Situational Responses - Multi-Hazard Response

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Threat Response Forms

Bomb Threat Response Form

Potential Violence Incident Summary Form

 

Response to Situations of Potential Violence in School

SEQUENTIAL RESPONSE ACTIONS:

1.  If staff member becomes aware of a student’s, staff, or visitor’s threat of violence or behavior that indicates violent actions are potentially imminent, the following action will be initiated.

  • Staff member will immediately notify the principal and or designees.
  • The principal or designee will notify the appropriate members of the Building Response Team, District Superintendent and Superintendent of Buildings & Grounds.
  • If the incident involves a special education student, the Director of Special Education will be notified.
  • The building principal or designee will arrange for the student to be immediately escorted to the principal’s office. If the incident involves a visitor or staff member, or it appears local emergency services involvement may be prudent, a call should be made to 911 for assistance
  • During student escort, there should be NO STOPS, NO QUESTIONS, NO EXCEPTIONS
  • The student will be attended by at least one adult at all times.
  • The principal or designee will assign staff to conduct an investigation of the incident.
  • The Building Level Threat Assessment Team will be convened in order to conduct a joint assessment of the situation.
  • The student’s parents will be notified and required to come in for an immediate school conference.
  • The principal or designee will determine further action based on the circumstances of the threat and the information gathered during the immediate investigation.

2.  As a result of the joint assessment and investigation the following actions may be initiated:

 

HIGH RISK DETERMINATION

  • Notify local law enforcement agencies.
  • Request parents to have the student receive an immediate psychiatric evaluation.
  • Notify potential victim(s) and potential victim(s) parents and develop a safety plan with them.
  • Recommend other interventions/services if indicated.
  • Refer for discipline.

 

LOWER RISK DETERMINATION

  • Discuss with student and his/her parents the significance of the incident and possible intervention measures.
  • Notify potential victim(s) and potential victim(s) parents and develop a safety plan with them.
  • Refer for support services, peer mediation, anger management or other outside services deemed appropriate.
  • Refer for discipline if indicated.

3.  Upon conclusion of the incident of potential violence the following actions will be initiated:

  • A written summary of the incident, subsequent investigation and incident disposition will be completed by the principal or designated staff member.
  • All personnel involved in the response to the incident will debrief.

 

Imminent Warning Signs for the Potential of Violent Behavior

  1. Talks about violence and has a specific plan.
  2. Talks about violence and/or expresses violence in writings and drawings.
  3. Severe expressions of rage often for minor reasons (i.e., banging head against the wall, unstoppable screaming).
  4. Severe destruction of property.
  5. Tortures animals.
  6. Frequently fights with peers and/or family members.
  7. Access to family or own firearms and capable of competent use.
  8. History of suicidal or other self-destructive behavior.

 

Early Warning Signs for the Potential of Violent Behavior

  1. Social withdrawal/lacks commitment or connection to a group or persons.
  2. Excessive feelings of isolation and being alone.
  3. Excessive feelings of rejection.
  4. Often the victim of aggression, bullying, or other violent acts.
  5. Feelings of being picked on/persecuted.
  6. Low school interest/poor academic performance.
  7. Patterns of impulsive, chronic hitting, intimidation, and/or bullying behavior.
  8. Regularly involved in behavioral/discipline problems.
    • Behavioral difficulties at an early age - the earlier the problems, the higher the likelihood of serious problem in adolescence.
  9. Past history of violent and aggressive behaviors.

 

Post Crisis Response

  1. Assess the degree of support needed.
  2. Notify BOCES in order to activate County Crisis Plan (if necessary).
  3. Designate a person/staff to handle crowd control.
  4. Gather staff together before dismissal for the day in order to provide an update. Plan for deployment of support staff for the next day.
  5. Meet with Central Office (and Board members, if appropriate) to review incident and plan for the next day.
  6. Assign a district spokesperson to deal with the media.
  7. Assess the needs of community. e.g. community meetings to disseminate information. Contacting PTO's to provide food and babysitting services for affected families.
    • Pay particular attention to family and friends of deceased, and persons with recent or a history of suicide threats or attempts.
    • If needed, set up a support systems using counselors.
    • Review and implement Sudden Child and Adolescent Death procedures outlined in the Recovery section of this publication. (Use these procedures relative to your needs)
  8. Provide an early morning debriefing meeting for the next day for all the support service providers and appropriate internal staff.
  9. Assign counselors to buildings.
  10. Assign staff members to visit hospitals; e.g. nurses.
  11. Provide a press release (if appropriate). Monitor needs as the day progresses and modify accordingly. (e.g. If a student is critical and should die during the school day.)
  12. Assess the need to bring in additional experts, determine need for ecumenical services.
  13. Determine need to designate individuals to attend funerals.
  14. Continually update key people of the status of the situation as it changes.
  15. Hold an end of day session with counselors and staff to assess needs for the next day. Repeat this process of holding meetings in the morning and at the end of the day. Hold meetings until it is determined that the crisis stage is over. Anticipate long-term effects on children, staff and community. The initial crises may give you an inaccurate read of the needs of your district since people are in shock.

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