D11 Crisis Response Team Training

1. D11 Crisis Response Team Training 2019-2020

2. Welcome and House Keeping • Sign-in • Cluster Team Lead pick-up documents for your cluster • Correct contact information on the Crisis Response Team document • Re-arrange yourselves into your clusters

3. WEbeforeME! We are all on the same team. All of us have the opportunity to make a tough (crisis) situation for young people and staff better through our words and actions. This video is for encouragement, motivation, and fun!

4. D11 Crisis Response Team “Never doubt that a small group…can change the world.” -- Margaret Mead

5. What to do & know before we arrive?

6. CRISIS RESPONSE TEAM MEMBER ROLES Crisis Team Activation The Crisis Response Teamis activated by a phone call to the District Crisis Response Team Coordinator from:  • the Superintendent; • an Executive Director of K-12 Leadership; • a Building Administrator; or  • the Security Operations Manager

7. CRISIS RESPONSE TEAM MEMBER ROLES District Crisis Response Team Coordinator: The person who is the primary district level contact and has the responsibility to work with District Leadership, building leadership, and the Cluster Team Leaders to provide immediate support in the event of an urgent need for extra social-emotional support at any District site. This person is also responsible for training and organization of cluster Crisis Response Team members as well as the activation of the appropriate cluster Crisis Response Team. • Cory Notestine (Executive Director of Student Success and Wellness) serves as the District Crisis Response Team Coordinator. • Jennifer Schulte (MTSS Facilitator) serves as the firstbackupDistrict Crisis Response Team Coordinator. • Tim Garland (District 11 Counseling Chair/HS Counselor) serves as the second backupDistrict Crisis Response Team Coordinator.

8. CRISIS RESPONSE TEAM MEMBER ROLES Cluster Team Leader:A Special Service Provider(School Counselors, School Nurses, School Psychologists, and School Social Workers) who is designated as the primary contact in each cluster of schools to activate the team via text when an urgent need for extra social-emotional support is needed. The Cluster Team Leader is selected by Crisis Response Team [Once Crisis Response Team has been activated and phone call has been received by the District Crisis Response Team Coordinator]The Cluster Team Leaderwill contact each member of the appropriate cluster.  What does this look like?

9. CRISIS RESPONSE TEAM MEMBER ROLES Crisis Response Team Clusters How will we Deploy? Palmer Cluster: Palmer, Galileo, Mann, North, Adams, Columbia, Edison, Queen Palmer, Steele, Stratton, and Taylor  Doherty Cluster: Doherty, Jenkins, Russell, Sabin, Carver, Freedom, Fremont, Keller, King, Martinez, Rudy, and Scott  Mitchell Cluster:  Mitchell, Swigert, Audubon, Grant, Henry, Madison, McAuliffe, Monroe, Penrose, Rogers, Twain, and Wilson  Coronado Cluster: Coronado, Holmes, West MS, Bristol, Buena Vista, Chipeta, Howbert, Jackson, Midland, Trailblazer, West Elem.  Roy J. Wasson Academic Campus Cluster:  RJWAC, Achieve Online, Adult/Family Ed., Bijou School, Digital HS, Early Colleges, Career Pathways, Springs Community Night School, Tesla Educational Opportunity School

10. CRISIS RESPONSE TEAM MEMBER ROLES Crisis Response Team Members:A Team of 8-12 trained Special Service Providers (School Counselors, School Nurses, School Psychologists, and School Social Workers) who have volunteered to respond and provide immediate support in the event of a crisis in which additional extra social-emotional support is required.  [Once Crisis Response Team has been activated and phone call has been received by the Cluster Team Leader]The Team Member of the appropriate cluster should notify their supervisor and seek permission to respond to the crisis.  Upon arrival, the Crisis Response Team will convene at the site of the crisis, be briefed, assume Crisis Response Team Member roles, and begin to implement the appropriate response. 

11. CRISIS RESPONSE TEAM MEMBER ROLES Crisis Response Team Members CRISIS COUNSELING (STUDENTS):Provide a location to help students feel safe and able to communicate thoughts and feelings via spoken or written words, drawings, stress relief activities, etc.  Listen to and reassure students.  If appropriate, help students reengage with class or determine additional resources for student and family. CRISIS COUNSELING (STAFF): Provide a  location to help staff feel safe and express themselves.  Listen to and reassure staff members.  Communicate need for substitute teacher if necessary with the School-Based Crisis Response Team. Collect names to be provided to EAP Services. SOCIAL MEDIA MANAGER:Serve students and/or staff in crisis counseling.  Monitor or be aware of social media (D11 App, Facebook, Twitter, Snapchat, etc.) use as reported by students, staff, and parents or observed.  Communicate with Cluster Team Leader and District Crisis Response Team Coordinator.

12. CRISIS RESPONSE TEAM MEMBER ROLES Crisis Response Team Members Members are required to attend bi-annual training to become familiar with D11’s crisis response processes, as well as: develop crisis response knowledge and skills;  review strategies proven to be effective in responding to crisis situations;  develop counseling techniques;  understand the roles of each Crisis Response Team member select a Cluster Team Leader develop a “calling tree” to ensure all contact information is accurate  understand crisis response protocol and postvention after-care services;  review community resources available for referral services

13. What to think about before we arrive?

14. Responding to a CrisisCommon Signs of Distress • Poor control of emotions • Anger and moodiness • Trouble with concentration, memory, cognition, and organization • Physical symptoms like headaches and stomachaches • Frustration and anxiety • Change in academic performance or in attendance • Social withdrawal • Risk-taking, unpredictable, and/or impulsive behavior • Intense reactions to reminders of the event

15. Identify Students Needing Services If you see changes in a student, ask directly how he/she is doing. Many students will not tell someone they are having difficulty until they are directly asked. Also ask the student if he/she knows of any classmates who may need help. They are often aware of changes in their peers.

16. Preschool Students • Project a sense of stability and preserve routine events • Provide and maintain nurturance, support, and comfort to affected students • Reassure students that they are physically safe in the school building • Encourage students to express thoughts and feelings via drawings, coloring, puppet play, or other play therapy modalities • Correct (in simple terms) any misinterpretations of the event reported by students

17. Elementary School Students • Emphasize their safety within the school environment • Encourage students to verbally express their perceptions of the event, as well as express their reactions or fears • Help them to sort out fact from fantasy or hearsay • Validate their feelings by highlighting the normalcy of general feelings and actions • Reassure students regarding self-adequacy, assist in realistically assigning responsibility for the origin of the crisis, and reassure and help students to anticipate what might happen in the future • Allow students to draw, chronicle events in a personal journal, and read books • Offer stress relief activities and physical outlets • Utilize memory books, cards, and memorial drawings

18. Middle School Students • Emphasize their safety within the school environment • Assist students in differentiating facts from rumors or hearsay • Validate the confusion that they are presently experiencing • Normalize their feelings and actions and help them anticipate future experiences • Help facilitate self-expression and memorializing (drawings, paintings, poems, journaling, and discussions) • Assist in exploring the meaning of death • Discuss previous experiences with similar crises • Explore religious/spiritual beliefs and morals • Review stress management techniques and coping skills

19. High School Students • Emphasize their safety within the school environment • Assist students in differentiating facts from rumors or hearsay • Validate the confusion that they are presently experiencing • Normalize their feelings and actions, and help to anticipate future experiences • Help facilitate self-expression and memorializing (drawings, paintings, poems, journaling, and discussions) • Discuss the topic of mortality • Discuss previous encounters with loss and coping strategies used • Discuss the commonality of shared experiences with crises • Review coping strategies to use in this event • Review steps in sound decision making

20. AFTER THE CRISISHELPING CHILDREN HEAL AND FOSTERING RESILIENCEResilient children and adults have certain skills in common, traits that can be taught and strengthened. People who are resilient demonstrate: • Sociability - Form healthy relationships • Optimism - View self and the future positively • Flexibility - Accept change as a part of living • Self-confidence - Base decisions/choices on instincts and confidence in abilities, while moving towards goals • Competence - Are “good” at something, and are aware of their skills • Insightfulness - Understand people and situations • Perseverance - Continue despite difficulty, don’t give up • Perspective - View crises as challenges to be faced, rather than insurmountable obstacles • Self-control - Manage strong feelings and impulses

21. Research has shown that despite exposure to community crises, children can emerge from challenging life events with a positive outlook on life.Adults can foster positive outcomes in children after alarming events in the following ways: • Help build and maintain a close relationship with a supportive, accepting adult • Support positive, healthy relationships with other children • Discuss safe and healthy ways children and teens can calm themselves • Remind adolescents to avoid smoking, alcohol, drugs, and use of irresponsible behavior for stress reduction

22. What to do when we leave?

23. Departing the School • Make copy of all students seen and leave a copy with School-based Crisis Team contact • Cluster Team Leader will lead debrief of team prior to dismissing all members. • DCRTC will schedule Postvention After-care Plan

24. Postvention After Care Plan • Scheduled within 24 hours of the Crisis Response Team being deployed • Completed by: • Building Administration or Designee from School-based Crisis Team • D11 Crisis Response Team Coordinator • Cluster Team Leader (if available) • Must complete the guiding document

25. Postvention After Care Plan • Review the Questions on page 1 • Not all portions will be applicable • Must note that item was discussed but services will not be provided • A copy will remain at the school site and a copy should be sent to Cory Notestine • Follow up with primary contact at school site within three weeks of completion.

26. Assign Roles

27. Cluster Team Lead Note Taker Time Keeper Reporter

28. Case Study 1-Large Group • A staff member was recently found dead in their home by school-based staff members, and no other details have been released from the police department.

29. Case Study 2 • It is during the school day, and it has been reported that 4 students were arrested on campus for planning to carry out a school shooting. No students were immediately harmed. Details of a "hit list" are circulating and social media is exploding with details of the situation. 

30. Questions about the process Refer to sticky note questions on chart paper