, and personnel

•Train personnel in non-confrontational methods for approaching strangers on campus; direct them to report all unknown persons in building

•Encourage students to report unusual activities or people

Federal National Summit October 10, 2006 Making Schools Safer

Tips for Schools (cont’d):•Consider a tip line for students to report suspicious behaviors or rumors

•Make sure local law enforcement is part of crisis response and knows its role

•Train custodial staff for crisis response

•Provide all staff members with adequate crisis training and support

State NYSED Homeland Security System for Schools

New York State School Safety Guide sent to each school

(Not published on website for security reasons)

Local

Contact Your County/City Emergency Management Office

Labor Relations Issues

•What if school closed for a period?– Pay required anyway?– Benefits?– State aid?

•What if school hours changed?– Authority/negotiations required?– Utilities costs?– Extra curricular, child care, etc.

•Employer Leave Act – employee who has completed training can volunteer up to 20 days for Red Cross and cannot lose pay from the district.

•What if staff/students do not report? – Roads closed, fear, other – Pay staff?

•What if make up school days? – Authority/negotiations required?– Past June 30? Weekends?– Premium pay requirements?– Pay for missed days plus make ups?

• Internet instruction an alternative?– Technology available?– Staff trained?

•Alternate locations?– Facilities requirements?– Travel reimbursement?– Maintenance staff needed?

Financial Implications

•Insurance policies•FEMA’s reimbursement policy for floods•Inventories, etc.•Red Cross site – reimbursement aid•Capital project aid•Public health issues•Use of buildings for housing community•Impact on tax payer monies•Involve school attorney in agreements•Labor costs

Crisis Communication

External Audiences

Students/Parents/Community Leaders•Open lines of communication

•Be factual and sincerely concerned

•Ease their situation by addressing logistical/other needs

Internal Audiences

Employees and School Board

•To the extent incident known, talked about, consider holding meetings to brief employees/associates on status

•As statements given to media, share with employees/associates

•In a crisis, forward all media calls to designated spokesperson

The Public’s Concerns?

Don’t lose sight of public’s concern

•Credibility is your greatest asset

•Guard your reputation

•Underscore commitment to doing the right thing in all policies, procedures, and practices

What Do You Do When A Crisis Hits?

•Push everything else aside

•The only thing that matters at that very moment is the crisis

•How well you manage the crisis will depend on how well you react from the very beginning

Crisis Communications

•In a crisis situation, everything is heightened

•Need to work quickly, but remain focused

•Have one designated spokesperson and convey all necessary information as quickly as possible

Steps to Follow When A Crisis Hits

•Convene your crisis team•Gather the facts•Implement a response•Develop key messages•Choose a spokesperson•Monitor•Evaluate

What’s At Stake

•How you communicate creates a climate that either enhances stability or doesn’t•Greater awareness and understanding may prevent future occurrences•The blame culture vs. the betterment culture

What’s At Stake - Legally

•Whether or not there’ll be a lawsuit

•Whether there’ll be a settlement and if so, the amount

•Whether adverse publicity will attract lawyers and lawsuits on other issues

•Whether oversight regulators will react, Department of Education, etc.

What’s At Stake - Professionally

•Your organization’s reputation

•Your relationship with the community, other professionals, institutions

•Your relationship with employees

•Your credibility

Review/Evaluate Plan

•At least annually

•After a crisis have team debrief on what went well / what to improve

Educational Program

•Prevention

•Intervention

•Minimize loss of instruction time and keep focus on teaching and student learning

Summary

The overwhelming majority of schools are safe and nurturing places for students

•Be aware and prepared

•Take a balanced approach

•Control access to the learning environment to protect all students and staff

“Governance Team has the difficult task of creating an environment

that both protects safety and encourages learning”

Tim KremerNYSBBA Executive Director