Thank you for making this event a great success by asking important questions of one another and sharing your own ideas and experiences on the topic of crisis response. This is a sensitive, yet vitally important issue that all schools must make a priority as they work to create safe and effective learning environments for young people. Below you will find a brief summary of the discussion from Day 3, as well as some of the key points from the first two days of this event.

MSCs began the third day of this event by describing school and community activities to commemorate the one-year anniversary of the September 11 th terrorist attacks, including:

• Wearing red, white, and blue

• Sharing a moment of silence

• Holding ceremonies/assemblies (e.g., students saying they are proud to be an American in different languages, principal discussing the importance of respect and tolerance, music, guest speakers)

• Readings over the intercom

• Classroom projects, including writing about the heroes of 9-11

• Explaining the significance and history of TAPS followed by a moment of silence and the playing of TAPS

• Signing a community banner

• Holding community meetings

• Passing out patriotic stickers

• Driving with headlights on

On Day 3, MSCs also discussed their schools' efforts to prevent crises. Many highlighted the research-based conflict resolution and bullying prevention programs that are in place at their schools while also sharing some ideas for no- and low-cost strategies that can be used to supplement such programs. Suggestions included the following:

• Discovery groups, similar to focus groups, only ask for "time" from parents, teachers, and students. They are opportunities to get their observations and perspectives about an issue/topic. We don't necessarily focus on solutions...but "raise issues"...so we can target the next step.

• Our MS students do projects to create their own "anti-drug" messages and we will be doing this with violence and bullying.

• I use our school newsletter to educate parents and community members.

• Radio PA announcement and newspaper articles offer free ways to educate parents and other community members.

• Integration of prevention across the curriculum and enhancing the use of technology can also help provide low cost prevention activities.

• We are also networking with other small rural districts in our county to share resources and materials.

• Create a team of teachers who want to reduce violence. There are always interested teachers and they have great ideas. In one of our schools, an English teacher asked all of her students to write about the violence they have seen in their schools. She then made transparencies, which she showed to teachers at a faculty meeting to raise their awareness.

• Our PTO has two programs a year, one on violence and one on drugs. They are always looking for materials for these programs because they bring in a lot of parents who are not on the PTO but are concerned about their kids. PTOs are also great sources of money

• What we are doing that is low/no cost are the following: staff-to-student mentorship, peer mentorship, peer mediation, and CPI training for teachers and school social workers providing class lessons on bullying.

• Student-developed posters/poster contests, rap contests, chain letters, and skits.

• A low-cost plan that I am implementing with my schools is the 40 developmental assets (from the Search Institute) in order for students to make connections and develop relationships with caring adults on campus (teachers, clerical, cafeteria workers, custodians etc.). Signs have been made for teachers to place on their doors letting students know that the teacher is a part of a team of caring teachers that they can talk to.

• A low cost whole school prevention program that one of my three schools has decided to implement is democratic class meetings. Class meetings are wonderful for problem-solving, conflict resolution, team-building, and much more. Plus, they provide that "connectedness" that we are all working towards.

MSCs also discussed some of the elements that seem to be missing from their crisis prevention plans, including:

• Being able to really think beyond the "unthinkable" and having the "time" & "opportunity" to solicit information & perspectives from all the necessary key players -- from administration to counselors to law enforcement to students. Everyone is just too busy to make it a priority.

• The main thing absent in our crisis planning process is practice, practice, practice. There simply does not seem to be enough time to really show people how important these plans are. Unfortunately, some people hold to the belief that "it won't happen here."

• What is missing in my school is an effective conflict mediation program.

• Another major component missing is appropriate supervision during transition times.

During the past few days, MSCs have engaged in a rich discussion about many different aspects of crisis response. One important area of reflection involved the different roles that MSCs can play when preparing for and dealing with a crisis. Suggestions included the following:

• Assess school needs pertaining to crisis response

• Share best practice information on the topic as well as model crisis response plans

• Help organize a crisis response team if one is not already established; if a team is in place, help ensure that all of the key players are at the table

• Network with community agencies that may have a role during a crisis

• Facilitate the development and or/review of crisis response plans, making sure that they are up-to-date and coordinated with the crisis response plans of other relevant agencies

• Coordinate trainings for crisis response team members as well as practice drills and exercises

• Help provide debriefings

• Make sure that new staff understand their duties pertaining to crisis response

• Prepare relevant materials for distribution

• Model appropriate and effective behavior during an actual crisis

• Fill in as needed during an actual crisis, since no students are assigned to MSCs

• Contact and coordinate community services during an actual crisis, since MSCs have established strong working relationships with relevant community agencies