Student Support Services Resources
For Building Administrators During and After a Crisis/Event
Responding to Crisis, Events or Conflicts
We realize that our school community and the nation at large have experienced various levels of trauma. In an effort to support our students and staff, the Student Support Services Department created this document to highlight the supports and services available before, during, and after a crisis or conflict has occurred.
Building Crisis Team
Always the First Step!
The BCT, when possible, should include the following:
• Assistant Principal(s)
• School Counselor(s)
• School Social Worker(s)
• School Psychologist(s)
• School Nurse
• Others as determined by BCT (i.e. Roc Restorative Member, SEL Coach, Community Partners like CFY, Teacher, Secretary, Custodial, Food Service, Security, and other Support Staff)
Responsibilities of the BCT include:
• Monthly meetings
• Confidentiality maintained regarding all situations
• Assist with assessment of student/staff/building needs
• Support mental health/counseling response
• Share information and resources
• Provide education and in-service to team
• Team building among crisis team members
If the BCT is unable to resolve an incident or situation, they may request the services below by following this flow chart:
Remote Support Team
To Access Team:
The principal and or School Chief will reach out to Mr. James Sheppard, RCSD Director of Safety and Security, at (585) 298- 0323 when there is a crisis. Mr. Sheppard will follow up and coordinate with Tamara Sheppard regarding what's needed and what supports are to be deployed to assist the building during the crisis/event.
The purpose of the RCSD Remote Support Teams (RST) is to facilitate and assist with the systematic response to critical incidents and disruptive behaviors within the district. Membership is comprised of district staff members who have completed the Therapeutic Crisis Intervention (TCI), Threat Assessment Training, Restorative Practice Training, and ACES training. The District’s Remote Support Team (RST) Coordinator, will work in collaboration with the Trauma, Illness & Grief (TIG) Coordinator when necessary, to determine the duration of the involvement of RST based on the threat level and the need for services.
The response of the RST may include:
- Provide crisis intervention for students and staff
- Facilitate Critical Incident Stress Management (CISM Defusing)
- Facilitate Critical Incident Stress Debriefing (CISD)
- Participate in on-site planning and follow-up meetings
*ROC Restorative Team and Pathways to Peace support the Remote Support and Trauma, Illness & Grief Teams
Trauma, Illness, and Grief Teams (TIG)
Trauma, Illness, and Grief (TIG) Building Crisis Team
The purpose of a TIG Building Crisis Team (TIG BCT) is to provide leadership to their school community regarding grief, loss, and traumatic events. They will make decisions as a team and will have various roles/ responsibilities assigned to individual team members. In the event of a crisis, each TIG BCT will implement the steps outlined in the District’s TIG Response Guide. The TIG trained members of each building’s crisis team will facilitate their team’s response. The Building Principal or their designee is the person responsible to activate the Building TIG Team and work with their TIG Team and School Chief. The TIG BCT is responsible to provide support in their buildings from level 1 to level 4.
RCSD Trauma, Illness, and Grief (TIG) DIstrict Crisis Team
The purpose of the District TIG Team is to facilitate and assist with the systematic response to tragedy and crisis within the district. Membership is comprised of district staff members who have completed the comprehensive TIG training. This team is activated for levels 4-5 per the District's RCSD TIG Manual. The School Chief and building principal will contact the District TIG Coordinator, Edna Robinson at (585) 820- 9955 to consult and determine what supports from the District's TIG Team is needed.
The duration of the TIG response is determined by need and may include:
• Assist with assessment of student/staff/building needs
• Provide crisis intervention for students and staff
• Provide consultation
• Facilitate Critical Incident Stress Management (CISM Defusing)
• Facilitate Critical Incident Stress Debriefing (CISD)
• Facilitate agency contacts
• Attend public meetings
• Participate in on-site planning and follow-up
• Develop or access resource materials
• Assist in Health Office
• Provide clerical assistance
Additional responsibilities may include:
• Develop and facilitate in-service training
• Collect and analyze data (i.e. Crisis Team Checklist information)
• Monitor and revise district crisis plan
• Access county-wide TIG members as needed
• Support and/or connect with District Emergency Response Team (ERT)
District Wide Additional Support Services After a Crisis, Conflict or Event
ROC Restorative Team
For Follow-up Support After a Crisis or for Proactive Work
Restorative Practices’ focus on building and maintaining relationships, and responding to and repairing harm among ALL members of a school community. We envision schools where peace, equity, social justice, and academic excellence are achieved through a collaborative effort of all school-community members to engage in restorative practices.
A restorative approach to help those harmed by other's actions, as well as responding to challenging behavior consists in asking key questions:
What happened, and what were you thinking at the time?
What have you thought about since?
Who has been affected by what you have done? In what way?
What about this has been hardest for you?
What do you think you need to do to make things as right as possible?
Proactive and Responsive Circles:
Circles can be used for team building and problem-solving. It enables a group to get to know each other, builds inclusion, and allows for the development of mutual respect, trust, sharing, and concern. Circles provide students with opportunities to share their feelings, ideas, and experiences in order to establish relationships and develop social norms on a non-crisis basis. When there is wrongdoing, circles play an active role in addressing the wrong and making things right.
Involves those who have acknowledged causing harm meeting with those they have harmed, seeking to understand each other’s perspective and coming to a mutual agreement that will repair the harm as much as possible. Often all sides bring supporters, who have usually been affected, and have something to say from a personal perspective
Pathways to Peace (PTP)
Services will be extended to students who are involved in a physical altercation, potentially have a weapon, re-entering school from long-term suspension, or coming home from incarceration.
PTP staff will facilitate mediation sessions and conduct follow-up conversations with students and families involving disputes as needed, to be scheduled within 24 hours of District requests.
PTP staff will submit a written report to the District upon completion of the process.
PTP staff will work in conjunction with the school liaison to develop and implement a safety plan for students re-entering school after a period of absence due to violence.
When possible, PTP staff will be notified by the District at least one week in advance of a reentry date.
Emergencies at School:
At the District's request, PTP will respond to emergency situations to assist in preventing and mitigating the risk of violence among students. PTP staff will conduct ongoing outreach with the schools to identify and address risks.
*Support may include: Preventative, Risk Assessment (emergencies), Dispute Mediation
(Student-Parent-Family), Intervention, Safety Plans, Dispute Follow-up, Conferencing, Circles