Creating and Maintaining a Multi Creating and Maintaining a Multi School Based CISM Team from the School Based CISM Team from the

Ground Up:Ground Up:

““How To” IdeasHow To” Ideas

Grant WoodGrant Wood Area Education Agency Area Education AgencyCedar Rapids, IowaCedar Rapids, IowaICISF 9ICISF 9thth World Congress on World Congress on Stress, Trauma and CopingStress, Trauma and Coping

February 14, 2007February 14, 2007Baltimore, MarylandBaltimore, Maryland

HAPPY VALENTINE’S DAY !HAPPY VALENTINE’S DAY !

Agenda for TodayAgenda for Today Welcome and IntroductionsWelcome and Introductions Who We Are and Where We’re FromWho We Are and Where We’re From Learning Objectives for TodayLearning Objectives for Today Establishing The Need for a School Establishing The Need for a School Based CISM TeamBased CISM Team

CISM School Based ToolkitCISM School Based Toolkit Student FuneralsStudent Funerals Emergency PreparednessEmergency Preparedness Team MaintenanceTeam Maintenance Closing ActivityClosing Activity

Who We AreWho We Are

An 80+ member ICISF trained An 80+ member ICISF trained team composed of school social team composed of school social workers, school psychologists, workers, school psychologists, educational consultants, school educational consultants, school counselors, nurses, counselors, nurses, administrators, clergy and administrators, clergy and pastoral care staffpastoral care staff

PresentersPresenters

Katie Goddard, LISWKatie Goddard, LISW Kelly Jones, LISWKelly Jones, LISW Katy Lee, LISWKaty Lee, LISW Sidney Lutz, LISWSidney Lutz, LISW Shirley Pike, MA, NCSPShirley Pike, MA, NCSP Leslee Sandberg, Ph.D.Leslee Sandberg, Ph.D. Nancy Veldhuizen, LISWNancy Veldhuizen, LISW

Where We’re FromWhere We’re From

By the end of our session today, By the end of our session today, participants will be able to:participants will be able to:

1.Describe a process for 1.Describe a process for establishing and maintaining a establishing and maintaining a school based CISM team with a school based CISM team with a mission, vision and guiding mission, vision and guiding principles.principles.

2.Develop additional printed 2.Develop additional printed materials for use in their own materials for use in their own school setting: what does a CISM school setting: what does a CISM tool kit contain?tool kit contain?

3.Identify the potential problems 3.Identify the potential problems and solutions of holding a and solutions of holding a student funeral in the school student funeral in the school building.building.

4.Develop an emergency 4.Develop an emergency preparedness self-assessment for preparedness self-assessment for use in their own school setting.use in their own school setting.

Establishing the Need for a School Establishing the Need for a School Based CISM TeamBased CISM Team

““There are two kinds of There are two kinds of schools….those that have had a schools….those that have had a crisis and those that will.”crisis and those that will.”

-Mary Schoenfeldt of Schoenfeldt and -Mary Schoenfeldt of Schoenfeldt and AssociatesAssociates

In the beginning……..In the beginning……..

Prior to 1999: informal responsePrior to 1999: informal response 1999 student death at track 1999 student death at track practicepractice

Met with hospital, Red Cross, Abbe Met with hospital, Red Cross, Abbe Center for Community Mental HealthCenter for Community Mental Health

Formed an Advisory Committee: Formed an Advisory Committee: first task was to define our need first task was to define our need and develop guiding principles, and develop guiding principles, mission, and vision.mission, and vision.

Need StatementNeed Statement

Grant Wood AEA is aware that Grant Wood AEA is aware that difficult and critical difficult and critical situations occur in the lives of situations occur in the lives of students and staff.students and staff.

Some effects of traumatic stress Some effects of traumatic stress are: disruption of teaching and are: disruption of teaching and learning, deterioration of job learning, deterioration of job performance, relationship performance, relationship problems, depression.problems, depression.

CISM was chosen as our CISM was chosen as our intervention model.intervention model.

Traumatic StressTraumatic Stress

Critical incidents are intense Critical incidents are intense events that can rapidly events that can rapidly overwhelm the coping skills of overwhelm the coping skills of students and staff exposed to students and staff exposed to them.them.

Critical incidents can set the Critical incidents can set the stage for both critical stage for both critical incident stress and post-incident stress and post-traumatic stress disorder.traumatic stress disorder.

Goals and Outcomes of Goals and Outcomes of InterventionsInterventions

Reduce stress.Reduce stress. Stabilize.Stabilize. Facilitate returning to a more Facilitate returning to a more normal routine.normal routine.

Provide access to a more Provide access to a more intensive or higher level of intensive or higher level of care, as indicated.care, as indicated.

Critical Incident Stress Critical Incident Stress ManagementManagement

Prevention of critical incident Prevention of critical incident stress.stress.

Mitigation of critical incident Mitigation of critical incident stress.stress.

Intervention to assist in recovery Intervention to assist in recovery from critical incident stress.from critical incident stress.

Acceleration of recovery whenever Acceleration of recovery whenever possible.possible.

Restoration to function.Restoration to function. Maintenance of school personnel and Maintenance of school personnel and student health and welfare.student health and welfare.

CISM InterventionsCISM Interventions Pre-incident education, preparationPre-incident education, preparation

AssessmentAssessment

Strategic PlanningStrategic Planning

Large Group Crisis Intervention:Large Group Crisis Intervention:– Demobilizations (large groups of rescue/ Demobilizations (large groups of rescue/ recovery)recovery)

– Respite/Rehab SectorsRespite/Rehab Sectors– Crisis Management Briefings (CMB)Crisis Management Briefings (CMB)

CISM Interventions (cont.)CISM Interventions (cont.) Small Group Crisis Intervention:Small Group Crisis Intervention:

– Defusings (small groups)Defusings (small groups)– Small group CMBSmall group CMB– ““Debriefing” Debriefing”

One-on-one crisis intervention, including individual PFAOne-on-one crisis intervention, including individual PFA

Family CISMFamily CISM

Organizational/ Community intervention, consultationOrganizational/ Community intervention, consultation

Pastoral crisis interventionPastoral crisis intervention

Follow-up and referral for continued careFollow-up and referral for continued care

And then…….And then…….

Community organizations funded Community organizations funded our first training: School our first training: School Crisis Response (Barb Ertl)Crisis Response (Barb Ertl)

Grant Wood AEA CISM Team formedGrant Wood AEA CISM Team formed Guiding PrinciplesGuiding Principles MissionMission VisionVision

Grant Wood AEA CISM Grant Wood AEA CISM Guiding PrinciplesGuiding Principles

All schools in Grant Wood AEA deserve access, in a timely manner, to critical incident support.

In coping with traumatic events, greater positive impact can best be achieved through equal partnerships between school and local community resources.

Asking for community support is a healthy and productive response to crisis.

Involving the broader community is an effective way to address issues of cultural diversity.

A written intervention plan and prior practice can assist in easing chaos.

Response plans tailored to each school district or building best meet the needs of the staff and students.

Consistent training and preparation of local community-wide teams provides the most effective crisis response.

Since students relate best to people they know, it is preferable that local school staff are trained in crisis intervention to facilitate the initial response and provide long – term support.

Providing post-vention support for crisis response Providing post-vention support for crisis response teams is a critical part of a traumatic event teams is a critical part of a traumatic event response plan.response plan.

The social / emotional development and learning that The social / emotional development and learning that occurs when coping with a traumatic event are occurs when coping with a traumatic event are important elements in the education of our important elements in the education of our students.students.

Providing proactive crisis prevention is a critical Providing proactive crisis prevention is a critical part of a traumatic event response plan.part of a traumatic event response plan.

The Team’s MissionThe Team’s Mission

Defines the scope of the workDefines the scope of the work

AndAnd

How it will be doneHow it will be done

Mission StatementMission Statement

To support schools within the To support schools within the Grant Wood Area Education Grant Wood Area Education Agency in coping with traumatic Agency in coping with traumatic events by providing trained, events by providing trained, local community response teams.local community response teams.

Mission FulfillmentMission Fulfillment

Create and facilitate effective Create and facilitate effective community partnerships.community partnerships.

Promote safety and security in Promote safety and security in schools by linking with other crisis schools by linking with other crisis prevention and management efforts.prevention and management efforts.

Provide training and follow-up for Provide training and follow-up for the local community response teams.the local community response teams.

Provide schools access to crisis Provide schools access to crisis intervention response teams that use intervention response teams that use the ICISF model.the ICISF model.

After that……After that……

Developed GWAEA CISM Operations Developed GWAEA CISM Operations Manual with team Manual with team membership applicationmembership application

Became a registered ICISF teamBecame a registered ICISF team

Individual members took Individual members took additional ICISF trainingadditional ICISF training

Spreading the Word!Spreading the Word!

Created a brochureCreated a brochure Spoke to School SuperintendentsSpoke to School Superintendents Informational “ How to Contact Informational “ How to Contact the Team” flyers sent to all the Team” flyers sent to all schoolsschools

Internal communications within Internal communications within our agencyour agency

Word of mouth from schools Word of mouth from schools receiving our servicesreceiving our services

Vision Vision

is the preferred future of the is the preferred future of the teamteam

Vision StatementVision Statement

Schools within Grant Wood AEA will Schools within Grant Wood AEA will have an effective, integrated have an effective, integrated community-wide response to a school community-wide response to a school crisis, based on a plan that crisis, based on a plan that provides access to local resources.provides access to local resources.

There will be a systematic, There will be a systematic, consistent approach utilized by consistent approach utilized by response teams.response teams.

Community resources will be Community resources will be organized and easily accessed by organized and easily accessed by school personnel.school personnel.

Your need statementYour need statement

What is Your Team’s Mission?What is Your Team’s Mission?

A mission statement defines the A mission statement defines the scope of your work and how it scope of your work and how it will be done:will be done:

The mission of____________ is toThe mission of____________ is to

_________________ by________._________________ by________.

Team OrganizationTeam Organization

Coordinating AgencyCoordinating Agency

Grant Wood AEA serves as the Grant Wood AEA serves as the coordinating agency for the coordinating agency for the Grant Wood AEA CISM team.Grant Wood AEA CISM team.

Grant Wood AEA CISM team serves Grant Wood AEA CISM team serves schools and districts in the schools and districts in the Grant Wood AEA service area.Grant Wood AEA service area.

Comprehensive CISM TeamComprehensive CISM Team

Voluntary partnership between area Voluntary partnership between area schools and GWAEA, with linkages to schools and GWAEA, with linkages to local team and community groups.local team and community groups.

Comprised of trained individuals who Comprised of trained individuals who fulfill the role of either peer fulfill the role of either peer support or mental health support or mental health professional as defined by the ICISF professional as defined by the ICISF model.model.

Additional support provided by Additional support provided by community spiritual leaders trained community spiritual leaders trained in the CISM model.in the CISM model.

Team MembershipTeam Membership

Team CoordinatorTeam Coordinator Clinical ConsultantClinical Consultant Mental Health Team MemberMental Health Team Member Peer Support Team MemberPeer Support Team Member

Team CoordinatorTeam Coordinator General management of the teamGeneral management of the team Receipt of service requestReceipt of service request Assessment of the need and type of service Assessment of the need and type of service to be offeredto be offered

Notification of all involved personnelNotification of all involved personnel Representation at community meetingsRepresentation at community meetings Assistance with continuing education Assistance with continuing education opportunities for team membersopportunities for team members

Assistance with development of policies Assistance with development of policies and proceduresand procedures

Facilitation of periodic team meetings, Facilitation of periodic team meetings, co-leading meetings with clinical co-leading meetings with clinical consultantconsultant

Clinical ConsultantClinical Consultant Provides clinical expertise and Provides clinical expertise and consultation to the CISM Teamconsultation to the CISM Team

Strategic planning with team Strategic planning with team coordinatorcoordinator

Monitors services provided, offers Monitors services provided, offers suggestions for improvements and the suggestions for improvements and the need for follow-up servicesneed for follow-up services

Facilitates continuing education for Facilitates continuing education for team membersteam members

Completes periodic reviews of team Completes periodic reviews of team records and servicesrecords and services

Chairs membership committeeChairs membership committee

Mental Health Team MembersMental Health Team Members

Assistance with education of the Assistance with education of the teamteam

Psychological leadership during the Psychological leadership during the debriefingdebriefing

Assistance with follow-up and Assistance with follow-up and referral services after any referral services after any interventionintervention

Clinical consultation with peer Clinical consultation with peer support team members who have support team members who have intervened in traumatic eventsintervened in traumatic events

Peer Support Team MembersPeer Support Team Members On-scene support services to On-scene support services to individuals who are showing signs of individuals who are showing signs of distress during an incidentdistress during an incident

Assist with assessment of the need Assist with assessment of the need for defusings, debriefings, for defusings, debriefings, individual consults, family support individual consults, family support services, referrals, etc.services, referrals, etc.

Provide full range of CISM services Provide full range of CISM services under the guidance of mental health under the guidance of mental health team membersteam members

Report interventions and Report interventions and observations to mental health team observations to mental health team members members

Peer Support Members from the Peer Support Members from the Faith Based CommunityFaith Based Community

How did you become interested How did you become interested in being a member of the CISM in being a member of the CISM team?team?

What are the roles of peer What are the roles of peer support members from the faith support members from the faith based community?based community?

What are the benefits of What are the benefits of including faith based team including faith based team members on school CISM teams?members on school CISM teams?

On-Site Team LeaderOn-Site Team Leader

Coordinates the activities of the team Coordinates the activities of the team at the incident siteat the incident site

Collaborates with school Collaborates with school administration, emergency providers administration, emergency providers and other personnel responding to the and other personnel responding to the incidentincident

Maintains contact with team Maintains contact with team coordinator and clinical consultant coordinator and clinical consultant regarding the on-site team regarding the on-site team intervention and the need for intervention and the need for additional resourcesadditional resources

Initiating GWAEA CISM Team Initiating GWAEA CISM Team InterventionIntervention

Telephone contact is made to Team Telephone contact is made to Team Coordinator at GWAEA.Coordinator at GWAEA.

Team Coordinator consults with Team Coordinator consults with Clinical Consultant about intervention Clinical Consultant about intervention plan.plan.

Team Coordinator and Clinical Team Coordinator and Clinical Consultant meet with district / school Consultant meet with district / school leadership to develop strategic plan.leadership to develop strategic plan.

Team Coordinator designates on-site Team Coordinator designates on-site Team Leader to manage interventions.Team Leader to manage interventions.

Initiating Intervention (Continued)Initiating Intervention (Continued)

On-site Team Leader, with other On-site Team Leader, with other CISM team members, are deployed CISM team members, are deployed and intervention is and intervention is implemented.implemented.

End of day review of End of day review of interventions conducted and interventions conducted and future planning by on-site CISM future planning by on-site CISM Team members with school Team members with school personnel.personnel.

And when the call comes in……And when the call comes in……

Our experience with a complex Our experience with a complex multi-phase response: two multi-phase response: two middle school student deaths a middle school student deaths a week apart.week apart.

Support for the CISM TeamSupport for the CISM Team

Strategies and Tips on working with Strategies and Tips on working with the mediathe media

Who meets with the media?Who meets with the media?

Preparing a statementPreparing a statement

Holding a press briefing off Holding a press briefing off campuscampus

What have your experiences been?What have your experiences been?

SummarySummary

Critical situations occur in Critical situations occur in the lives of students and the lives of students and staff.staff.

The mission of the GWAEA CISM The mission of the GWAEA CISM Team is to provide support to Team is to provide support to schools in coping with schools in coping with traumatic events by providing traumatic events by providing trained, local community trained, local community response teams.response teams.

Summary ContinuedSummary Continued

There will be a systematic, There will be a systematic, consistent approach utilized by consistent approach utilized by response teams that is easily response teams that is easily accessed by school personnel.accessed by school personnel.

The GWAEA CISM Team is a The GWAEA CISM Team is a voluntary partnership between voluntary partnership between area schools and GWAEA, with area schools and GWAEA, with linkages to local team and linkages to local team and community groups.community groups.

Reflection on Learning Objective #1Reflection on Learning Objective #1

Describe a process for Describe a process for establishing and maintaining a establishing and maintaining a school based CISM team with a school based CISM team with a mission, vision and guiding mission, vision and guiding principles.principles.

Team Team MaintenanceMaintenance

ScenariosScenarios Lessons learnedLessons learned Quarterly meetingsQuarterly meetings Writing grantsWriting grants Register a teamRegister a team Annual updatesAnnual updates SWOT analysisSWOT analysis

Four high school boys all juniors and seniors were driving Four high school boys all juniors and seniors were driving to a basketball game in a neighboring town about 20 to a basketball game in a neighboring town about 20 miles away for a big play-off game. On the way the miles away for a big play-off game. On the way the driver swerved to avoid a bale of hay, lost control of driver swerved to avoid a bale of hay, lost control of his car and it landed in the ditch. The two boys in the his car and it landed in the ditch. The two boys in the back seat who were not wearing seatbelts were thrown back seat who were not wearing seatbelts were thrown from the vehicle. One boy died instantly, the other boy from the vehicle. One boy died instantly, the other boy thrown from the car was in critical condition, the thrown from the car was in critical condition, the driver and the front seat passenger survived. driver and the front seat passenger survived.

The high school science teacher and his wife were the The high school science teacher and his wife were the first on the scene of the accident. The teacher first on the scene of the accident. The teacher recognized all the victims and used his cell phone to recognized all the victims and used his cell phone to dial 9-1-1. The critically injured boy was airlifted to dial 9-1-1. The critically injured boy was airlifted to the hospital. the hospital.

Since this was a rural community, one of the first Since this was a rural community, one of the first responders that assisted at the accident was a neighbor responders that assisted at the accident was a neighbor of the critically injured boy and was also the custodian of the critically injured boy and was also the custodian at the school. at the school.

The driver of the car was on his cell phone talking with The driver of the car was on his cell phone talking with his girlfriend when the accident occurred. She heard his girlfriend when the accident occurred. She heard him scream and the crash before they were disconnected. him scream and the crash before they were disconnected. The girlfriend was a cheerleader who was already at the The girlfriend was a cheerleader who was already at the game and she immediately called her boyfriend’s parents. game and she immediately called her boyfriend’s parents.

SWOTSWOT

StrengthsStrengths

WeaknessesWeaknesses

OpportunitiesOpportunities

ThreatsThreats

StrengthsStrengths Member skills, training, background, experienceMember skills, training, background, experience Number of responses we’ve doneNumber of responses we’ve done Diversity and size of teamDiversity and size of team E-mail noticesE-mail notices Working relationshipWorking relationship Our protocolsOur protocols Same languageSame language Affiliation with ICISFAffiliation with ICISF Understand school cultureUnderstand school culture Local school supportLocal school support Quick responseQuick response 7 counties!7 counties! Meeting before we act!Meeting before we act! Dedication/sense of purposeDedication/sense of purpose Forms on web/handyForms on web/handy Team meetings Team meetings Local connection with teamLocal connection with team 8 trainers8 trainers LeadershipLeadership Grant supportGrant support

Weaknesses / StretchesWeaknesses / Stretches Follow up after we’ve leftFollow up after we’ve left Early contacts for Non AEA membersEarly contacts for Non AEA members We don’t always know cultures of We don’t always know cultures of

school/composition of kidsschool/composition of kids Don’t always know on site team leader (blue Don’t always know on site team leader (blue

button)button) Command centerCommand center Additional on line resources??Additional on line resources?? Pre-incident training for districtsPre-incident training for districts Communicating with so many schoolsCommunicating with so many schools Need for research: children in schoolsNeed for research: children in schools Location of schools (directions/maps for team)Location of schools (directions/maps for team) More systematic way to train new members: observe, More systematic way to train new members: observe,

mentormentor Not all districts are on board yetNot all districts are on board yet

OpportunitiesOpportunities

To learn from experienced peopleTo learn from experienced people To learn from our experienceTo learn from our experience Our DVD as a teaching toolOur DVD as a teaching tool We serve a broader community (Boy Scouts)We serve a broader community (Boy Scouts) Standardized procedureStandardized procedure Could tap more school staff to be our Could tap more school staff to be our alliesallies

To increase our knowledge of grief To increase our knowledge of grief resourcesresources

To do more strategic planningTo do more strategic planning More grants?More grants?

ThreatsThreats

Emotional wear & tearEmotional wear & tear Negative opinions or research Negative opinions or research on the model: does it work?on the model: does it work?

Continuity in team coordinationContinuity in team coordination Large scale disastersLarge scale disasters Liability?Liability? Managing a Managing a largelarge team team

Your Team’s SWOT:Your Team’s SWOT:

Our next steps based on our Our next steps based on our SWOTSWOT

Consider regional and/or school Consider regional and/or school district based teamsdistrict based teams

Clear identification of on-site Clear identification of on-site team leader team leader

Formal mentoring for new team Formal mentoring for new team membersmembers

Continue skill building through Continue skill building through quarterly meetingsquarterly meetings

Grant Wood AEA CISM School-Grant Wood AEA CISM School-based Toolboxbased Toolbox

The ToolboxThe Toolbox

Additional Resources Additional Resources http://www.aea10.k12.ia.us/schcomplan/cism/icisfworldcongress.html

Activities with studentsActivities with students

Grant Wood AEA CISM Team

Presentation at the 9th World Congress on Stress, Trauma and Coping February 14, 2007

World Congress Presentation Handouts and PowerPoint

GWAEA CISM Team Operations Manual and Team Application

GWCISM Team Toolbox Link

http://www.aea10.k12.ia.us/schcomplan/cism/icisfworldcongress.html

For more information, contact:

Leslee Sandberg Regional Administrator (319) 399-6802

Critical Incident Stress Management (CISM) Team Toolbox

Incident Organization, Consents and Student Tracking Tools

Sample Letters and Announcements

Counseling Intervention Tools

Incident Organization, Consents and Student Tracking Tools

CISM Team Incident Report.doc CISM Team Incident Report Template.dot

Grant Wood AEA Critical Incident Stress Management Response Checklist.doc

CISM Communication Planning Grid.doc

CISM Team Availability Template.doc CISM Team Availability Template.dot

CISM Team Coverage By Day.doc CISM Team Coverage Template.dot

Student Contact Sheet.doc

Student Follow-up.doc

CISM Debriefing Process Map.doc

Consent for Student Participation in a Critical Incident Stress Debriefing.doc

School Feedback Survey.doc

Additional Toolbox / Activity Ideas:Additional Toolbox / Activity Ideas:

Reflection on Learning Objective #2Reflection on Learning Objective #2

Develop additional printed Develop additional printed materials for use in their own materials for use in their own school setting: what does a school setting: what does a CISM tool kit contain?CISM tool kit contain?

Student Funerals in SchoolsStudent Funerals in Schools

What did you think of when you What did you think of when you first read the title of this first read the title of this section?section?

Student Funerals in SchoolsStudent Funerals in Schools

How did it come about in our How did it come about in our schools?schools?

What are some potential problems or What are some potential problems or issues that might arise?issues that might arise?

What do you need to consider before What do you need to consider before making a decision to hold a funeral making a decision to hold a funeral in the school?in the school?

When might holding a funeral in the When might holding a funeral in the school be contraindicated?school be contraindicated?

How would you resolve the question?How would you resolve the question?

Visitations and FuneralsVisitations and Funerals

Teachable momentsTeachable moments

Reflection on Learning Objective #3Reflection on Learning Objective #3

Identify the potential problems Identify the potential problems and solutions of holding a and solutions of holding a student funeral in a school student funeral in a school building.building.

An ounce of prevention is worth a An ounce of prevention is worth a pound of postvention!pound of postvention!

Recovery is just a part of the Recovery is just a part of the continuum.continuum.

We got a grant!!!We got a grant!!!

PRPRoactive oactive EEmergency mergency PPlanninglanning(PREP) Project(PREP) Project

October, 2005 through March, 2007October, 2005 through March, 2007

$490,216 awarded to GWAEA in $490,216 awarded to GWAEA in partnership with Kirkwood Community partnership with Kirkwood Community CollegeCollege

Funded by the U.S. Department of Funded by the U.S. Department of Education – Office of Safe and Drug Free Education – Office of Safe and Drug Free SchoolsSchools

Emergency PreparednessEmergency Preparedness

What potential emergencies might What potential emergencies might schools face in your area ?schools face in your area ?

Need for the PREP ProjectNeed for the PREP Project Numerous highways and train Numerous highways and train

tracks serve as routes for tracks serve as routes for hazardous materialshazardous materials

GWAEA is in the middle of GWAEA is in the middle of “tornado alley”“tornado alley”

Methamphetamine labsMethamphetamine labs Commercial and general Commercial and general

aviation airportsaviation airports Power plants and natural gas Power plants and natural gas

pipelinespipelines Research laboratoriesResearch laboratories Prison facilitiesPrison facilities Farm chemical spillsFarm chemical spills Threats of floodingThreats of flooding Student traffic accidentsStudent traffic accidents Student firearms Student firearms School bomb threatsSchool bomb threats Student suicidesStudent suicides

PREP Project Purpose:PREP Project Purpose:

To assist all school buildings To assist all school buildings within GWAEA to strengthen and within GWAEA to strengthen and improve their Emergency improve their Emergency Response/Crisis Management Response/Crisis Management (ERCM) plans(ERCM) plans

PREP Project Goal:PREP Project Goal:

All 176 schools within GWAEA are All 176 schools within GWAEA are prepared to respond to and prepared to respond to and recover from crisis, including recover from crisis, including domestic or international acts domestic or international acts of terror, technological, or of terror, technological, or natural disastersnatural disasters

4 measurable objectives:4 measurable objectives:

11. Mitigation/Prevention. Mitigation/Prevention – By – By May, 2006, 100% of May, 2006, 100% of participating schools will have participating schools will have received NIMS training, received NIMS training, reviewed their current ER/CM reviewed their current ER/CM plans, shared them with plans, shared them with community partners and received community partners and received feedback from their partners on feedback from their partners on needed improvementsneeded improvements

NIMSNIMS

National Incident Management National Incident Management SystemSystem

www.fema.gov/emergency/nimswww.fema.gov/emergency/nims

2. 2. Preparedness – Preparedness – By January, 2007, By January, 2007, 100% of participating schools will 100% of participating schools will have met with PREP’s Safety have met with PREP’s Safety Manager, incorporated NIMS into Manager, incorporated NIMS into their plans, updated their their plans, updated their building-specific plans, submitted building-specific plans, submitted requests for safety requests for safety equipment/supplies for mini-grants equipment/supplies for mini-grants and communicated their plans to and communicated their plans to parents.parents.

3. 3. Response - Response - By March, 2007, By March, 2007, 100% of participating schools 100% of participating schools will have exercised their plans will have exercised their plans in a table top simulation drill in a table top simulation drill using NIMS principles, led by using NIMS principles, led by PREP’s Safety Manager and PREP’s Safety Manager and community partnerscommunity partners

4. 4. Recovery – Recovery – By March, 2007, By March, 2007, seven GWAEA Critical Incident seven GWAEA Critical Incident Stress Management (CISM) team Stress Management (CISM) team members will have become members will have become certified CISM trainers and certified CISM trainers and will have prepared 60 will have prepared 60 individuals across the AEA to individuals across the AEA to serve as CISM team members.serve as CISM team members.

Project Steering CommitteeProject Steering Committee

School District AdministratorsSchool District Administrators GWAEA CISM Team LeadersGWAEA CISM Team Leaders County EMA DirectorsCounty EMA Directors Law EnforcementLaw Enforcement ParentsParents GovernmentGovernment Health / Mental HealthHealth / Mental Health

What are your experiences with What are your experiences with grant writing and engaging grant writing and engaging community resources to support community resources to support your team’s efforts in your team’s efforts in emergency preparedness?emergency preparedness?

Partnership With Kirkwood Partnership With Kirkwood Community CollegeCommunity College

KCC’s Community Training and Response Center KCC’s Community Training and Response Center includes:includes:

The National Mass Fatalities InstituteThe National Mass Fatalities Institute Agro-Terrorism CenterAgro-Terrorism Center OSHA Education Outreach CenterOSHA Education Outreach Center Hazardous Materials Training and Research Hazardous Materials Training and Research InstituteInstitute

Environmental Training CenterEnvironmental Training Center

Linn County Emergency Management Agency is Linn County Emergency Management Agency is also located at the CTRC on KCC’s main also located at the CTRC on KCC’s main campuscampus

Application for Safety Supplies Application for Safety Supplies (Mini-grants)(Mini-grants)

$650.00 for each school building$650.00 for each school building Non-competitive application Non-competitive application processprocess

Awarded to the districtAwarded to the district Awarded by the PREP Steering Awarded by the PREP Steering CommitteeCommittee

To be used for safety related To be used for safety related equipment / materialequipment / material

Emergency Preparedness Self Emergency Preparedness Self AssessmentAssessment

Review PREP self assessmentReview PREP self assessment

Other resourcesOther resources

Creating your own self Creating your own self assessmentassessment

Reflection on Learning Objective #4Reflection on Learning Objective #4

Develop an Emergency Develop an Emergency Preparedness Self Assessment Preparedness Self Assessment for Use in Your Own School for Use in Your Own School BuildingBuilding

Your Next StepsYour Next Steps

Action Planning: Make a list of Action Planning: Make a list of your next steps when you go your next steps when you go home.home.

What will you do?What will you do? Who else will you involve?Who else will you involve? What is your timeline?What is your timeline?

Thank You for Your Participation Thank You for Your Participation Today!Today!

Please provide Please provide us with your us with your feedback on feedback on today’s session.today’s session.

Best wishes in Best wishes in creating, creating, maintaining, maintaining, growing your growing your CISM team!CISM team!