SAMPLE George Floyd Resolution Village Response Plan 2023-24 School SiteELEMENTARY SCHOOL EXAMPLESite # 194 Date August 1, 2023 Behavioral Health Program Manager[INSERT NAME & CONTACT INFO]MTSS Lead [INSERT NAME & CONTACT INFO]OUSD INTAKE & SUPPORT LINE510-874-7777 GFR Mission and VisionWith the passage of the George Floyd Resolution by the Oakland Board of Education, OUSD has committed to eliminating law enforcement responses to common campus occurrences. Moving forward, the police will only be called in when there is an imminent danger to someone’s health or safety that cannot otherwise be resolved. To ensure schools are prepared to fulfill this commitment, each OUSD school site shall establish a Response Team responsible for responding to escalated situations in a skillful and de-escalating manner. GFR Village Response Teams will coordinate with Culture & Climate Teams to support prevention and positive school climate, as well as trauma-informed and restorative responses.Here are two examples of completed forms that you may use to help guide your own responses:Elementary: ELEMENTARY EXAMPLE - GFR Village Response Plan 23-24Secondary: SECONDARY EXAMPLE - GFR Village Response Plan 23-24 Instructions for Building Your Village Response Team[PLEASE NOTE: Office hours are available Mon & Tues from 1-3pm to support the completion of your plan -- SIGN UP FOR OFFICE HOURS HERE. Violence prevention and behavioral health team members will also attend site meetings to support completion and/or implementation of the Village Response Plan.Reach out to Emily Zanoli, Violence Prevention Program Manager, [email protected] with questions]Please follow the guidelines below to complete your school’s GFR Village Response Team Plan by August 31, 2023.For more detailed information, click here: How to Build Your GFR Village Response Plan.Composition of the GFR Village Response Teams will vary by site. Smaller schools and elementary school teams will have 2-4 site personnel and larger and secondary school teams will have 5-8 school site personnel (large schools may identify more members). Team members should be well-positioned in the school community to respond to escalated or crisis situations.All GFR Village Response Team members should: 1) Have strong, trusting and positive relationships with students and families, the ability to have honest and candid conversations, and practice deep listening. 2) Be able to remain calm, empathetic, and compassionate in the face of crisis, 3) Approach students and families without bias, discrimination, or preconception, and 4) Be receptive to learning new skills (mental health crisis response, de-escalation, trauma -informed, restorative practices, etc.).Team members should possess the capacity to enact the roles and responsibilities below:- Skills to and will de-escalate students/adults- Skills to and will provide basic medical attention if necessary- Skills to and will contact parents/guardians expeditiously- Skills to and will convene GFR Village Response Team meetings- Skills to and will serve as liaison to Culture + Climate TeamUsing the above criteria and responsibilities, please complete the fields highlighted in yellow to build your own site-based Village Response Team (note: the team may be similar to the site’s Crisis Command Team in the Emergency Safety Plan).Note: The first four positions are required for sites that have all positions (Admin, CK/CCA, VIP team member, and After School Site Lead). Sites are also encouraged to include the other listed positions if available.
GFR Village Response Team - designated school team members who are committed to prevent violent incidents from occuring, intervene when they do occur, and provide restorative practices to heal when needed (add rows as needed) ROLE IN SCHOOL COMMUNITY REQUIRED ROLES [WHERE APPLICABLE]: ADMIN, CULTURE KEEPER/CULTURE & CLIMATE AMBASSADOR, AFTER SCHOOL SITE LEAD, MENTAL HEALTH PROFESSIONAL, RESTORATIVE JUSTICE FACILITATOR, SCHOOL PSYCHOLOGISTADDITIONAL ROLES: SPECIAL EDUCATION TEACHER, CASE MANAGER, SCHOOL SOCIAL WORKER, COMMUNITY PARTNER, STUDENT REPRESENTATIVE, PARENT REPRESENTATIVE NAME
VILLAGE RESPONSE TEAM ROLE & RESPONSIBILITY
LIST ANY ADDITIONAL RESPONSIBILITIES HELD BY EACH TEAM MEMBER Foster strong, trusting, and positive relationships with students and families De-escalate students & adults
Provide Mental Health Intervention in Crisis Moments
Coordinates completion of Mental Health Assessment and Transportation to Hospital Certified to Complete Mental Health Screenings (i.e. Suicide Risk Evaluation, Threat Assessment, etc.) Convene GFR Village Response Team Meetings
Liaison with Culture + Climate Team
Facilitate restorative justice conversations and circles after an incident occurs Primary responder during after school
Primary responder during school day
Admin(s) Excellent ElementaryPrincipal Provide immediate support in escalated situationsCulture KeeperN/ACulture and Climate AmbassadorN/AVIP Team MembersN/AAfter School LeadAfterschool AlvinMental Health Professional(s)Sandra SocialWorker Coordinates with COSTRestorative Justice FacilitatorN/ACommunity School ManagerN/ASchool PsychologistN/ATeacher Terri Teacher Support cultural responsiveness of team GFR Village Response Team - designated school team members who are committed to prevent violent incidents from occuring, intervene when they do occur, and provide restorative practices to heal when needed (add rows as needed) Special Education Staff MemberRamona ResourceSpecialist ensure IEPs and 504s are followed and that Village Response Team members are aware of students' special needs (especially needs that may manifest in behavioral crises, e.g. elopment, aggression, anxiety attacks)Community PartnerLincoln HOPE Counselor Parent RepresentativePaula Parent Coordinate with PTA, ELAC, and parent liaison, voice parent concernsSelect your team's meeting frequency from the dropdown list Once a Month How will the GRF Village Response Team and the Climate & Culture Team work together? One or more members are on both teams
Terri Teacher is on both teams and acts as liaison between the teams. Terri Teacher coordinates collaborative meetings once a semester. When students need additional support; C&C team shares support plans with Village Response Teams.
Describe your team's debriefing process when incidents occur on campus:
When an incident occurs, we meet the following day as a team to debrief the incident using the following outline:1) Questions about procedures?2) Any need for clarity around procedures?3) Reflect on areas of growth and strengths4) Review GFR Roles/Responsibilities and update as neededSAMPLE SCENARIOS AND RESPONSESPlease think about the reasons that your school site has called law enforcement in the past and/orsituations you anticipate may arise at your school site before school, during school, and after school. Thenuse this guide to think through a set of steps that the school will take toward prevention, as well as specific steps your site will taketo de-escalate the situation:[Further Sample Scenarios and Responses Can Be Found Here]BEFORE SCHOOL DURING SCHOOL AFTER SCHOOLBriefly describe an escalated situation that typically arises BEFORE SCHOOL Escalated Parent: Parent hears about an incident from their child and comes onto campus feeling frustrated and angry.Briefly describe an escalated situation that typically arises DURING SCHOOL A person who identifies himself as the dad of two children comes to pick them up before school ends. The office staff haven't seen him before, and he's not on the emergency card. The dad becomes upset when the staff pauses to find out how to proceed.
Briefly describe an escalated situation that typically arises AFTER SCHOOLAdults arguing and threatening to fight about parking space in front of school with students aroundWhat measures will you take to prevent this BEFORE SCHOOL situation from occuring? Early, quick, and clear communication to parents about the incident and support measures taken for their child. ENSURE site staff shares about incident before their child shares. What measures will you take to prevent this DURING SCHOOL situation from occuring? Messaging during registration to encourage families to have all who might pick up a child on the "emergency card." Office staff & dismissal supervision team know policy and are aware of any specific situations of concern.
What measures will you take to prevent this AFTER SCHOOL situation from occuring?Clear reminders about pick up procedures and arrangements that need to be made ahead of time.
What measures will you take to intervene when this BEFORE SCHOOL situation arrises? Give space and opportunity to hear the parent’s concerns. Identify the best person to de-escalate the parent (according to your village response team), discuss the incident, and utilize RJ if needed. Create support plan.Further Support: Call 510-874-7777 for central culture and climate ambassador support if a situation cannot be de-escalated by the village response team.What measures will you take to intervene when this DURING SCHOOL situation arrises? The principal contacts a listed guardian to clarify if this is the Dad. This is the Dad, but shedoesn’t want him to pick them up. Principal contacts legal to advise, if the parent has rightsto pick them up, if there is not a custody order preventing him for picking the children up. Theprincipal speaks directly to the father to explain the situation. If the situation remainsescalated, contact OUSD Safety Ambassador for support. Hold off on releasing childrenuntil Mom can arrive at school, and hopefully work out a peaceful solution together with theDad. Do not bring kids to the office, while this situation is being worked out.
What measures will you take to intervene when this AFTER SCHOOL situation arrises?Check-in with families to support resolutions that meet their needs. Restorative conversation, perspective-taking. Follow up with a written message to each party.
SELF ASSESSMENTPRIORITIES Assets / StrengthsWhat are some of our site's strengths for Priority listed? Gaps/Challenges What are some of our challenges for Priority listed? Deepest Underlying Cause What are some of the reasons why we have these challenges? What supports / resources / changes are needed to improve?Strong and Trusting RelationshipsCoordinated Response to BehaviorCollaborative LeadershipIdentifying Gaps in Services Access to Community ResourcesFulfilling Site Roles and Responsibilities (i.e. adequate staffing)Secure and Safe Facilities COMMITMENTSSelf Assessment Key: Exploring: no practice or plan in place but desire to implement; Emerging: initiating a practice or practices; Evolving: practices in place but refining/improving;Excelling: Strong practices in place. COMMITMENTS - Our school agrees to implement the George Floyd Resolution by way of the following commitments:Commitment ConfirmedSelf Assessment - Select from drop downBrief Description of Self-Assessment AnswerExplain your choice and the necessary steps to move toward excellence in each areaIncrease a sense of safety for students on campus. Students, staff, families, and community members feel safe on campus.
Increase internal capacity to prevent and respond to crises without involving law enforcement. All school staff can determine incidents that require require/do not require a police response. School staff understand and enact the appropriate procedures when escalated incidents occur on site. Village Response Team can respond to the majority of incidents and crises which occur on campus and Admin is aware of how/when to request support when needed.
Improve culture and climate. Students feel connected to peers and staff. Students experience joy inside and outside of the classroom throughout their school days. Classrooms are safe, supportive, and empowering enviornments.
Improve disciplinary responses. Disciplinary responses are clear to students, staff, and families and are proportionate to the behavior displayed. Disciplinary responses aim to re-teach, restore, or support a student and are not punitive, subjective or reactive.
Increase racial equity. Interventions to decrease racial disproportionalities in attendance, discipline, and access to resources are in place and used with fidelity.
Increase equity for students with disabilities. Students with disabilities are educated in the least restrictive and most supportive settings available on site. Students with disabilities are provided with resources and supports necessary to access academic instruction.