Therapeutic Crisis Intervention for Schools Course Available

The new Chancellor’s Regulation A-411 Behavioral Crisis/De-escalation and Contacting 911 mandates that each school train selected staff members in Therapeutic Crisis Intervention for Schools (TCIS).

TCIS is based on the four day Cornell University certification course. It is an evidence – based informed crisis prevention and management system that has been shown to decrease incident of aggression and violence and improve the staff and organizational capacity to prevent and effectively manage crisis events. In order to receive certification and satisfy the mandate of the Chancellor’s Regulation A-411, staff must attend all four days and successfully complete the written and practical exams to show they have met the competency standards using the TCIS techniques.

The Office of Safety and Youth Development is providing a four day training in TCIS. Upon successful completion of all course requirements, participants will be certified practitioners of TCIS and will as such be able to:

  • Proactively prevent and/or de-escalate potential crisis situations with students

  • Process the crisis event with students to help improve their coping strategies

  • Manage crisis situations to reduce the risk of harm to students and staff

Any staff member you designate is welcome to attend, although, it is highly advisable that members of the school’s Crisis Team attend this training.

Training will take place on:

Dates: Saturday, April 2, 9, 16, and May 7th 2016

Time: 8:45 am – 3:00 pm

Place: Lower Manhattan Arts Academy


New York, New York 10002

Due to limited space registration of school teams will be done in the order in which registration is received until all “openings” are filled. (Registration should be received by March 22nd )

Please email list of names and positions to

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New York, NY 10011

Phone: 212.488.3330  |   Fax: 212.488.3335 


Our vision is to foster an inclusive and rigorous learning environment where students achieve academic success while feeling supported, and represented in our school practices, pedagogy and curriculum.