(COLOR SYSTEMS FLOWCHART HANDOUT, fancier than book): LETS LOOK AT OUR RECOMMENDATIONS FOR A SYSTEM (LEVEL 1 AND LEVEL 2… THEN WE’LL DISCUSS YOUR SYSTEM SPECIFICALLY, WITH A FOCUS ON LEVEL 1). CHAP 5, PAGE 48-49 START at ACT… (advance to next slide for definition, then to criteria for lev 1, then back) Review flow chart. (Suggest as format for training Level 1 teams) A. What is a threat? What is an act or implied threat of violence? (advance to next slide “definition of threat” and slide “When to initiate” and then back.) B. Here is the process: USE BILLY (TARGETED) AND STEVIE (REACTIVE) AS EXAMPLES WALKING THEM THROUGH THE SYSTEM i. law enforcement (criminal investigation) and protective response tracks. ii. Consideration of Lev. 1; Level 1 team (trained) meets. Protocol is called Lev 1 Protocol with questions that reflect the research and best practice suggestions… then appropriate management strategies that fit the actual risk. (see plan and rec boxes.). iii. If team needs help more investigation, opinion regarding risk or resources, case is referred to level 2. (we will get to that) 2. To review, the system looks at threats or implied threats of violence and moves from threat to management (at every level), with: A. reasonable, rational assessment and intervention and… B. ongoing threat assessment and follow-up… C. It employs early identification of persons at risk… D. centralized reporting… E. review by community based crisis management team (called level 2) and… F. the implementation of threat management plans at every level with ongoing review and follow up. 3. There are no labels, no over-reaction. No mythmaking and no profiling. SAFETY PLANNING AT EVERY STEP! EXAMPLES. 4. It is comprised of Site Team control backed up by community support and consultation. 5. It is a model of Collaboration and teaming… why collaboration and a team approach? Responsibility and ownership… (Note who is on team). ADVANCE TWO SLIDES

QUICK REVIEW OF Lev 2 chart QUICK REVIEW OF Lev 2 chart. (this is a color version of your flowchart on PAGE 65-70 1. To review, the system looks at threats or implied threats of violence and moves from threat to management (at every level), with reasonable, rational assessment and intervention. And ongoing threat assessment and follow-up. 2. No labels, no over-reaction. No myth. No profiling. 3. It is comprised of Site Team control; community support and consultation. 4. It is a model of Collaboration and teaming… why collaboration and a team approach? Responsibility and ownership… (Note who is on team) 5. School Districts A. school psychologist or other education specialist trained in threat assessment? PAGE 67-69 i. A strong understanding of school, systems, special education rules, and discipline. (district politics) ii.An understanding of diagnostics (clinical and educational). iii. An understanding of school limitations and an understanding of what can work within the school setting. iv. Education terms… the vocabulary, acronyms, and nomenclature of the systems, mandates, and vast rules of today’s education system. v. Relationships with other educators and the ability to continue the communication through follow up and reporting. Coordinator of Counseling Services. (HANDOUT CRISIS TEAM STRUCTURE) Coordinator of Post-Crisis Team. Security. i. dispatch and support. Prevention Services. F. Special Ed Admin. Intervention Services. (Social Workers, Transition Counselors, etc.) 6. Community mental health. PAGE 83-85 A. knowledge of community resources regarding mental health and youth services. B. An understanding of diagnostics, mental health issues, defining the potential mental health issues as it impacts risk of aggression, etc. C. Evaluation options. Treatment and counseling Resource options D. Public Mental health system and access options. How to access immediate services such as hospitalization. E. A process perspective NEXT SLIDE TO CONTINUE THESE NOTES

Risk Factors for Target Violence Communication that suggests an intention to harm others A noted motive and a specific target (example: the school or a person) Indications of attack related behavior: a plan, acquiring weapons, rehearsal or simulation, preparations, scheduling) Peer awareness or collaboration 3

Risk Factors for Targeted Violence Student/s of concern experience a lack of alternatives, social marginalization, or poor psychological and coping reserves Student/s of concern are willing to accept the consequences of carrying out the threat Other general risk factors that escalate the situation, such as: personality or behavioral traits, family dynamics, school system issues, or social dynamics

Options-Based Decision Making A process of decision making that is based on knowing your options by gathering accurate information through observation, education, training, drills, practice, and rehearsal.

Preparing for Dangerous Situations and Crisis Good Start: Defaulting to our practiced or drilled actions. Better Option: Act with known and practiced actions but be flexible and prepared to change course as you continue to develop your situational awareness.

LOCK DOWN CONDITION 1 - Bring everyone in and lock school doors. Stay in classrooms and continue academic activity. CONDITION 2 – Shelter-In-Place. Lock doors, turn off lights, close blinds, stay away from windows and move to predesignated safe areas within the classroom or school that are out of sight. Stay quiet. Do not continue academic instruction. CONDITION 3 - BARRICADE DOORWAYS. Shelter-In-Place. Lock doors, turn off lights, close blinds, hide, stay away from windows and move to predesignated safe areas within the classroom, school or off campus that are out of sight. Stay quiet. Do not continue academic instruction.