THREAT ASSESSMENT PROTOCOL SUHSD SWG Threat Assessment Training 1/27/15 & 1/19/15 THREAT ASSESSMENT PROTOCOL Paul Gil, School Psychologist Clarisa Gomez, School Psychologist Ruben Sanchez, School Psychologist SUHSD SWG 1/23/2015

Threat Assessment 2.0 What’s new? We looked to simplify the Threat Assessment forms and process We clarified threat level classifications We incorporated the Los Angeles Unified School District’s Threat Assessment forms and process with our previous Threat Assessment model based on the Cornell model

What is a threat? A threat is an expression of intent to harm someone. Spoken, written, or expressed in some way. Includes gestures Direct “I’m going to get you after school!” Indirect “I’m going to get him after school!” Possession of weapons Weapons are presumed to be a threat until investigation clearly determines otherwise

What is Threat Assessment? The primary purpose of a threat assessment is to prevent targeted violence. The threat assessment process is centered upon an analysis of the facts and evidence of behavior in a given situation. The primary question in a threat assessment inquiry or investigation is whether a student poses a threat, not whether the student has made a threat.

When do we conduct a Threat Assessment? Threat assessment should be undertaken any time a threat is reported to school authorities. A threat assessment is conducted when a person (or persons) threaten(s) to commit a violent act or engages in behavior that appears to threaten an act of violence.

What are the goals of Threat Assessment? The goals of threat assessment are twofold: To maintain a safe school environment by preventing an act of violence from taking place To resolve student conflicts or problems that underlie the threatening behavior Ultimately, successful resolution of the student’s conflict or problem will contribute to maintaining a safe school environment

When in doubt about whether a student’s behavior is a threat, evaluate it as a threat

Three Types of Risk Low Risk - Does not pose imminent danger to self or others; insufficient evidence for violence potential. (Transient) Moderate Risk - May pose imminent danger to self or others, but there is insufficient evidence to demonstrate a viable plan of action to do harm. (Substantive) High Risk - Poses imminent danger to self or others with a viable plan to do harm and exhibits extreme and/or persistent inappropriate behaviors; sufficient evidence for violence potential; qualifies for immediate arrest or hospitalization. (Very Serious Substantive)

Low Risk -Transient Threats Low Risk - Transient threats are statements that do not express a lasting intent to harm someone Specific words not as important as intention By definition, does not require protective action All low risk threats end in an apology or explanation that makes it clear that the threat is over “I’m gonna kill you” – said as a joke “I’m gonna kill you” – said in the heat of competition during a sporting event Two young students use their fingers to “shoot” one another while playing cops and robbers “I’m gonna bust you up” – said in anger but then retracted after the student calms down

Moderate Risk- Substantive Threats Moderate Risk threats are statements that express a lasting desire and intention to cause harm. If in doubt about the nature of the threat, treat it as substantive Substantive threats are evaluated by the Threat Assessment Team If a threat is not retracted or resolved it should be considered as substantive “I’m going to jump you after school.” – said with intent to injure A student threatens to hit or strike a classmate with his/her fist – said in anger and not retracted later Note: Moderate Risk threats are further evaluated to see if they are very serious.

High Risk - Very Serious Substantive Threats High Risk - Very Serious Substantive Threats generally involve a substantive homicidal and/or suicidal threat to kill. Law enforcement should be notified immediately! Threat contains specific, plausible, details “I’m gonna shoot Mr. Smith with my dad’s shotgun” Threat has been repeated over time or the student has told multiple parties of the threat The threat is presented to others as a plan or there are suggestions to others that a violent act has been planned “Wait and see what happens next Tuesday in the cafeteria.” There are accomplices, or the student has sought accomplices to carry out the threat The student has invited others to observe the threat being carried out

High Risk - Very Serious Substantive Threats (Cont.) There is a physical evidence of intent to carry out the threat. Examples: Written plans Lists of intended victims (hit list) Drawings Weapons Bomb making materials Literature encouraging or describing how to commit acts of violence

Threat Assessment Team Members Threat Assessment is a TEAM process under the leadership of a school administrator School Principal or Assistant Principal. The school principal leads the team and makes final decisions about what to do in response to the student’s threat School Resource Officer. Law enforcement perspective on the team is very important School Psychologist. The school psychologist brings to the team expertise in mental screening and intervention that can be useful in responding to a student’s aggressive behavior and in addressing the social and emotional difficulties that frequently underlie threatening behavior School Counselor. The school counselor also brings to the team expertise in working with troubled students and helping them to resolve conflicts and problems in their relationships with others. The counselor might lead an effort to resolve a conflict or dispute within a group of students or provide individual counseling to deal with a student’s anger or problems making friends. School Nurse. The school nurse can provide information regarding the students medical history and any medication that the student may be taking. The school nurse can also conduct a substance abuse screening (as appropriate) Other Staff/Resources. (As needed)

Response: Low Risk -Transient Threat There is no single, automatic response to a low risk threat The response to a low risk threat depends on the context of the threat, whether the threat involved a disciplinary violation, and what is required to resolve the situation Students may be required to do conflict resolution mediation, counseling or make amends Parents should be informed that a threat was investigated and how the threat was investigated, what was determined, how the threat was resolved, and what steps are being taken to address the underlying problem that caused the threat Discipline the student as appropriate to the severity and chronicity of the situation. Threat assessment and school discipline are separate processes, so school authorities are free to apply their own disciplinary standards to threat incidents

Response: Moderate Risk - Serious Substantive Threat Moderate Risk Threat Response A Moderate Risk threat usually involves a fight or a threat to hit someone or to beat someone up without the use of a weapon. The administrator will document the threat assessment, including protective actions, on the Threat Assessment Document form Consider contacting law enforcement. It would be best to involve the School Resource Officer on a routine basis for moderate risk threats as part of his or her regular responsibilities in monitoring and supervising student behavior Take immediate precautions to protect potential victims. In responding to a moderate risk threat, the administrator should take appropriate precautions to protect potential victims. Notify the intended victim and his or her parents. Victims should be fully informed about the content of the threat and the identity of the student who made the threat. If the victim of the threat is a student, then the student’s parents should be notified as well. Refer the student for counseling, dispute mediation with staff members, or another appropriate intervention

Response: High Risk - Very Serious Substantive Threat Typical immediate protective actions in the event of a High Risk Threat include: Calling 911 to notify Law Enforcement Instituting a Lockdown or Heightened Security (as needed) Notify Student Services Notify the intended victim(s) and parents/guardians if the intended victim is a minor Victims should be fully informed about the content of the threat and the identity of the student who made the threat. If the victim of the threat is a student, then the student’s parents should be notified as well. Victims and their parents often feel angry in response to a threat, so it may be appropriate to reassure them that the school and law enforcement is taking action on their behalf and to caution them not to retaliate Notify the parents of the student who made the threat. Parents should be notified anytime a student makes a violent threat. This notification is both a disciplinary response and a protective action because the parents are expected to assume responsibility for supervising their child once he or she has left school. The parents should be informed of the nature of the student’s threat, of the student threatened, and the consequences for the student if he or she carries out the threat. Parents should not be told who reported the threat, particularly if there is concern for protecting the person’s anonymity. However, parents must be assured that the information regarding the threat is substantial and credible. Discipline the student as appropriate to the severity and chronicity of the situation. Threat assessment and school discipline are separate processes, so school authorities are free to apply their own disciplinary standards to threat incidents once the threat has been addressed all are safe

Threat Assessment: A.R.M.S Refer Monitor Support

What do I/we do?

Risk Assessment Questionnaire

Suicide Risk Assessment Checklist

SUHSD SWG Threat Assessment Training 1/27/15 & 1/19/15 Acknowledgments Los Angeles Unified School District – Threat Assessment Manual Dewey G. Cornell, PHD, University of Virginia, Charlotteville Cornell, D., & Sheras, P. (2006). Guidelines for Responding to Student Threats of Violence. Sopris West: Longmont, Colorado youthvio@virginia.edu Stephen E. Brock, PhD, NCSP, LEP California State University, Sacramento brock@csus.edu Melissa A. Reeves, PhD, NCSP, LPC Winthrop University, Rock Hill, SC mereev@aol.com Diana Browning Wright Positive Environments , Network of Trainers (PENT). Threat Assessment: http://www.pent.ca.gov/thr/threat.html National Association of School Psychologists (NASP) http://www.nasponline.org California Association of School Psychologists (CASP) http://www/casponline.org Bob Mueller Director of Student Attendance, Safety, and Wellness San Diego County Office of Education Lucia Wasburn Director of Student Services Grossmont Union High School District SUHSD SWG 1/23/2015

THANK YOU FOR PARTICIPATING SUHSD SWG Threat Assessment Training 1/27/15 & 1/19/15 THANK YOU FOR PARTICIPATING Admin: Please access the Threat Assessment Manual and Threat Assessment Screening Forms on the Google Drive as needed SUHSD SWG 1/23/2015