What is Crisis Prevention?

Crisis Prevention at the CRCSD is a high priority. CRCSD uses the resources and tools from the Safety-Care program.

Safety-Care provides the skills and competencies necessary to effectively prevent, minimize, and manage behavioral challenges with dignity, safety, and the possibility of change. Safety-Care delivers the tools needed to be safe when working with individuals experiencing an acute behavior crisis using up-to-date and effective technologies from Applied Behavior Analysis (ABA) and Positive Behavior Interventions & Supports (PBIS). These strategies are appropriate for individuals experiencing developmental, neurologic, psychiatric, and other impairments, as well as individuals who have experienced psychological or sexual trauma. Safety-Care promotes a reinforcement-based approach to developing new skills, maintaining safety, and reducing or eliminating restrictive interventions such as restraint.

  • Safety-Care procedures are drawn extensively from research in Applied Behavior Analysis (ABA). The program is fully based on a positive reinforcement paradigm — every technique.
  • Important concepts of behavior taught support directly within the course, including reinforcement, functional alternatives, and differential reinforcement.
  • Safety-Care is designed to be effective both with individuals who have the communication skills to engage in complex verbal interactions and those who do not.
  • De-Escalation procedures are based on identifying, prompting, and reinforcing specific alternative behaviors.
  • Safety-Care is focused on practical methods for preventing, minimizing, and managing behavioral crises.

The role of Crisis Prevention in CRCSD schools

Crisis Prevention provides strategies and techniques for all levels of educational professionals, from district administrators through classroom staff.

These strategies focus on the Care, Welfare, Safety, and SecuritySM of all students and staff with evidence-based, trauma-informed behavior management and crisis prevention approaches.

  • Prevent challenging behaviors
  • Increase staff retention
  • Strengthen student outcomes
  • Intervene or de‑escalate risk behaviors

District staff utilizes decision-making skills to match the level of the response to the risk of the crisis, focusing on the least-restrictive response to ensure the Care, Welfare, Safety, and Security℠ of all learners. This includes recognizing the stages of an escalating crisis and learning evidence-based techniques to appropriately de-escalate.

Safety Teams at each school to implement the strategies of Safety-Care. Per the agreement with the Department of Justice, it defines Safety Teams with at least three staff members, including school administrator(s).

Safety Teams at each school

This information is provided per an agreement of CRCSD schools and the Department of Justice