HUBBARD

STAY PUT PLAN

Stay Put Plan is to be used when there is reasonable cause for the administrative staff to think that the campus population is in danger and a lock-down is needed. When that occurs, the following actions will be taken:

An announcement and/or instant message will be made that says “Lock Down Immediately”.

At that time all personnel should:

1. Move students and visitors outside of classroom areas to the nearest classroom.

2. Lock the doors to your area immediately.

3. Remain in the room, away from the windows and doors.

4. Do not leave your lock-down area for any reason, unless a crisis team member (administrator or secretary) tells you to do so OR you are told to do so by an announcement/instant message. AT that time, instructions will be given.

5. If an alarm sounds, evacuate the building as per the Evacuation Plan.

6. Take all possible precautions before entering the hallway.

Alternate off-campus evacuation site will be at Hubbard Baptist Church. This will only be used if students need to be removed from the campus to another site for parents to pick them up. For example, if we had a major gas leak that would make it unsafe to remain on campus.

BOMB DRILL EVACUATION PLAN

This plan is to be used if there is a bomb threat or a fire or fire drill. In case of a bomb threat, students will be directed to the North side of the campus near the fence.

The following sequence will be used in these cases:

1. The fire alarm or bomb threat call is sounded; the administrator in charge or his designee will call the police.

2. Students and teachers should leave the building, using exits designated on exit route maps provided in classrooms.

· Shut doors as you leave

· Take attendance record with you

· Be able to account for any students not with you (in library, restroom, etc.)

3. Check roll when you reach the appointed area outside.

· PK – 8^th grade north side of campus

4. STAY WITH YOUR GROUP. Allow no students leave your group.

5. Return to building when bell rings.

Alternate off-campus evacuation site will be at Hubbard Baptist Church. This will only be used if students need to be removed from campus to another site for parents to pick them up. For example if we had a major gas leak that would make it unsafe to remain on campus.

TORNADO/BAD WEATHER PLAN

Acting on the advice of the National Weather Service, two tornado/bad weather preparedness plans will be observed, using the civil emergency signal through the bell system which is:

First alert: Sent by secretary on instant message to all computers stating the number of bell alert (example: THIS IS A FIVE BELL ALERT!)

Second alert: Bells sounded on intercom system to all rooms

The first plan is where there is little or no time left before impact. In such a scenario where students do not have sufficient time in which to move to the safest locations, they will take immediate shelter under desks, tables, work benches, or even chairs, away from windows and exterior walls within the room they occupy, assuming the “duck and cover” position under tables or desks.

First Plan

Bells FOUR BELLS Get down in classroom on least obstructed wall away from

windows, assume the “duck and cover” position.

In the second plan where there is from one to five minutes advance notification time, students will move to interior hallways as designated in each campus handbook and assume the “duck and cover” position (down on both knees, leaning forward with hands clasped behind the head.)

Second Plan

Bells FIVE BELLS Leave classroom and assume “duck and cover” method in

designated place in hallway.

SAVE OUR STUDENTS (S.O.S.) PLAN

The “Save Our Students” Plan is a mechanism to be used in opening up channels of communication between students and staff. This plan encourages students to talk to appropriate adults about their problems and to take friends threats seriously. It encourages male students to “open up” about their problems and all students to identify bullying and teasing as taboo.

The program trains the teachers and puts a referral program in place where students can be identified as needing assistance. Teachers and staff are urged to complete the attached student referral form to document the following areas of concern and turn the form in to the principal.

1. Increased withdrawal from relationship/friendships: Is the student retreating from other students and avoiding participation in classroom discussions and activities? Is the student becoming truant?

2. Mood swings/angry outbursts: Has the student exhibited increased temper tantrums or frequent outbursts of anger or ongoing irritability?

3. Verbal or written communication about violence: Is the student frequently discussing topics that are violent in content or nature?

4. Frequent discussions/dress of hate or occult groups: Is the student frequently dressing in clothes depicting occult group or hate group activity? Is the student frequently discussing topics that are related to hate group activity?

5. Academic difficulties: Have the student’s grades dropped from satisfactory to unsatisfactory? Is the decrease in grades a result of bad classroom conduct?

6. Low self-esteem/harsh self-criticism: Is the student blaming himself/herself for things that are clearly not his/her fault? Does the student use self-effacing remarks such as “I’m such a jerk?” or “Nobody cares about me?”

7. Obsessive about school work/athletics: Is the student spending all of his/her time on school work, studying compulsively, or avoiding contact with friends or family?

8. Increased aggressiveness: Is the student becoming difficult to control, picking fights or even trying to intentionally injure others?

9. New or renewed interest in alcohol or drugs: Is the student becoming more and more involved in alcohol and drug use? Does the student see these self-destructive behaviors as “cool”?

When personnel (teachers, aides, bus drivers, cafeteria personnel or janitors) hear comments or see identified actions, they will report that information to the administrator. The administrator will share the information with appropriate campus personnel. Appropriate information will be kept in a separate folder.

CRISIS INTERVENTION PLAN

A crisis in which schools would be mobilized is defined as (1) a suicide or traumatic death of a student, teacher, or other person known by a number of students; (2) the death of a nationally known figure (s) admired by students; (3) a suicidal attempt or serious threat of suicide; (4) a school bus accident or a bomb explosion; or (5) an incident involving violent student behavior.

1. The information is to be verified with the police or other responsible parties by the Superintendent or his designee before it is communicated further.

2. Notification Procedures

a. The superintendent is to be notified first so that the contacts with the media can be anticipated and preparation made for addressing the issue with the media.

b. The superintendent/or designee notifies the staff to assist the school in the initial stages of the plan.

c. If necessary, community resources are contacted by the staff so that they may be prepared to assist those who call concerning the incident and so others may be mobilized to assist in whatever way they are needed.

3. Mobilizing the school staff:

a. The Superintendent or designee will meet with the school staff to implement the specifics of the school plan, how others will be informed, and changes in the daily school routine, and availability of support personnel.

b. The Crisis Intervention Team may consist of the superintendent, the school secretary, a teacher and a paraprofessional.

c. Community support persons (such as ministers, area school counselors, etc) will be requested to assist when needed.

d. A faculty meeting is held to:

1. Give the staff accurate information about the incident

2. Advise staff members on how to receive assistance for them and assist students.

3. Inform teachers to observe signs which would indicate students needing extra help (students close to the deceased, known depressed, emotionally disturbed or suicidal students, students having difficulty dealing with another death, unusually withdrawn students).

4. Advise the staff on available support resources.

5. Encourage the staff to get help for a needy student, including inviting a support staff member to assist a group of students or class members if needed.

6. Explain that the school day will proceed as normally as possible and that teachers are acknowledging the death without dwelling on it unnecessarily.

4. Follow up:

A. Support will be offered to others in need of assistance. Parents of the deceased may be informed of support offered by the community resources, especially in the case of a student’s suicide or traumatic death.

B. School staff will assist all persons needing help for as long as needed.

C. School administrators will communicate with parents of students most affected by the death, making referrals to community resources as needed.

D. To the extent possible, a regular school routine is followed.

E. Care must be taken not to glamorize a suicide, although examples such as involvement in support groups or contributions to a local charity may be considered as a way of remembering the deceased if handled in a low key manner.

F. Monitor the need of at-risk students on each campus for support. Provide assistance as needed.

G. Staff members attending the funeral will observe students in need of follow-up support.

H. The school secretary will monitor absentees, particularly of students considered to be at-risk.

I. All media communication will be channeled through the Superintendent’s office, remember the following suggestions:

a. Be factual about communications

b. Work with the media concerning the appropriateness of certain stories.

c. Emphasize the positive steps taken.

d. Discourage a write-up disclosing the details of the death.

THE CRISIS INTERVENTION TEAM

The trained staff members will become a Crisis Intervention Team and will work together to defuse the emotional crisis and to prevent additional suicides or other crises. Whenever there is a suicide or an attempt by a student, a traumatic death of a teacher or student, or a violent situation that a number of students witness, the crisis Intervention Team will assist personnel in talking with students and coordinating structured groups to assist students in working through their issues. The superintendent and secretary will be trained to assist in dealing with the crisis. Their role is to help screen and identify high-risk students, provide immediate intervention and referral, and monitor follow-up of students. The objectives of the team are to (a) identify students who are very disturbed by death/violence and students at risk of a suicide attempt; (b) provide immediate assessment, intervention, and referral; (c) monitor these students for as long as needed; and (d) provide structured group counseling sessions as needed. The purpose of the counseling sessions to be conducted by the Crisis Intervention Team is to (a) facilitate students in discussing their feelings about the situation; (b) develop individual plans of action for students with identified problems; (c) monitor students at-risk; (d) provide education and guidance in resolving the grief process; (e) facilitate personal growth and development; and (f) develop a support system for isolated students. Additional examples of community resources are hospitals, Red Cross, psychologists, psychotherapists, ministers, police departments, and area school counselors. If extra community resources are needed, the central office staff will coordinate this effort.

CRISIS INTERVENTION FACT SHEET

The following information may be helpful in the identification of student/adults at-risk after a traumatic death, suicide, or attempted suicide:

1. Any student who participated in any way with the completed death (helped write the suicide note, provided the means, were involved in the suicide pact, knew of plans for risk-taking behavior or violence.)

2. Any students who knew of the suicide plans and kept it a secret.

3. Siblings or other relatives or best friends.

4. Any students who were “self-appointed therapists” to the deceased student who make it their responsibility to keep that child alive.

5. Any student with a history of suicidal threats and attempts themselves or who have been hospitalized for emotional illness or substance abuse.

6. Any students who identified with the victim’s situation.

7. Any students who had reason to feel guilty about things they had said or done to the student prior to the student’s death.

8. Other student desperate for any reason who now see suicide as a viable alternative.

9. Any students who observed events which they later learned were indicative of the victim’s suicidal intent or risk-taking behavior.

Probably high-risk adults after suicide:

1. Parents of the victim.

2. Those who had prior knowledge of impending suicide and did not take it seriously.

The following could be common denominators in completed suicides:

1. Youth who have attended several different schools in a short period of time.

2. Youth who have lived with more than two parent figures in two years.

3. Youth who have been in trouble with the law.

4. Youth who have been exposed to violence home, peers, etc.)

HOW TEACHERS CAN HELP DURING A CLASS

Step 1: Listen and hear. Of vital importance to those in an emotional crisis is someone who will listen and hear what they are saying. Avoid false reassurances that “everything will be okay” and never demean suicidal expressions. Don’t be judgmental.

Step 2: Be supportive and communicate your concern.

Step 3: Be sensitive to the relative seriousness of the thought and feelings. Inquire directly about thoughts of suicide. If we don’t respond to students’ suicidal thoughts, they may interpret our reason as not caring. Suicide is a topic that makes us all uncomfortable, but we must face it with open, honest communication. When the person speaks of clear-cut self-destruction plans, the situation is usually much more serious. Take any suicidal complaint seriously even if expressed in a calm voice or if the person downplays it. Example: a statement such as “Oh, I don’t really think I will.”

Step 4: Trust your own judgment if you believe someone is in danger of suicide, and act on your beliefs. Don’t let others mislead you into ignoring suicidal signals. Be an alarmist.

Step 5: Act definitively

1. Tell others. Share your knowledge with the superintendent. Say “I care enough about you to get you (or your friend) some help.” You may betray a secret to save a life.

2. Don’t leave a suicidal person alone if you think there is immediate danger. Stay with the person until help arrives. Call upon whoever is needed. Do not try to handle everything alone.

Step 6: A student who has made a previous attempt is a high risk to try again. If you are aware of a student that has made a previous attempt, tell the superintendent and secretary. Make sure they know.

What happens after the teacher alerts the trained school personnel? The school personnel will utilize their expertise they assess the risk of the student’s suicidal thoughts. The parents of the student will be contacted, and we will work with them to increase the supervision of the student and recommend that the family consider counseling outside the school and possibly even hospitalization. Feedback about the severity of the situation as well as how you as a teacher can help will be provided as much as professionally reasonable.

WHAT TO LOOK FOR:

1. Verbal signs:

a. “I wish I were dead”

b. “No one cares whether I live or die”

c. “Things would be better if I weren’t here.”

2. Behavioral clues:

a. Alcohol or drug abuse

b. Previous attempts

c. Giving away possessions

d. Making a will

e. Sudden change in behavior

f. Risk-taking behavior resulting in accidents or injuries

g. Social isolation

h. Signs of disorientation

i. Apparent disorientation

j. Signs of changes in sleeping and/or eating patterns

k. Constant complaining, expression of hopelessness-hopeless feelings

3. Situation clues:

a. End of a serious relationship

b. Divorce

c. Death of a parent

d. Family financial difficulties

e. Moving to a new location

f. School failure or failure to make a “learn”

TYPICAL REACTIONS OF CRISIS SITUATIONS:

It is important to help students understand that they may be flooded with waves of emotions and that there is more than one way to feel and react. We have a tendency to expect all students to react to bad news with feelings of remorse. Recognize that the student who says “I don’t care,” or “it doesn’t bother me” today may be seem alright but, may be crying tomorrow.

Statements of “I don’t care,” or “it doesn’t bother me” may be denial of what’s happening or may indicate a lack of involvement. Be sensitive to the child’s needs.

Students who initially react with an indifferent attitude may later identify with the victim and have a strong emotional response—expressions of sadness and/or guilt.

Students who may not have known the victim may react strongly to the death. This is frequently due to identification with victim or a reaction to unresolved issues in their lives (loss, death, thoughts of suicide).

Anger and denial are common feelings. Students may also experience irrational feelings of guilt. Example: “my being angry at him caused this,” or “if only I’d been there, I could have stopped it.”

Some students may have valid reasons to feel guilty if they had some knowledge or clue about the victim’s behavior. All students who are visibly upset and are having difficulty dealing with the situation should be referred to the Crisis Intervention Team.

HUBBARD ISD

SAVE OUR STUDENTS (S.O.S.) REFERRAL FORM

Student name: _________________________________ StuID # _______

Last First Middle

Reason(s) for referral:

____1. Increased withdrawal from relationship/friendships.

____2. Mood swings/angry outbursts

____3. Verbal or written communications about violence.

____4. Frequent discussions/dress of hate or occult groups

____5. Academic difficulties

____6. Low self-esteem/harsh self-criticism

____7. Obsessive about school work/athletics

____8. Increased aggressiveness

____9 New or renewed interest in alcohol or drugs.

____10. Discussion of death, dying or suicide

____11. Obsessive interest in guns, knives, etc

____12. Loner/difficulty making friend

____13. Abuse involvement (physical, sexual or verbal)

____14. Statement from family or friend

Comments:______________________________________________

______________________________________________________

Submitted by: _________________________ Date submitted: ____________

Title or position: _______________________

Course of action: ________________________________________

____________________________________________________

Administrator: _____________________________

Parent/Guardian notified: ______ (if Yes date notified) ____________

Date: _____________________________

PHONE NUMBERS THAT MAY BE USEFUL IN AN EMERGENCY

EMERGENCY 911

BOWIE CO. SHERIFF 903-798-3149

CIVIL DEFENSE 903-798-3042

DEKALB FIRE DEPARTMENT 903-667-2934

WADLEY REGIONAL MEDICAL CENTER 903-798-8000

CHRISTUS/ST MICHAEL 903-614-1000

DEPARTMENT OF PUBLIC SAFETY 903-794-2041

POISON CONTROL CENTER 1-800-764-7661

KKYR RADIO 870-773-1025

KCMC RADIO 903-793-4671