Immediate Response Procedures

Document ID
Immediate Response
Title
Immediate Response to Scenarios in Need of Intervention 
Print Date
01/2/24
Revision
2.0
Prepared By
Sean Anderson
Date Prepared
12/31/23
Effective Date
01/24/24
Reviewed By 
Culture & Climate Circle
Operations Circle
Date Reviewed
January 2024
Approved By
Leadership Circle
Date Approved
01/24/24
Table Of Contents
  1. Immediate Response supportive trainings and resources:
  2. Prevention strategies:
  3. “Purple” Scenarios – Emergency, Health & Safety
  4. “Red” Scenarios – Student(s) Sent Home Immediately
  5. “Yellow” Scenarios – Student(s) Removed From Regular Experiences; May Be Sent Home
  6. “Green” Scenarios – Student(s) Re-directed and Re-engaged in Regular Experiences

Referring Policies:

Referring Procedures:

For every incident in the yellow, red, or purple categories that directly involves one or more students, an incident report should be completed by the primary witness(es) of the incident as soon as the situation is non-emergent. This should happen as soon as possible, but no later than the end of the school day on the day the incident occurs. The incident report should be immediately shared with the health and safety coordinator, who is responsible for sharing that document with the justice coordinator as well as the advisor(s) of the students involved. The health and safety coordinator, justice coordinator, and the advisors of the students involved should all review the completed incident report within 24 hours, initial the document at the bottom to show they’ve reviewed it, and make their own independent judgment about what further actions need to be taken. In addition to reviewing 

For CARE referrals, the health and safety coordinator advisors should be shared on any documentation related to one of their students, unless there’s a specific reason not to be. A lot of communication falls on Advisors by default – they need the fullest information possible. For any meetings that come as a result of these, Advisors should be brought into those by default as well – allowing for time limitations. Some circumstances should always involve Advisors – interpersonal conflict, e.g. Helps to ensure collaboration and communication in problem-solving situations.

Immediate Response to Student in Need: 

Possibility Statement: We can use prevention as the most effective intervention, and when an unanticipated incident occurs, the adult that provides support will know that their response will influence the students’ response. We can provide that support without stigmatization, marginalization, or causing further harm.

Immediate Response supportive trainings and resources:

Useful Links:

Prevention and De-escalation https://dpi.wi.gov/sped/educators/behavior-supports/prevention 
Learning modules to support staff mental health https://dpi.wi.gov/sspw/mental-health/framework/foundations/staff 
Supporting Neurodiverse Students learning moduleshttps://sites.google.com/cesa1.k12.wi.us/ese/home 

Prevention strategies:

Connection always comes first 

Be alert to triggers that lead to emotional or physical dysregulation

The less language used the better, utilize declarative language 

Be aware of early warning signs, some are observable by others and some need the student’s awareness 

Use relaxation exercises, building those skills will increase the ability of the student to use them when they need them

Teach students positive self talk

Lead students to recognize when a problem might occur 

Provide a cool down area in the advisory, students can access as needed

Encourage students to take a walk 

Use physical activities to relieve stress

Refrain from engaging in an argument or power struggle

Support transitions, understand individual impact of transitions 

We value community inclusion and do not rely on punitive practices so we must stay grounded in Anti-Racist Community Based Approaches while still having a healthy balance of 360 degree accountability. These policies and procedures will be shared with students and families via school meeting, community engagement, and during the Introduction of our values within the culture and climate welcome discussion the first week of school. 

“Purple” Scenarios – Emergency, Health & Safety

Student Has Made a Threat, or a Threat Has Been Reported

Scenario:

You witness a student make a threat toward another student, a member of the EC, or another person.

OR
A student reports to you that a threat has been made.

Immediate Response:

See: https://milestonedemocratic.org/kb/administrative-regulations-520-and-521-student-behavior-expectations-and-consequences-aka-how-to-be-at-milestone/#bullying-and-harassment 

You are responsible for these steps:You should inform:You can expect that person to:
Determine: Is This a Low-Level Threat: A threat which poses a minimal risk to the victim and public safety.
Does the threat made fall into this category?
Is the threat vague and indirect?
Does information contained within the threat is inconsistent, implausible, or lacks detail?
Does the threat lack realism?
Does the content of the threat suggest a person is unlikely to carry it out?
Example: “I wish I could shoot up the whole school.”

If No → continue to the next step, Determining a Medium-Level Threat

If Yes →Verbally notify the Coordinator of the Threat Assessment Team of what you heard
Complete an Incident Report immediately, documenting what specifically you heard, and any conversations you had with the Coordinator of the Threat Assessment Team and email it to the Coordinator of the Threat Assessment Team
Note: Do not call the student’s parent or make a CARE Referral – the Threat Assessment Team will decide if those are appropriate courses of action.
The Coordinator of the Threat Assessment Team
The Leadership Circle about the Incident Report
Determine: Is this a Medium-Level Threat?
A threat which could be carried out, although it may not appear entirely realistic.
Is the threat more direct and more concrete than a low level threat?
Does the wording in the threat suggest that the threatener has given some thought to how the act will be carried out?
Is there a general indication of a possible place and time, though still falls well short of a detailed plan?
Is there no strong indication that the threatener has taken preparatory steps, although there may be some veiled reference or ambiguous or inconclusive evidence pointing to that possibility — an allusion to a book or movie that shows the planning of a violent act, or a vague, general statement about the availability of weapons?
Is there a specific statement seeking to convey that the threat is not empty: “I’m serious!” or “I really mean this!”?
Example: “I for real feel like bringing my gun in here and shooting up this whole school.”

If No → continue to the next step, Determining a High-Level Threat

If Yes →Verbally notify the Coordinator of the Threat Assessment Team of what you heard
Complete an Incident Report immediately documenting what specifically you heard, and any conversations you had with the Coordinator of the Threat Assessment Team
Note: Do not call the student’s parent or make a CARE Referral – the Threat Assessment Team will decide if those are appropriate courses of action.If, by the end of the school day, the Threat Assessment Team Coordinator has not been able to conduct the full Assessment, the Coordinator will call the student’s parent to confirm that an assessment is ongoing and that the student will not be able to return to school in-person until the assessment is completed.
Note: If the student has an IEP, the Special Education Director must be notified immediately by the Coordinator of the Threat Assessment Team, NOT the person who heard the threat.
The Coordinator of the Threat Assessment Team
The Leadership Circle about the Incident Report
Determine: Is this a High-Level Threat? A threat that appears to pose an imminent and serious danger to the safety of others.
Is the threat direct, specific and plausible?
Does the threat suggest concrete steps have been taken toward carrying it out, for example, statements indicating that the threatener has acquired or practiced with a weapon or has had the victim under surveillance?
Example: “I am going home to get my gun and coming back to shoot this kid.”

If No → It is unlikely that someone would get to this point, but if the threat does not meet any of these criteria:
Verbally notify the Coordinator of the Threat Assessment Team of what you heard
Complete an incident report documenting what specifically you heard, and any conversations you had with the Coordinator of the Threat Assessment Team, and send it to the Coordinator of the Threat Assessment Team
Note: Do not call the student’s parent or make a CARE Referral – the Threat Assessment Team will decide if those are appropriate courses of action.
Note: If the student has an IEP, the Special Education Director must be notified immediately by the Coordinator of the Threat Assessment Team, NOT the person who heard the threat.

If Yes →Call 911 to report a plausible and imminent threat
Follow instructions from 911
If 911 has no immediate instructions but says they will be sending someone, use this time to notify the Director of Operations, Health and Wellness Coordinator, Director of Culture and Climate, and the Coordinator of the Threat Assessment Team who will put the appropriate safety procedure into place
When it feels safe to do so, complete an Incident Report documenting what specifically you heard, and any conversations you had with 911
Note: Do not call the student’s parent or make a CARE Referral – the Threat Assessment Team will decide if those are appropriate courses of action.
Emergency Responders (911)

A Student Talks of Self-Harm and/or Suicide

Scenario:

You witness a student talking about hurting themselves and/or suicide.

OR

A student reports that another student has talked of self-harm and/or suicide.

Immediate Response:

See: https://milestonedemocratic.org/kb/protocol-for-when-student-talks-of-self-harm-and-or-suicide/  

You are responsible for these steps:You should inform:You can expect that person to:
Follow the steps outlined in the procedure linked aboveHealth, Wellness, and Safety Coordinator
Complete an Incident Report as soon as possibleThe Leadership Circle about the Incident Report

A student reports to you that they or another student were sexually harassed or assaulted 

Scenario:

You witness a student being subjected to unwelcome sexual advances, requests for sexual favors, and other verbal or physical harassment of a sexual nature.

OR

A student reports that another student has subjected them to this type of harassment.

Immediate Response:

See: (Sexual Harassment and Sexual Misconduct policy & procedure to be developed)

You are responsible for these steps:You should inform:You can expect that person to:
Stay with the student, listening non-judgmentally. Take notes immediately on what you see, hear, and/or is reported to you – save these for your Incident Reportn/an/a
Contact the Health, Wellness, and Safety Coordinator and/or a member of the Leadership Circle to stay with the student and keep them safeThe Health, Wellness, and Safety Coordinator and/or a member of the Leadership CircleTake appropriate next steps for safety and justice
Complete an Incident Report as soon as possibleThe Leadership Circle about the Incident ReportFollow up and take action based on the Incident Report

A Student Leaves Campus Without Being Signed out

Scenario:

You witness a student leaving the building and/or school property without having been signed out by a guardian/parent.

Immediate Response:

See:   https://milestonedemocratic.org/kb/administrative-regulations-520-and-521-student-behavior-expectations-and-consequences-aka-how-to-be-at-milestone/ 

You are responsible for these steps:You should inform:You can expect that person to:
Contact their Advisor to see if it was communicated via parent that they were leaving early and if there was a miscommunication with the front desk/school.AdvisorClarify if this was planned
Ask the Front Desk attendant to contact Parent Guardian to immediately inform them their child is no longer on campus.Front Desk AttendantContact the parent/guardian immediately
Consider: is this behavior a communication? Does this student need additional support? If so, fill out a Student Success Referral Formn/a

A student tells a staff member or another student that they have a weapon on them

Scenario:

You witness a student tell another student that they have a knife, gun, or other firearm with them at school (including in their locker, in their bag, in their car in the parking lot, or anywhere else on school grounds).

OR

A student reports that another student has said that they have a weapon.

Immediate Response:

See: https://milestonedemocratic.org/kb/board-policy-series-500-students/#policy-516-usepossession-of-firearmsweapons 

You are responsible for these steps:You should inform:You can expect that person to:
Report what you have seen and heard immediately. Do not attempt to confront the student yourself.The Health, Wellness, and Safety Coordinatorand/orA member of the Leadership CircleTake immediate action
Complete an Incident Report as soon as possibleThe Leadership Circle about the Incident ReportFollow up and take action based on the Incident Report

A student has possession of a weapon

Scenario: you witness a student in possession of a gun, a firearm, a knife, or another item that you determine is a weapon that could cause harm.

Immediate Response:

See:   

You are responsible for these steps:You should inform:You can expect that person to:
Contacting Health, Wellness, & Safety Coordinator and/or a member of the Leadership Circle. Do not attempt to confront the student yourself.Health, Wellness, & Safety Coordinator and/or a member of the Leadership CircleRetrieve the weapon and or remove threat from student/school if possible. If not possible, they will call 911.
If a student escalates with a weapon, brandishes it (displays it in a threatening manner), or makes a verbal threat to use the weapon, call 911 immediately. Follow all instructions given by 911 dispatch.911 dispatchGive you instructions to keep everyone safe.
Write up an  Incident Report to document the situationThe Leadership Circle about the incident reportFollow up on the Incident Report

There is an open, uncontrolled fire of any kind in the school building or on school grounds

Scenario:

You witness a fire of any kind or size in or around the school that is open and uncontrolled.

OR

A student reports that there is a fire.

Immediate Response:

You are responsible for these steps:You should inform:You can expect that person to:
Pull the nearest fire alarmn/an/a
Follow emergency evacuation proceduresn/an/a
Once outside the building, call 911 and follow all instructions911 operatorGive you instructions
Complete an Incident Report as soon as possibleThe Leadership Circle about the Incident ReportFollow up and take action based on the Incident Report

You smell gas in the building

Scenario:

You smell natural gas somewhere inside the building.

OR

A student reports that they smell gas.

Immediate Response:

You are responsible for these steps:You should inform:You can expect that person to:
Report your concern to the Health, Wellness, and Safety Coordinator and/or a member of the Leadership CircleThe Health, Wellness, and Safety Coordinatorand/orA member of the Leadership CircleTake immediate action
Follow any directions given by the Health, Wellness, and Safety Coordinator and/or a member of the Leadership Circle

You receive a tornado watch and/or tornado warning on your phone or another device

Scenario:

You learn of a tornado watch and/or tornado warning in the area of the school.

OR

A student reports that they learned of a tornado watch and/or warning.

Immediate Response:

You are responsible for these steps:You should inform:You can expect that person to:
Report your concern to the Health, Wellness, and Safety Coordinator and/or a member of the Leadership CircleThe Health, Wellness, and Safety Coordinatorand/orA member of the Leadership CircleTake immediate action
Follow any directions given by the Health, Wellness, and Safety Coordinator and/or a member of the Leadership Circle

You encounter an unknown person in the school building, or on school grounds, and they are not wearing a visitor’s badge

Scenario:

You notice someone in the school building, or on school grounds, who you do not recognize as a member of our community. The person is not wearing a visible Visitors Badge.

OR

A student reports someone in the building or on grounds without a Visitors Badge.

Immediate Response:

You are responsible for these steps:You should inform:You can expect that person to:
Ask the person if they are a visitor, and if they have signed in at the Front Desk. Escort them to the Front Desk to get a Visitors Badge.The visitorComply with your requests immediately
If the person resists in any way, request support from the Health, Wellness, and Safety Coordinator and/or a member of the Leadership Circle. Do not leave the person while you request support.The Health, Wellness, and Safety Coordinator and/or a member of the Leadership CircleProvide you with support

You hear and/or see something that you believe is gunfire in or around the building

Scenario:

You witness gunfire, or hear a sound that you reasonably believe to be gunfire.

Immediate Response:

You are responsible for these steps:You should inform:You can expect that person to:
Initiate the active shooter proceduresStudents and staffFollow the procedure as trained
Call 911 and follow all instructions911 operatorGive you instructions
Complete an Incident Report as soon as possibleThe Leadership Circle about the Incident ReportFollow up and take action based on the Incident Report


“Red” Scenarios – Student(s) Sent Home Immediately

A Physical Altercation (Fight) Is Happening

Scenario:

You witness students in a physical altercation – at least one student has made physical contact with another student with a clear intent to cause harm (punching, kicking, slapping, grabbing, etc).

Immediate Response:

See: https://milestonedemocratic.org/kb/administrative-regulations-520-and-521-student-behavior-expectations-and-consequences-aka-how-to-be-at-milestone/#physical-and-verbal-aggressionlanguage 

You (the EC member who witnesses the physical altercation) are responsible for these steps:You should inform:You can expect that person to:
Give clear and direct verbal instruction for students involved to separateStudents involved in the altercationFollow your verbal instructions
Give clear and direct verbal instruction for students not involved to leave the spaceStudents not directly involved in the altercationFollow your verbal instructions
Without leaving the students, make a clear verbal request for an NVCI-trained EC member to come for help (shout, ask a nearby EC member to go get someone)Current NVCI-trained staff are:Alexis GardnerSean AndersonEC members trained to interveneImmediately respond to interrupt the conflict and de-escalate
Only if an NVCI-trained staff member is unavailable, OR you determine that a student’s physical wellness is in imminent, urgent danger:Use your body to separate the studentsKeep your hands in the air, or at most, place open palms on a student’s shoulders or arms, to separate the studentsn/a
Help all students involved get to isolated, quiet spaces, where one EC member (preferably a student-selected trusted adult) can stay connected with them for as long as necessary.The Health, Wellness, and Safety coordinator identified in that day’s schedule
Follow the Health, Wellness, and Safety coordinator’s instructionsThe Health, Wellness, and Safety coordinatorThe Health, Wellness, and Safety coordinator will convene with a member of the Leadership Circle immediately to:Keep all students involved, whether physically, verbally, or socially, separated until they can safely leave the buildingDelegate someone to contact parents / guardians to arrange immediate pickup of all students involvedProvide support and coverage so all EC who witnessed or were involved can complete an incident reportUpdate the full EC with “need to know” information
Complete an Incident Report as soon as possibleThe Leadership Circle about the Incident ReportA member of the Leadership Circle conducts an investigation – creating and sharing with the Leadership Circle an Investigation Report. All investigations will include:
Interviewing all involved
Collecting exhibits (including Incident Reports)
Making recommendations and proposing Action Plans
Recommendations and Action Plans coming from the Investigation will be adopted by the Leadership Circle and shared via the EC Non-Public site.
Offered to support any and all students involved in completing a Care Request Form. If no students are willing or able to do so, complete the CARE request yourself.The CARE request is your communication to the justice coordinator. No further communication is requiredThe Justice Coordinator will implement a CARE process if the Leadership Circle directs it as part of the Action Plan.
If you physically restrained or isolated a student, complete a Seclusion and Restraint Report immediatelyThe Operations Circle about the Seclusion and Restraint Report

A student has done something else that is physically / mentally / emotionally unsafe for themselves and/or someone else

Scenario: you witness or hear a report of someone being unsafe or causing harm. Some things that have happened in the past: 

  • A student is tattooing themselves or someone else
  • A student is giving themselves or someone else a piercing
  • Students are engaged in sexual contact (consentual or not)

Immediate Response:

See:   

You are responsible for these steps:You should inform:You can expect that person to:
Contact the Front Desk Attendant and/or a member of the Leadership Circle, and inform them of what happened. Ask them to call the student(s) parent/guardian to come get them to finish the reminder of the school day online.Front Desk Attendant and/or a member of the Leadership CircleContact the parent/guardian to arrange to pick up the student.
Write up an  Incident Report to document the situationThe Leadership Circle about the incident reportFollow up on the Incident Report
Submit a CARE referral as soon as possibleThe CARE referral is your communicationThe Justice Coordinator should implement the CARE process 
Social and Emotional Wellbeing Specialists should connect them with resources to proactively avoid this from happening again, and help start the healing process.


“Yellow” Scenarios – Student(s) Removed From Regular Experiences; May Be Sent Home

Student Is In Possession of Tobacco, Drugs, or Alcohol

Scenario:

You directly observe a student in possession and/or using tobacco, drugs, or alcohol while at school.

OR

Another student reports that someone is in possession and/or using at school.

Immediate Response:

See: https://milestonedemocratic.org/kb/administrative-regulations-520-and-521-student-behavior-expectations-and-consequences-aka-how-to-be-at-milestone/#drugs-tobacco-and-alcohol

You are responsible for these steps:You should inform:
Separate the student from others – ask them to come with you to the Health Room, the Meeting Room, or somewhere else, or ask other students in the space to leave. Do not leave the student with an opportunity to hand off, dispose of, or hide the item.n/a
Ask a member of the Leadership Circle to join youLeadership Circle member
Tell the student what you witnessed, or what was reported to you, and ask them to give you any and all tobacco, drugs, alcohol, paraphernalia, etc, that they have in their possessionn/a
→ If the student complies: Secure the item in the safeThank the student for their help, and ask them to return to learningComplete an Incident Report immediatelyConsider: is this behavior a communication? Does this student need additional support to connect and engage? If so, fill out a Student Success Referral FormThe Leadership Circle about the incident report
→ If the student does not comply: Remind the student that you may search them and their belongingsIf an item is handed over, or found through a search, complete the steps under “If the student complies” (above)If a student declines to participate further, and you directly witnessed the possession or use, call home and ask for an immediate pickup, and inform the parent/guardian that a re-entry meeting will be needed. Do not leave the student until they have left the building with a parent/guardian.Complete an Incident Report immediatelyConsider: is this behavior a communication? Does this student need additional support to connect and engage? If so, fill out a Student Success Referral FormThe parent/guardian (if a student refuses to give up the item, and/or refuses a search)
The Leadership Circle about the incident report

A Student Uses a Slur, and/or Language Targeting Someone’s Identity

Scenario:

You witness a student using racist, ableist, sexist, homophobic, transphobic, classist, and/or identity-targeting language.

OR

A student reports to you that another student has used this language.

Immediate Response:

See: https://milestonedemocratic.org/kb/administrative-regulations-520-and-521-student-behavior-expectations-and-consequences-aka-how-to-be-at-milestone/#language  

You are responsible for these steps:You should inform:You can expect that person to:
Follow the steps outlined in the procedure linked above – remember that you are the first step in addressing this harm and implementing a process of healing(See the linked procedure)
If you determine that the slur was used “on purpose” – complete an Incident Report and a CARE referral as soon as possibleThe Leadership Circle about the Incident Report
Consider: is this behavior a communication? Does this student need additional support? If so, fill out a Student Success Referral Formn/a


“Green” Scenarios – Student(s) Re-directed and Re-engaged in Regular Experiences

Student Is In A Disconnected Space

Scenario: 

You find a student, or a group of students, who are in a room or space at school (including outdoors) without an EC member present.

Immediate Response:

See https://milestonedemocratic.org/kb/student-connections-procedures/ 

You are responsible for these steps:You should inform:
Check the “Student Connections” chat to see if an EC member posted permission for that student to be in that space
Students should not be left alone in any room except the Health Room, the Fitness room, and the Worldview Room. These rooms are designated for breaks to meet any mental/physical health needs. There should be no other space for students without connection unless specified within their IEP or a mandatory agreement(s). When a student is in one of these three spaces, the EC member who admitted them is responsible for posting in the Student Connections chat. The safety coordinator will do routine checks on those students at least every 30 minutes (maximum).  
n/a
If there is no post in “Student Connections,” ask the students to leave the space. Do not leave until they have left. If your presence seems to escalate them and they curse or yell, remind them you are only there for safety, and take a few steps to give them space, or step outside the door if you need to take a deep breath to recenter yourself.
If the student is refusing to leave the space offer to get their designated support person to have a quick chat or schedule a time to talk (This person is assigned the first week of school,link here CARE Support write to this person in the chat). Also offer an additional few minutes to get back to a point where they can return back to class. If there is no support person, and they still refuse to leave after an additional few minutes, contact their parent/guardian and inform them they are having a tough time self regulating enough to be in class, and that they should go home to have a self care day, and attend classes online.
The student(s)





Support Person/Justice Coordinator/Parent Guardian
If the student responds that they have permission, request that they go remind the EC member who gave them permission to put it into the “Student Connections” chat – do not leave until they have left to get permission.The EC member the student is going to ask permission from. 
Consider: is this behavior a communication? Does this student need additional support to connect and engage? If so, fill out a Student Success Referral Form

A student has done something to the school and/or school’s stuff that is harmful or destructive

Scenario: you witness or hear a report of someone breaking something. Some things that have happened in the past: 

  • A student intentionally destroys food and makes a mess without cleaning up
  • A student intentionally breaks school materials, facilities, equipment, furniture, etc
  • A student paints or permanently markers on school grounds without permission

Immediate Response:

See:   

You are responsible for these steps:You should inform:You can expect that person to:
Asking students to please clean their mess or fix what was damaged if it was done intentionally.The studentThe student should be willing to clean their  mess or understand the necessity of taking  accountability. Which means taking the necessary steps to make things right, and finding a better way to channel their energy/anger 
If the student is refusing to clean their mess or fix the intentionally damaged material/item, ask them why to gain and allow understanding; but still make it clear to them that they will no longer be able to utilize that item/space until they take accountability for their actions. Write up an  Incident Report to document the situationThe Leadership Circle about the incident reportFollow up on the Incident Report

A student raises a concern about their treatment by a member of the EC

Scenario: A student reports to you that they were the subject of unfair, unjust, or discriminatory treatment by a member of the EC.

Immediate Response:  

You are responsible for these steps:You should inform:You can expect that person to:
Determine whether the treatment constitutes Sexual Harassment and/or Assault – if so, follow the procedure above.
Ask the student whether they believe the treatment constitutes discrimination, using the complaints procedure as a guide: https://milestonedemocratic.org/kb/student-family-and-community-process-for-raising-concerns-complaints-and-requesting-conversations/#complaints-about-discrimination The studentMake a decision on their own whether the treatment is discrimination
→ If the student believes their concern does rise to the level of discrimination, work with the student to immediately document their concern following the complaints procedureThe Complaints Officer identified in the procedureFollow the procedure and take action
→ If the student does not believe that the treatment involved discrimination, support the student in completing a CARE referraln/a – the CARE referral will inform the Justice CoordinatorFollow up on the CARE referral
Last updated bySean Anderson on February 1, 2024
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