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Webster schools outline districtwide TIG crisis-response program
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Summary
District staff described TIG (Trauma, Illness and Grief) training and protocols used across Webster schools to coordinate crisis response, support students and staff, and standardize communications following traumatic events.
Erin Land, the district instructional lead, introduced a district report on TIG — Trauma, Illness and Grief — and turned the presentation over to Emma, who described TIG as a county‑born consortium training to help schools respond to crises.
Emma said the TIG program began in Monroe County and now supports districts across regions, noting that Webster has trained about 97 staff members. "TIG equips local teams with the knowledge, skills, and regional support they need to effectively respond to crises and meet the holistic needs of students and staff," she said. Emma described TIG training as a multi‑day, intensive course that emphasizes leveled response protocols, debriefing procedures, checklists, and communication scripts for staff and families.
Jackie, the TIG administrator at Schrader, outlined how the protocols worked in practice after a recent student death. She described being alerted early, assembling a building crisis team, using checklists and scripts to coordinate immediate steps, and relying on district and regional TIG partners for additional support: "When you get soul‑crushing news and you have to respond, this team knows we need our checklist." Jackie said the practices also include equitable commemoration guidelines so responses are consistent across buildings.
The board asked clarifying questions about how TIG interfaces with other supports and how staff are mobilized; presenters said central office staff and neighboring TIG teams can be called in for additional staffing and debrief support. The board approved the instructional report as presented.
The presentation emphasized that TIG prioritizes minimizing routine disruption where possible while providing emotional support, and that the district maintains forms and after‑action reviews to improve future responses.
