Guidance and Counseling Potpourri*******

Crisis Management

Bullying

Creating a College Going CultureBy

Pilar Janis, Lead & Higher Education Counselor

CRISIS READY CRISIS PREPARED

Brownsville Independent School District

Guidance & Counseling Department

STATE OF PREPAREDNESS

It is critical that our schools are prepared to respond to the wide range of traumatic events that can impact the school environment.

The few researchers that have investigated this topic have found that counselors reported preparation for their crisis duties to be inadequate

one third of master’s level school counselors received no preparation for crisis intervention, and

57% felt not at all or minimally prepared for crisis

Crisis Intervention Procedural Manual

What Is A Crisis?

A crisis is a situation that occurs as the result of a traumatic event and significantly alters the ability to carry on day-to-day activities by students and the school community.

The word "crisis" implies that the individual's usual coping mechanisms may not be sufficient to handle a particular situation.

Situations that may generate traumatic stress and require crisis intervention include: "experiencing, witnessing, and/or learning about an event that involves the actual death or physical injury, and or threatened death or physical injury.”

CRISIS LEVELSCrisis Level 1

The event is not traumatic. Intervention can be handled by the school counselor.

Crisis Level 2

The event is traumatic; however, the number of students affected and their crisis reactions can be managed by the crisis response team at the school.

Crisis Level 3

The event is traumatic and the number of students impacted cannot be handled by the Campus Crisis Response Team. The Principal requests assistance from the District main office.

WHAT IS A SCHOOL CRISIS?

A school crisis is a sudden, unexpected or unanticipated critical incident that disrupts the school day.

A school crisis involves short-term turmoil such as shock, confusion and fear.

Although each student, teacher, parent or other school family member experiences each crisis differently, a school crisis can have a broad and immediate impact on many children and adults sufficient to interfere with teaching, learning, attendance and behavior.

A school crisis can affect a single building or the entire district.

Examples of Crises

• Death of a student, staff or family member

• Suicide attempt or ideation/self harm

• Stabbing

• Shooting

• Hostage situation

• Homicidal ideation/threats of violence

• Sexual assault

• Drowning

• Community violence

• Choking game and other risky behaviors

The Purpose of Crisis Intervention

The goal is to restore individuals to pre-crisis levels functioning by:

• Providing staff development to school personnel and parents on how to cope with the crisis situation;

• Assuring that tragic events are not ignored; and

• Assisting students, faculty, parents and other school staff in dealing with emotional responses.

THE PURPOSE OF CRISIS INTERVENTION

• Decreasing the proliferation of rumors through the sharing of facts.

• Securing and coordinating the services of community agencies as needed.

• Providing support and counseling to minimize the disequilibrium in the school.

THE CAMPUS CRISIS RESPONSE TEAM

A Campus Crisis Response Team (CCRT) should include:

• Administrator (must include Principal)

• Counselor

• Nurse

• Security Officer/Police Officer

• Office Personnel appointed by Administration

FLOW CHART TO ADDRESS A CAMPUS CRISIS Level I/II

Principal is notified of the crisis and verifies that there is a crisis.

Principal will assess the crisis level.

If applicable, principal notifies the Area Superintendent and notifies the Campus Crisis Response Team.

Principal designates an assistant principal or Campus Crisis Response Team counselor to assist with the logistics of addressing crisis response issues.

Principal determines the method of notifying faculty and staff and prepares statement which teachers may read to their classes.

After the crisis has been handled, the principal makes sure a debriefing is held for the faculty and staff to bring closure to the crisis.

FLOW CHART TO ADDRESS A CAMPUS CRISIS LEVEL III

*Crisis management is done with the assistance of the District Crisis Team

Principal is notified of the crisis and verifies that there is a crisis.

Principal notifies Area Superintendent and may notify/request assistance from the following if needed:

• Health Services Administrator to coordinate health related issues

• Guidance & Counseling Administrator to coordinate District Crisis Team

• Public Information Officer to handle all media issues

• Administrator of Security to handle all Law Enforcement safety measures

FLOW CHART TO ADDRESS A CAMPUS CRISIS LEVEL III

Principal designates an assistant principal or the Campus Crisis Response Team counselor to assist with the logistics of addressing crisis response issues. The person will work closely with the District Crisis Team Chairperson (Administrator for Guidance & Counseling)

Principal determines the method of notifying Faculty & Staff and prepares statement which teachers may read to their class

After the crisis has been handled, Principal makes sure a debriefing is held for the Faculty & Staff to bring closure

IMPORTANT CONSIDERATIONS

School-based crises will not always necessitate the involvement of the team of professionals. However, the events that impact a larger number of individuals may call for the collaborative efforts of the school crisis response team.

The Crisis Response Team in Action

It is always important to think before acting. Carefully assess each step of the plan before it is enacted.

Fact Gathering

The first person to become aware of a crisis should contact the principal who will then notify school district administration. The primary task for the principal at this point is the gathering of details surrounding the crisis event. Rumors may abound and, at times, exacerbate chaos and confusion. It is important that personnel avoid assumptions about the nature of a crisis.

IMPORTANT CONSIDERATIONSThe Call to Action

Once the crisis response team is assembled, it is critical that the team maintains a "pulse" on student and faculty reactions to the event. Who, what, when, where and how?

Notification Procedures

Depending upon the nature of the incident, the crisis response team must determine how the students, faculty, and staff will be notified of the crisis. The principal should state whatever facts are known about the incident in order to help prevent and/or dispel rumors. It is important that consent has been granted prior to the release of sensitive information from the victim's Guardian. When the crisis involves the death of a student, it is important to consider that many staff members develop close relationships with students and their reactions must not be overlooked.

IMPORTANT CONSIDERATIONS

Crisis Response Team in Motion

The building principal may need to remove personal items from the student’s desk or locker to save for parents and family. Administration should prepare a letter to be sent home to parents. Letters to parents should state: the facts surrounding the crisis; the summary of actions the school is taking to help students; a list of reactions to expect from their child; guidelines that can aid the parents in providing support to their children; and contact phone numbers within or outside of school for further information and support.

IMPORTANT CONSIDERATIONS

Within the Classroom

Teachers should allow opportunity for students to acknowledge and discuss their thoughts and feelings associated with the crisis. By validating their student's feelings, teachers can facilitate the grieving process. The locations of support staff should be made available in a clear manner and should be posted in a highly visible place for students and staff.

It is essential that individuals of all ages exposed to a traumatic event have an opportunity to ventilate, to "tell their story", and feel supported by those around them. Additionally, it is important that an educational component exist in the intervention process. This educational component helps to normalize responses to an abnormal situation and helps survivors to know that they are not alone and that they are not "going crazy."

IMPORTANT CONSIDERATIONS

High Risk Students

May include those: who were close to the victim, who have experienced prior tragedy, who are known to engage in substance abuse, who are depressed, who described their situation as "hopeless", who were experiencing sleep and or eating disturbances, who talk about "not being around…," Who give away possessions, who articulate a suicide plan, and who have a history of self-destructive behaviors.

Referrals

Referrals to appropriate outside professionals should be included in the crisis response. Careful documentation of all students counseled and efforts to intervene is crucial. Documentation of the course of events is also necessary for proper in school follow up after the crisis situation has been resolved. A follow-up plan is necessary to ensure that individuals affected by the crisis receive proper support and intervention. Follow-up faculty meetings can address concerns of the staff and faculty as they arise.

IMPORTANT CONSIDERATIONSDebriefing

The crisis response team should reconvene before leaving the school. This debriefing is a necessary part of any comprehensive crisis intervention plan. The debriefing permits a review of the precipitating events that may have led to the crisis situation and the manner in which the crisis response team has handled circumstances. The emotional reactions and thoughts of the crisis response team should be addressed during this debriefing as well. Caregivers are not immune to the traumatization that often occurs in the wake of a tragic event. “Compassion fatigue" is a potential consequence of working with individuals in crisis.

IMPORTANT CONSIDERATIONS

Funerals

Members of the crisis response team should be available to students before, during and after funeral services. In the event of the death of a student, attendance at the victim's funeral is a decision that should be made by all students' parents. Additionally, the wishes of the family of the deceased should also be considered when individuals desire to attend or take part in the funeral.

IMPORTANT CONSIDERATIONS

Memorialization

It has been suggested that following a crisis event, some form of memorialization may facilitate the grieving process. This can take the form of a moment of silence, a plaque, planting a tree, a dedication, flying the flag at half mast etc. The decision to establish a memorial should be made with special consideration given to the nature of the crisis, needs of the students involved, and consensus of the school district administration.

IMPORTANT CONSIDERATIONS

Copies of student release cards are very important prior to an incident. It is a great idea to have an extra set in case of an evacuation.

IF YOU HAVE A DISTRICT CRISIS TEAM MEMBER ON YOUR CAMPUS,

IT IS IMPERATIVE THAT YOU RELEASE THEM TO ASSIST!

Remember

• An effective Crisis Response is a GROUP EFFORT.

BullyingTEXAS HOUSE BILL 1942 (Asher’s Law)

BullyingEngaging in WRITTEN or VERBAL expression, expression through ELECTRONIC MEANS, or PHYSICAL CONDUCT that occurs on school property, at a school-sponsored or school-related activity, or in a vehicle operated by the District and that:1.Has the effect or will have the effect of physically harming a student, damaging a student’s property, or placing a student in reasonable fear of harm to the student’s person or of damage to the student’s property;

2. or is sufficiently severe, persistent, and pervasive enough that the action or threat creates an intimidating, threatening, or abusive educational environment for a student.

• Conduct described is considered bullying if that conduct:

(1) exploits an imbalance of power between the student perpetrator and the student victim through written or verbal expression or physical conduct; and

(2) interferes with a student's education or substantially disrupts the operation of a school.

• The principal or designee shall conduct an appropriate investigation based on the allegations in the report. The principal or designee shall promptly take interim action calculated to prevent bullying during the course of an investigation, if appropriate.

• Absent extenuating circumstances, the investigation should be completed within ten District business days from the date of the initial report alleging bullying; however, the principal or designee shall take additional time if necessary to complete a thorough investigation.

• The principal or designee shall prepare a final, written report of the investigation. The report shall include a determination of whether bullying occurred, and if so, whether the victim used reasonable self-defense. A copy of the report shall be sent to the Superintendent or designee.

• If an incident of bullying is confirmed, the principal or designee shall promptly notify the parents of the victim and of the student who engaged in bullying.

DISCIPLINE

•A student who is a victim of bullying and who used reasonable self-defense in response to the bullying shall not be subject to disciplinary action.

•The discipline of a student with a disability is subject to applicable state and federal law in addition to the Student Code of Conduct.

•Examples of corrective action may include a training program for the individuals involved in the complaint, a comprehensive education program for the school community, follow-up inquiries to determine if any new incidents or any instances of retaliation have occurred, involving parents and students in efforts to identify problems and improve the school climate, increasing staff monitoring of areas where bullying has occurred, and reaffirming the District’s policy against bullying.

•The principal or designee shall notify the victim, the student who engaged in bullying, and any students who witnessed the bullying of available counseling options.

• To the greatest extent possible, the District shall respect the privacy of:

•the complainant,

•persons against whom a report is filed, and

•witnesses.

• Limited disclosures may be necessary in order to conduct a thorough investigation.

Creating a College Going Culture at

any Campus ……….

At BISD•Creating and fostering a college going culture from K-12 is a district initiative

College is defined

• . …….not only as 4 year universities, but as 2 year junior colleges and technical colleges.

Please note that…………

• The BISD mission statement states that we will collectively and collaboratively produce graduates who can pursue higher educational opportunities by utilizing resources that provide equitable opportunities for all.

First Step- Believe and Envision

•To believe is to be confident that something is good and will be effective.

•To envision is to visualize that which is possible

How do we create?

• Best college awareness practices are happening all over this district at many campuses.

• We are at our best when we share and emulate the good in order to provide equal access for BISD students.

At some elementary schools ……

• College pendants are visibly displayed

• Principals incorporate collegiate facts as part of morning announcements.

• Hallways have become University Boulevards with colorful displays of information from different colleges.

• Students in Kinder and 1st grade discuss college mascots.

• Students learn about different technical career options.

• Classrooms and halls adopt a college.

• Field trips to local college are coordinated.

• Duke TIP program extended to 4th & 5th graders.

Vocabulary- essential component *Never too early to start

• ACT- college entrance test that measures English, Math, Social Studies, Science ability.

• Apply Texas- state application used to apply to 1 or more college with one app.

• Common Application- national application accepted by 300 colleges.

• Dual Enrollment- students receive both college and high school credit for a course.

• EFC- The amount of money the family is expected to contribute towards college expenses.

• FAFSA- (Free Application for Federal Student Aid) is a financial aid form.

• Financial Aid- money awarded to students to help pay college expenses.

• GO CENTERS- are at all high school campuses. Students can receive help with college, scholarship and financial aid applications.

• Grant- a type of financial aid that does not have to be repaid.

• Loan- a type of financial aid that must be repaid with interest.

• SAT- college entrance test that measures critical reading, math and writing ability.

• Scholarship- money awarded based on merit or on need that does not have to be repaid.

• TASFA- state financial aid form for undocumented students.

• TSI- (Texas Success Initiative) state test required before enrolling in any course for college credit.

At some middle schools…….

• University personnel are invited for classroom presentations.

• Career Days are held at various campuses.

• Collegiate banners displayed in halls and classrooms.

• Duke University TIP Program extended to qualified 7th grade students.

• Field trips to universities/colleges conducted.

• Student reports on colleges displayed in halls and classrooms.

• Students practice “Apply Texas” essays Topics A,B & C.

• Students announce college trivia in morning announcements.

• Classroom activities on college readiness conducted.

• SAT and ACT test prep is available for Duke TIP students who will present those exams.

• College T-Shirt Days are part of awareness campaign.

Apply Texas Essay Prompts

• Topic A- Describe a setting in which you have interacted with people whose experiences/beliefs differ from yours. Address your feelings and how they were or were not changed by this experience.

• Topic B- Describe a circumstance, obstacle or conflict and the skills/resources used to resolve it. Did it change you? If so, how?

• Topic C- Considering your lifetime goals, discuss how your current and future academic & extracurricular activities might help you achieve your goals.

*Word Limit- no more than 500 words

AT BISD High Schools

• Seniors/Juniors attend University Day and speak to 70 college reps.

• Counselors work with students individually on post-secondary plans.

• Mini College Fairs are held for all high school students.

• College planning sessions are held for Seniors and parents.

• Waivers given to students for SAT, ACT and TSI tests.

• Student assistance provided to complete college applications.

• Student assistance provided to complete the FAFSA form.

• University representatives visit/assist with collegiate plans.

• SAT and ACT Prep are offered.

• HB 1403 (undocumented) students are provided assistance with college processes.

At the District Level

• BISD University Day and BISD College & Financial Aid Night are sponsored by the Guidance and Counseling annually.

• “Writing the Perfect College Essay” is offered at different high school campuses.

• FAFSA Completion Nights are held at all high school campuses.

• The “Superintendent’s Golf Scholarship” has awarded $788,000 in scholarship dollars in the past twelve years.

• 2015 BISD graduates were offered over $46 million dollars in scholarship offers. 8 more than last year.

• Seniors/Graduating Juniors applied to colleges/universities in record numbers last year.

BISD Creates A College Going Culture Report – June 10, 2015

Name of High School

Apply Texas  % FAFSA Counts FAFSA  %

TASFA Counts

FAFSA/TASFA%

HANNA   

100% 410 83% 

14 

85%

PORTER 100% 275 74% 39 85%

PACE 100% 265 83% 42 96%

RIVERA 100% 359 83% 35 91%

LOPEZ 100% 323 89% 23 95%

VETERANS 100% 448 90% 9 92%

BECHS 100% 47 98% - -

Together at BISD we can…….

• make college dreams a reality for all students through collaborative efforts.

The Department of Guidance and Counseling

708 Palm Blvd.

CAB Suite 228

Phone #: 956-548-8251

Fax #: 956-548-8448

Interim Administrator – Robert Gonzalez rgg@bisd.us

Lead & Higher Education Counselor – Pilar Janis pilarjanis@bisd.us

Administrative Assistant – Dora Fernandez defernandez@bisd.us

Secretary – Dahlia Gamez djgamez@bisd.us