1. Threat Assessment Procedures
Student Support Programs and Services
Updated June 2015

2. Agenda Connections with District Initiatives Scenarios
What is a Threat? What is a Threat Assessment?
Initial Inquiry Process
Comprehensive Threat Assessment
Team Roles and Responsibilities
Record Keeping & Legal Issues

3. Connections with District Initiatives

4. Sample Scenarios Review scenario Discuss at your table:
What questions would you have? What data/information do you still need?
What would your role be in handling this situation?
Easier/general scenarios

5. What is a Threat?
An expression of intent to harm someone. Threats may be direct (“I am going to shoot him”) or indirect (“I am going to get him”) and may be communicated in a variety of ways:
Verbal threats, e.g. “you’re going to die.”
Threatening or text message
Paper, journal, song lyrics, drawings that deal with violence
Gestures
Faculty member overhears conversation
Student reports suspicious behavior of another student
Messages or videos posted on social networking websites, online forums, etc.

6. What is a Threat Assessment?
Threat Assessment procedures are used to determine the credibility and seriousness of a threat of targeted violence and the likelihood that it will be carried out.
The primary purpose of a threat assessment is to prevent targeted violence.
Conducted by a team of trained professionals
Team members must distinguish between making a threat (e.g., telling a potential target that he or she may or will be harmed), and posing a threat (e.g., engaging in behavior that indicates furthering a plan or building capacity for a violent act).

7. A Threat Assessment is Not…
A procedure that follows a physical altercation (e.g. fight)
Meant to replace or be necessary due to law enforcement’s investigation
Conducted based on gut feelings or “vibes” about a student
Intended to be completed when the student is in danger of harming THEMSELVES

8. Initial Inquiry Process
Threat of violence is reported
Administrator completes the Type of Threat Checklist (with input from SS if necessary) and determines if threat is Low or Medium/High
Consider ODR codes
If Medium/High, SS team member(s) assists by completing student interview, reviewing records, etc.
ODR codes: Connection between Low and Level 1? Medium/High and Level 2/3??

9. Notify Your School Resource Officer…
Suspicion of criminal activity
Need for Baker Act
Possibility of drug or weapon involvement
Suspicious behaviors
Inquiries about campus safety measures
Individuals claiming to be plainclothes detectives or law enforcement from other agencies requesting to see students
Any concerns related to campus security

10. Initial Inquiry Process (cont)
Administrator and SS team member(s) review information and determine if minimal risk or more information is needed.
If more information is needed, comprehensive threat assessment is initiated.

11. Comprehensive Threat Assessment
Address safety concerns, including protecting victim
School Psychologist & Social Worker obtain parent consent and conduct interviews, checklists, rating scales, etc.
Entire team debriefs to discuss 11 Key Questions, follow-up and support
Consultation report is completed

12. TEAM ROLES AND RESPONSIBILITIES

13. Steps when Threat to Others
Threat to Others Procedural Checklist
Decision-Protocol
Administrator
Lead
Type of Threat
Checklist
Low Type Threat
Finding
Develop follow-up/support if needed
Action Step
Follow
Discipline Matrix
Make Parent Contact
Med/High Type Threat
Counselor or other SS Member Completes Student Interview
Decision - Protocol
Team Reviews student information and determines Risk Level
Minimal Risk
Develop follow-up plan and schedule support if needed
More Information is Needed
Handle Safety Concern including Victim Needs
Conduct SS Team Comprehensive Threat Assessment
Obtain Parent Consent MIS Form #420
Schedule Follow-Up Debrief Meeting
SRO if weapons, illegal substances, drugs, etc.
Concurrent Lead
Student Services
Assist
If mental health concerns arise follow
threat to self or Baker Act flowchart
Staff – roles and responsibilities
Action Step – perform task
Decision-Protocol – district procedure, checklist, form, etc.
Finding – results of information gathering

14. Initial Threat Assessment Team
Administrator: The administrator should lead the threat assessment team because of their fundamental responsibility for student disciplinary matters and school safety. As the team leader, the school principal or assistant principal conducts the initial triage to determine the seriousness of the threat.
The administrator determines the Type of Threat (low or medium/high) and applies disciplinary actions, as needed. May consult with School Counselor/Itinerant Student Services, if needed.
May wish to consult with others familiar with the student (e.g. Behavior specialist, case manager, etc.)
Make point about impulsive/heat of the moment statements (emotionally charged statements)
Teasing out angry kids vs. students who pose more of a risk/have a plan -- personal examples

15. Types of Threat
Low Type of Threat: These threats may be vague and indirect. Information may be inconsistent, implausible or lack details. Unlikely to be carried out.
Most threatening statements are not considered serious threats because it is clear that the student has no intention of carrying out the threat nor a lasting intent to harm someone.
“I’m going to get you” — said in the heat of competition during basketball game”
“I am going to bust you up” –said in anger, but then retracted after the student calms down
“I could break you in half” —said during a fight but retracted after the two students reconcile

16. Indicators of Medium/High Type of Threat:
Types of Threat
Medium/High Type of Threat: These are more serious threats where statements may express a continuing intent to harm someone beyond the immediate fight, argument or incident when the initial threat was made.
Indicators of Medium/High Type of Threat:
The threat contains specific, plausible details (“I am going to shoot Mr. Jones with my gun.”)
The threat has been repeated over time
There are suggestions that violent action has been planned
The student has sought out accomplices

17. If Medium/High Type of Threat…
School Counselor: The school counselor brings expertise to the team in working with students and helping them resolve conflicts and problems with peers. May assist administration in determining Type of Threat.
Responsibilities may include:
Completing Student Interview Form
Reviewing Cumulative Folder & Discipline Records, and Imminent Danger Warning Signs
Consulting with Teachers, Case Manager, Behavior Specialist, or others familiar with the student
Consulting with administrator to determine whether a comprehensive threat assessment is necessary
Consulting with others familiar with student: Could be admin and/or SS team members
***For elementary counselors, consider a plan for who to consult with/contact for medium/high types of threat (may include counselor at another school, calling itinerant SS staff, behavior specialist etc.)
When completing interview with student, consider suicide assessment procedures if necessary

18. Level of Risk Minimal vs. Need more information
If more information is needed, comprehensive threat assessment procedures are initiated

19. Comprehensive Threat Assessment Team
School Psychologist, School Social Worker: In cases where a comprehensive threat assessment is needed, the School Psychologist and School Social Worker should be enlisted. Teachers, behavior specialists, etc. may also provide assistance.
Responsibilities may include:
Conducting parent, student, peer and teacher interviews, distribution of checklists.
Preparing the final consultation report

20. Post-Assessment/Debriefing
Entire team meets to discuss all information collected
Team considers 11 Key Questions (next slide)
Team develops safety/support plan and makes recommendations for next steps (e.g. referral to outside agency)

21. UNITED STATES SECRET SERVICE AND UNITED STATES DEPARTMENT OF EDUCATION’S 11 KEY QUESTIONS
What are the student(s) motive(s) and goals?
Have there been any communications suggesting ideas or intent to attack?
Has the subject shown inappropriate interest in school attacks, weapons, incidents of mass violence?
Has the student engaged in attack-related behaviors?
Does the student have the capacity to carry out an act of targeted violence?
Is the student experiencing hopelessness, desperation and/or despair? 
Does the student have a trusting relationship with at least one responsible adult?
Does the student see violence as an acceptable (or desirable, or the only) way to solve problems?
Is the student’s conversation and “story” consistent with his or her actions?
Are other people concerned about the student’s potential for violence? 
What circumstances might affect the likelihood of an attack?
Further guiding questions in threat assessment manual

22. Sample Scenarios Review scenario Discuss at your table:
What questions would you have? What data/information do you still need?
What would your role be in handling this situation?
More complicated scenarios

23. RECORD KEEPING & LEGAL ISSUES

24. Record Keeping
Low Type of Threat or a Low Level of Risk: housed in a secure location by the principal or designee and would not be filed in the students’ cumulative folder.
These records would be destroyed in a confidential manner, by the principal or designee by the end of the school year in which the incidents occurred.
(Only the school principal can purge the threat assessment report.  Parents may petition, in writing, for the principal to remove the report.  Reports may be purged and destroyed, in a confidential manner, if they are no longer relevant or required by the school

25. Record Keeping Continued
Threats resulting in a Consultation Report (e.g., Comprehensive Threat Assessment) will be maintained in the student’s cumulative folder until determined by the principal it is no longer needed.
Only the school principal can purge the Threat Assessment Consultation Report. Parents may petition, in writing, for the principal to remove the report. Reports may be purged and destroyed, in a confidential manner, if they are no longer relevant or required by the school.

26. What Should Threat Assessment Teams Do to Protect Themselves from Liability?
Follow recognized standards when possible.
Courts do not expect team members to predict or prevent all violence.
Make reasonable decisions. Maintain adequate documentation.
Staff can protect themselves from legal liability in a case of a student-perpetrated act of violence. The most important legal issue is whether the professional followed the accepted standard of care for his or her field.
Perfection is not required.
Post hoc records are inadequate.
Instead, courts consider whether someone has met the professional standard of care for their field of practice.
Standards for student threat assessment are still developing.

27. Confidentiality has Limits
The Family Education Records Privacy Act (FERPA) applies to educational records.
Even information covered by FERPA can be disclosed in a health or safety emergency situation:
“An educational agency or institution may disclose personally identifiable information from a school record to appropriate parties in connection with an emergency if knowledge of the information is necessary to protect the health or safety of the student or other individuals.” Sec (a)
Safety takes priority over confidentiality in an emergency.

28. Confidentiality has Limits
Information covered by FERPA can be disclosed to other school staff. For example, disciplinary action taken against a student for conduct that posed a significant risk to the safety or well-being of that student or others CAN be disclosed to school staff who have legitimate interests in the behavior of that student Sec 99.36(b)2
Such information can be disclosed to staff of another school who have legitimate educational interests in the behavior of that student.
Sec (b)3
Information can pass from one school to the next if there is legitimate educational need.

29. Next Steps
Administration, student services, and SRO (if applicable) should meet during the first four weeks of school to discuss roles and responsibilities, location of paperwork, etc.
As a team, discuss how staff will be notified about reporting procedures for threats (to others, to self)
Remind staff to not leave voice messages or s in instances of student safety due to time sensitivity