A study of crisis response plans in suburban secondary schools in New Jersey

The purpose of this study was to analyze five fully implemented Crisis Response Plans in suburban high schools in New Jersey to determine the essential response components deemed necessary to provide a safe environment, and in the face of a crisis to provide clear procedures for managing a crisis. Five school plans were carefully studied to answer the following questions: What are the essential components of four fully implemented Crisis Response Plans? What do administrators feel are the greatest challenges in developing and implementing these plans? What resources are used in the development and implementation of these plans? What are the demographics and cultural aspects of these schools? What are the prevention and intervention strategies used by these schools to reduce the chance of a crisis?; A qualitative study was designed to study this phenomenon. The methodology approach was a multiple-site case study, including four schools and a pilot school. Data collection strategies included: interviews, a review of documents, a demographic questionnaire and non-participant observation. Data analysis entailed a study of all the collected data for each site using categorizing, coding, data reduction and interpretation. Once each school's approach to crisis response had been investigated, the researcher generated a cross-site analysis.; The framework for this study involved three phases. The Pre-Impact phase included prevention and assistance strategies. The Planning for Impact phase included the developmental process of an actual crisis response plan. The third phase involved a study of the actual components of each plan.; Schools generally felt that the most significant prevention and assistance strategy revolved around school climate. Therefore, schools had adopted various programs to enhance school cultures. In addition, technological equipment had been installed to assist in controlling access to the school and to monitor what was occurring on campus. Most schools had adopted the use of cell phones for administrators and installed phones in the classrooms, so that communication was more efficient. Security personnel had also been hired.; Superintendents were motivated to develop the crisis response plans. Committees formed by the superintendents studied other plans and developed a template for schools. All schools adopted the Incident Command System and documented an Incident Command Post and an Incident Commander as well as designating a Crisis Response Team.; Documented plans included procedures for a variety of responses such as an evacuation or a lockdown. Maps and floor plans were included and the chain of command was designated. Essential phone numbers were included. The contents of the crisis response kit were delineated. Included also were bomb threat checklists, questions designed to elicit information from a threatening caller. Codes for communicating response actions were documented in each plan. Media procedures were discussed and aftermath strategies were outlined to handle post trauma situations. Plans were to be reviewed and revised annually and teachers were provided with in-service and drills. Each school had placed a high priority on safety issues and had developed and implemented plans they hoped would create a safer environment.; The significance of this study was to provide information for suburban schools who seek guidance in developing or revising Crisis Response Plans. Although the inferences made in this study were not meant to generalize to a greater population of suburban schools, the conclusions may assist educators in analyzing their plans and thinking of new approaches. (Abstract shortened by UMI.)...