The crisis plan should be meticulously crafted before a crisis occurs. Scrutinize the School Crisis Response Manual by the San Francisco Unified School District (SFUSD). This is an 80-page document, so make sure you allocate sufficient time to look at it in detail. In what ways does it follow and depart from the structure and style of crisis ready playbook discussed in Chapter 6? How would you evaluate the SFUSD state of readiness for crises? Would you suggest any changes to the document?

PURPOSE OF THIS MANUAL Annual Planning for Site Crisis Response This manual provides strategics for addressing crisis intervention within schools in the Belaw are comsideraticns to prepare a schowl site belare a crisis becurs. Review and revise San Francisco Unified School District. the following information urnually as an aspect of the site Safe School Plan. - The primary purpose of "crisis response" is to help students and staff cope with D At the hegimning of each schobl year, identify a Crisis Response Team (CRT) (see Section B, Crisis Response Team). painful emotions and feelings resulting from a community or school related crisis. a Train Update the Crisis Response Team (refer to the CR Marual). - The second purpose is to assist schools to return to nornul routines as quickly and calnly as possible following a major disruption of the cducational process. (7 Comdict annual crisis response training far new and returming staff. Inform staff of the crisis response plan and introduse the CRT at that time DEFINITIONS Include and trin relevunt progrmm staff on site, including After School Program, Bencon Prigram, ell. SCHOOL. A reaction to, of perception of, a situation of event which CRISIS causes psychological trauma to students andior staff and Remind schuol staif thal all staif mernhers are Disasker Service Workers and review requires immediate action because of its distuption or responsibilitics. potential disruption to the educational process, A school crisis may impact a small group of students in one classroom or Develop a plan for cmergency coverage of dutics for CRT menbers. the entire school community. Easure that appropriate incident report forms are accessible. Possible types of crises: death of a studeut or staff member, Schedule a meeting at Jeast once each semester to review the site's crisis response plans. acts of violence, suicide attempt or completion, natural disaster such as earthquake, fire, toxic spill, automobile Establish a working relationship with community-based orpanizations, Maintain a list of or other accident. reswerces to he kept in the re@nure chapter of this manual. CRISIS Intervention designed to restore a school community to baseline D Fistablish communicalisn systerms is canlact staff andi'ar families (e.g, autw dialer, Schsal RESPONSE functioning and to belp prevent or minimize damaging Loop, emails, parent listserv, lethers bocte). psychological results following a disaster or crisis situation. It is impurtant that during the immediate hours and days following a Identify spaces where service providers assisting in the crisis can see studeats for small crisis, students and staff are helped to retum to previous group courseling. emotional equilibrium. If left uncheckect, some emotional Review and tevise forms, classtoon support activities, and other malerials that might be responses may become interralized and exhibit themselves in neoded. unusual behaviors. Reviewidevelop relevalt educational resources regarding crisis, grief, loss, etc. Following a crisis: Students and staff require recognition of, and help with, their emotional noeds. If emotional responses are not supported appropriately during the initial stages of a crisis, feelings may be internalized. This may result in an inability to concentrate, aggressive or reckless behaviurs, or physical symptoms. A school site may attempt to do "business as usual" following a crisis. However, without addressing the crisis directly, students and staff will find it difticult to focus on the process of teaching and learning. To maximize the functioning of the site Crisis Response Team (CRT), team members should provide support to one another and an opportunity for reflection among the team. Care poviders in a crisis perform at their hest when their responses to a crisis are articulated. The following guidelines are provided to assist school site CRTs with their own debriefing. MAKE THE: TEAM A PRIORITV. Take adequate breaks and monitor each ather's functioning. Make certain that leadership is supported andior that leadership is rotated. Create tasks that are reasonable. ESTABLISH A CENTER FOR THE TEAM. This allow's for sitLational updates and clear communication. Tt also provides a safe place to be and to get away from the crisis. SPEND ADEQUATE TIME ASSESSING THE NEEDS OF STUDENIS AND STAFR. Take time to listen to staff, community members, and students to leam what they believe will be a helpful response. DEVELOP A PLAN BASRD ON NEEDS OF THE SCHOOL COMMUNTTY. As new infomation surfaces, repriontize the response. TAKE CARE OF YOURSELF, Become aware of your personal needs, vulnerable areas, and responses to others. Monitor your receptivity level. If you are feeling overwhelmed, bupeless, or helpless, take a break. Eat well, exercise well, and rest well. RECONVENE THE TEAM AT THE END OF THE DAY. See Section H, "Classroom or After-Schuol Support Activities" for suggestions for the debriefing process. SFUSD PERSONNEL Table of Contents LEAD: Elementary School: 241-6310 \& Middle School: 241-6607 Checklist for Crisis Involving a Death * High School: 241-6478 Sample Letter/Announcement to Staff Following a Death. Associate Superintendent for Student, Family, and Community Support Department Sample Letter to Students Following a Death (415) 5226738 Sample Letter to Families Following a Death Office of Public Outreach and Communications: (415) 241-6565 Common Stages of Grief Legal Department: (415) 241-6054 Tips for Families to Help Youth with Grief School Health Programs Nurse of the Day: (415) 242-2615 Tips for Teachers to Help Students After a Death Translation and Interpretation Unit: (415) 241-6081 Resources School Health Manual (Section A): Contains a list of frequently requested numbers which can be accessed at www.healthiersf.org under FORMS and PUBLICATIONS tab, click School Health Manual and then open Section A. OTHER RESOURCES SF Emergency/Ambulance: 911 (Landline); 553-8090 (Cell Phone) SF Police Department: Note your District Station - Central (415) 315-2400 - Southern (415) 553-1373 - Bayview (415) 671-2300 - Mission (415) 558-5400 - Northern (415) 614-3400 - Park (415) 242-3000 - Richmond (415) 666-8000 - Ingleside (415) 404-4000 - Taraval (415) 759-3100 - Tenderloin (415) 345-7300 Comprehensive Child Crisis Services: (415) 970-3800 to the Staff Assemble the CRT and relieve members of routine responsibilitics. Review information and SAMPLE LETTER TO STAFF details of crisis, and create an action plan. Use Reporting Forn on page A4 as a guide. FOLLOWING A DEATH Contact the Nurse of the Day at School Health Programs (242-2615) if technical assistance or onsite support is needed. Notify the appropriate LEAD: (DATE) * Elementary School: 241-6310 Dear Staff, * Midale School: 241-6607 * High School: 241-6478 There are times when it is necessary to communicate news that is painful. During those times we must be prepared to support each other as we deal with the many feelings that we Contact appropriate family member(s) to obtain accurate information. Determine from family might experience. It is with great sorrow that I inform you that (NAME OF PERSON) at (SCHOOL NAME) has diod. Complete appropriate incident reports and submit forms to Pupil Services Department, if necessiry. Death can be ditticult for us to understand, especially when it is sudden. We may feel different emotions: shock, sadness, confusion, cven some anger. What is most important is Contact other sites if involved student or staff have relatives attending other schools. that we care for and support each other. Determine how to inform and support students and staff closest to the crisis: teachers, classmates, sports team, group or club. Provide relief if teachers are unable to continue with their duties. Sometimes students are affected by the death of someone important to them, and they may Follow up as noeded. need to express their foelings. Please contact appropriate Student Support site staff if you notice a student who appears to be having more difficulty with hisher feelings than might Decide what information will be shared with students. Consider addressing concerns related to students using social media (Facebook, Twitter, cell phones, etc.) to communicate information be expected. regarding the crisis. In memory of (NAME), indicate here what activity or activities the school is plawning, Inform the rest of the staff ond studeats in an emergency meeting or classroom setting. Never (SCHOOL NAME) administration will keep you updated as more information is given us assistance in wording announcements. at the school. Provide whatever support activities are necessary for students and staff. Sec "Support Activitics" chapter for additional information. Sincerely, Refer students andior staff who may need additional emotional support to community based (PRINCIPAL'S NAME) organizations, or onsite Student Support Staff. If it is a student death, notify attendance office to stop all intrusive calls and letters home; arrange for removal of persunal belongings from school site. Notify parentsicaregivers in writing of the crisis so they can support their children. Telephone the parenisitaregivers of any students severely impacted by the crisis, such as witnesses, or close friends (refer to sample letter in this section). Determine if additional planning is needed to address the crisis, such as attending the memorial service, writing letters, planning a site memorial activity, etc. If a student or staff member is absent for an extended period of time due to the death, plan for reentry and support services. During the crisis, CRT should meet as necessary to review plans, provide updates, plan follow-up actions, and debrief. CRT should also hold a final assessment meeting to review the management of the crisis and bring closure for the team. (DATE) (DATE) Dear Students, Dear Parents and Caregivers: I have asked your teacher to read this letter to you because I want to make sure that all I am sorry to inform you that a staff person/student/friend, (NAME), at (SCHOOL NAME) students get the same information about a recent sad event at our school. I am sorry to has died (DAY/DATE). (Insert what information can be shared about the cause and inform you that (NAME), a (teacher student/friend) at (SCHOOL NAME), has died circumstances of the death). (DAY/DATE). (Insert what information can be shared about the cause and circumstances of the death). Death can be difficult for us to understand, especially when it is sudden. We may feel a variety of emotions: shock, sadness, or confusion. What is most important is that we care Death can be difficult for us to understand, especially when it is sudden. We may experience for and support each other. many different feelings, such as shock, sadness, and confusion. I want you to know that we, the (SCHOOL NAME) staff, care about you and your feelings and that all feelings are The Crisis Response Team at (SCHOOL NAME) has made plans to respond to the normal. emotional needs of all students (Spell out what is being done: grief counseling, classroom debriefing, and referrals to support service staff and community based organizations). Please know that we want to support you. If you would like, staff will be available to meet Students have been informed and staff members will be available to provide support as with you in (PLACE) to help you with any feelings you may have. You might wish to share needed. memories you have of (NAME). Staff members are available at any time to help you. (Insert here specific information on how students can access support service staff and If your farmily has experienced a death or similar loss recently, the death of (NAME) may collaborating agencies for support. I want to encourage those students who are very upset bring up feelings about that death. While this may be a normal experience, we want to to meet with a staff member or adult whom you trust. provide assistance if needed. Please let your child's (teacher or counselor) know if there is This difficult time can be stressful and confusing. We especially want you to know of our any additional information the school should be aware of so we can provide the support your child needs. care and support. This difficult time can be stressful and confusing. A sudden death may be disturbing to you Sincerely, as well as to your child. It is for this reason that we especially want you to know of our care (PRINCIPAL'S NAME) and support. Sincerely, (PRINCIPAL'S NAME) Tips for Teacbers Resources for Deatb, Dying and Loss TIPS FOR TEACHERS TO HELP A STUDENT PHONE NUMBERS/HOTLINES AFTER A DEATH School Health Programs: Nurse of the Day (415) 242-2615 For consultation or assistance in managing crisis. The following are some sugeestions for helping students who experience loss. - California Youth Crisis Line 1-800-843-5200 - Remember that adults can make a difference helping students handle feelings and thoughts alout death, hecause most of them have faced the death of loved ones COMMUNITY BASED ORGANIZATIONS and other significant losses. - JOSIE'S PLACE San Francisco Study Center - Listen and empathize. Make sure you hear what is said. 3288 21st Siret \# 139 San Franciseo CA 94110 - Maintain a sympathetic never-shaming attitude toward the student's response. (415) 513-6343 hitli:ifosiesplace.org - Respond with authentic feelings. It is acceptable to express sorrow to a child. Support groups for children, teens and their families grieving a death. - Create a safe space for students to express emotions. "Go ahead and cry, it's all - HOSPTCE BY THE BAY right." Permission may be necessary, since public expression of many feelings 1902 Van Ness Ave., 2nd Floor are considered unacceptable; some students are taught not to express emotions San Francisco, CA 94109 publicly. Extreme responses of grief may mean a student might need personal (415) 626-5900 assistance. www:hospicebythebay.org Offers grief counseling and bereavement support for individuals who are - Remember that ignoring grief does not make it go away. Research shows a experiencing grief or who have had a loss. Offers individual and group therapy relationship between antisocial behavior among adolescents and unresolved grief as well as on site presentations and grief groups at schools. over the death of a loved one. BOOKS and CURRICULUM - Assure younger sibling that they are not responsible for the person's death although they might have had negative feelings about him or her at some time. - Refer students for help when necessary. At times, normal grict may look like mental illness. When a teacher observes behavior such as unusual swings in emotions, moods, or thoughts that indicate a loss of contact with reality, it is time to refer that student for support and assistance. -ElementaryWilhelmH.:Vurley,S.:Buscalia,L.:Brown,LaurieK.:WhenDinosaursDie:AGuidetoUnderstandingDeathThornas,P.:Hesgaard,M.:withGriefIllAlwaysLoveYouBadgeryPartingGiftsTheFallofFreddietheLeafIMissYou.AFirstLookatDeathWhenSomeoneVerySpecialDies.ChildrenCanCope - Recognize that grief may last over an extended period of time. When grief is openly expressed, the first six months constitute the most stressful period. Recovery begins during the first year and occurs gradually (refer to "Conmon Stages of Grief" on page C-5.). There is no mugic timeline to defining an individual grief response. Normalizing the gricf process can prove helptul. SecondaryBode,J.:Fitgerald,H.:Grollman,E.:Kolf,J.:Gootman,M.:Blume,J.:TigerEyesDeathisHardtoLivewithTheGrievingTeen:AGuideforTeenagersStraightTulkAbuutDeuthforTeenagers:HowtoCopewithLasingSomeoneWuLoveTeenagersTulkAboutGriefWhenAFriendDies:ABookforTeensAboutGrievingandHealing Notification Letter of Assaul/Harassment Procedune Reganding Sexual Harassment SAMPLE LETTER TO SCHOOL COMMUNITY FOLLOWING AN ASSAULT SAN FRANCISCO UNIFIED SCHOOL DISTRICT COMPLAINT PROCEDURE (SECONDARY LEVEL) REGARDING SEXUAL HARASSMENT (DATE) Definition Sexual harassment is defined as unwelcome sexual advances, requests for sexual favors, and Dear School Community: other written, verbal, visual, or physical conduct of a sexual nature made to a person of the same or opposite sex. This letter is to inform you that an assault on a student bas occurred. Insert information here regarding wihether the assautharassment took place on or off campus and any other Examples of Sexual Harassment information that can be provided without violating a victim 's confidentiality) - Touching, pinching, and grabbing body parts - Visual forms of harassment such as derogatory posters, letters, poems, graffiti Some of us may feel a variety of emotions, including shock, sadness, and anger. I want you cartoons, drawings, "sexting," Facebook entries, elc. to know that we, the (SCIOOL NAME) staff, care about the feelings our stuclents, fumilies - Making suggestive or sexual gestures, looks, verbal comments or jokes and staff may be experiencing. - Spreading sexual rumors or making unwanted sexual propositions - Continuing to express sexual interest after being informed that the interest is The Crisis Response Team has made plans to respond to the emotional needs of the unwelcome students. - Being cornered, forced to kiss sumeone or coerced to do sumething sexual CClarify what is being done: grief conoweling, classroom support attivity plan and referrals. - Pulling-off articles of someone else's clothes In addition, list the school support services and collabording agencies that are avalable - Attempted rape or rape (mandatory police report) for the childfamily). In addition, the San Francisco Police Depurtment is conducting an Procedure investigation on this case. Step I: Informal Resolution It is stresstul any time violence touches us. If your family has experienced a trauma or loss - Attempt to resolve the conflict through discussion, or other means, with the alleged offender, counselor, other udult, or friend if the target feels sufe and is comfortuble either recently or in the past, this assault may trigger feelings about your trauma or loss. This is a normal experience. Please inform your child's (teacher or counselor) if there is with this process of resolution. additional information the school should be aware of so we can provide the support your - If you have been unsuccessful in using infonnal resolution or you do not with to child needs. confront the alleged offender, proceed with Step II. Step II: Formal Resolution Please feel free to call me at (SCHOOL TELEPHONE NUMBER) if you have any - Inform your counselor, teacher, or administrator that you would like to file a formal questions or concerns. sexual hurassment complaint. - With the help of your counselor, teacher, or administrator, complete appropriate Sincerely, incident report. (PRINCIPAL'S NAME) - The head counselordean will initiate and complete an investigation within 10 school days. - This investigation may include interviews with the complainant, the accusct, witnesses and other suspected victims. - The parentiguardian/caregiver of the victim will be notified by the administratorhead counseloridean that a sexual hurussment complaint form has been filed. Step III: Written Response - After the investigation has been completed, the school site staff shall endeavor to issue a written response to the complainant within 10 school days. Probable High Risk Students After a Suicide The following list of risk indicators and symptoms will assist the school staff in deternining the While many students have the resources to cope with the emotions that may arise after a member of a community dies by suicide, it is important to remember that all students, staff, and parentsicaregivers, will need some attention in addressing the loss. If a school community experiences a death by suicide, there is a heightened risk that it may contribute to further suicidal ideation or suicide. It is imperative that school staff identify other students who may be at-risk, and access additional assistance to keep students safe. - Any students who participated in any way with the completed suicide: helped write the suicide note, provided the means, were involved in a suicide pact, etc. - Any students who knew of the suicide plans and kept it a secret - Siblings, other relatives or best friends - Any students who were self-appointed therapists to the deceased student and who had made it their responsibility to keep the student alive - Any students with a history of suicidal threats and attempts - Any students who identified with the victim's situation - Any students who had prior reason to feel guilty about things they had said or done to the student prior to the student's death - Any students who observed events which they later learned were indicative of the victim's suicidal intent - Other students in need of support who now see suicide as a viable alternative Probable High Risk Times - Anniversary of the suicidal death - For the families of the deceased: birthdays, holidays, expected graduation date, ete. - Birthdays - School wide events: athletic events or performances, graduation where the deceased student would have had a role, etc