sions without a comprehensive response plan. Without a clear plan and predetermined roles, staff, are likely to respond to a crisis reactively. Thus, the development of a school crisis response and intervention plan is particularly crucial. Kline, et al (1995), argue that schools should create a crisis team (or a RRT) that: develops a rapid response plan, designates roles for key faculty and staff members, appoints a media contact or coordinator, interfaces with local law enforcement officials to obtain training and crisis assistance, and creates a systems for rapid communications and crowd management in the event of a crisis. This model û which is relatively broad û is general enough to be relevant for most schools.
Kline, et al (1995), further recommend that a crisis team be made a permanent part of the school governance mechanism which participates in prevention as well as intervention activities. Hull (2000) agrees, but notes that for any crisis management plan to become operational, the school must have a team trained in response techniques and provided with the resources that are specific in the plan. One school district crisis management team described by Hull (2000) consists of about 30 people from all levels of the school organization, as well as representatives from local fire, police, and emergency medical services units and county emergency-management officials.
The district response team meets monthly to coordinate training and other activities, but each school within the district described by Hull (2000) has its own crisis/RRT, usually consisting of 5 to 9 members. Typical team members include a building administrator, nurse, counselor, custodian and others who have a particular interest in helping or a designated role to play. Each team has a leader whose responsibility it is to coordinate all activities and resources during a crisis.
Central to an effective RRT policy and progr...