1. MANAGING THREATS IN OUR SCHOOLS
Park West School Division’s
Threat Assessment Protocol
October 2011

2. Acknowledgement:
The Park West Threat and Risk Protocol is based on the work of J. Kevin Cameron (VTRA manual).
Kevin Cameron, from Alberta, is a leader in the field of Threat Assessment.

3. Park West School Division Procedures
All threat-related behaviours will be taken seriously and any threat assessed safely and rapidly.
The response at both the school and division levels will vary in relation to the assessed seriousness of a threat.
FAIR NOTICE will be given to staff, students and parents.
The Principal is responsible for implementation of the Protocol.
“Fair Notice” means that we have a responsibility to notify all stakeholders that any threat-related behaviours will be responded to in accordance with the Protocol. including possible documentation in the student’s school records.
“Fair Notice” will be explained to school community and staff at the beginning of each school year, through newsletters and staff meetings.

4. Park West School Division Procedures
Mandatory Reporting: Any person having knowledge of threat-related behaviour or believing there is the potential for violence shall promptly tell the principal or designate.
Mandatory Responses: The principal shall immediately assess and take appropriate action as outlined in the Protocol, including involving the Threat Assessment Team, if deemed necessary.
Mandatory notification of Parent/Guardians: Parent/Guardians will be notified at the earliest opportunity and, as much as possible, involved in the initial risk assessment.
Reporting – all staff should talk to principal about concerns – discuss how you want reporting procedure to work in your school. Encourage students to share concerns with appropriate staff.
Notification to parent/guardian – Principal will contact. BOTH parents need to be informed (target and threat-maker).

5. Threat Assessment Team Procedures – General Issues
Any student is capable of committing a violent act
“Fluidity” on the homicidal/suicidal continuum is well established
Assessment process - examines the unique personality of the student, family relations, school functioning and social relationships
Most students share their thoughts and plans with fellow students in the days, weeks & months prior to the act
“Any student” – thus, cannot use profiles & checklists to identify high-risk students.
“Fluidity” – the student can move from being homicidal to suicidal quickly and unpredictably.
The assessment process must look at all factors – those trained in the Protocol have more, specific detailed information on how to conduct this assessment.
Must also look at what the student may have said to peers.

6. Threat Assessment Procedures Record Keeping
Individual professionals keep own records according to their professional standards
Principal completes Threat Assessment Incident Intake Form and designates a team member to complete Threat Risk Incident Report
Relevant details of incident placed in student record
“own records” – should contain factual information, written ASAP after any incident/concerning behaviour.

7. Threat Assessment Procedures Staff Notification
Principal shall notify school staff when protocol has been activated
Should be done in timely manner
It’s obvious that with the number of students and varying behaviours presented that the principal will exercise judgment as to whether the incident is of a “disciplinary” nature or a “threat”. However, staff will be notified of the outcome of any concern they take to the Principal.

8. Responses to Increasing Levels of Concern
Immediate Risk Situations
High-Risk Student Behaviours
Worrisome Behaviours
Exceptional Cases: High-Profile Threat-Related Behaviours
Kevin Cameron outlines 4 degrees or kinds of behaviour and the appropriate response to each. See PWSD Threat Risk Support Document

9. Immediate Risk Situation Examples
Student has a weapon
Student is reported to have a weapon
Student has immediate access to a weapon
Student threatens to explode a bomb
Any incidents of a similar nature
Threats may be direct, indirect, veiled or conditional
Direct threat – identifies a specific act against a specific target/delivered in straightforward, clear, explicit manner eg. “I am going to place a bomb in the school gym.”
Indirect threat – vague, unclear, ambiguous. While violence is implied, the threat is phrased tentatively eg “If I wanted to, I could kill anyone at this school.”
Veiled threat – strongly implies but does not explicitly threaten violence eg “We would be better off without you around anymore.”
Conditional threat – type often seen in extortion cases. Warns that a violent act will happen unless certain demands or terms are met eg. “If you don’t pay me a million dollars, I will place a bomb in the school.”

10. Immediate Risk Situation Response
Principal/designate contacts or RCMP
Principal implements safety/security measures
Principal contacts TAT Members
9-1-1/RCMP – whatever is appropriate at your school.
School Crisis Response Team – composed of key staff in the school who will deal with major issues of a social/emotional or safety nature.
Threat Assessment Team – group of school staff who are trained in Student Threat Assessment (principal, guidance counsellor(s), school clinician, and representation from outside the school (Police, CFS, Mental Health)).
School-based Threat Assessment Team – will be decided upon each fall (as per manual).
This is a case of immediate Police intervention, not risk assessment. The TAT does not have an immediate role, but may be used after the immediate crisis.

11. High-Risk Student Behaviour Examples
Student tells others he/she is going to commit a violent act in the near future
Student’s writings target specific individuals, groups or facilities for violence
Student is a strong suspect in arson, increasing acts of school vandalism, etc.
Any incidents of a similar nature

12. High-Risk Student Behaviour Response
Principal contacts TAT Members
Principal implements safety/security measures
Threat Assessment Team begins Threat Risk Assessment

13. Worrisome Behaviour Examples
Student draws pictures with violent non-targeted images
Student’s writings have violent themes
Student makes vague unsettling comments, gestures, etc. that concern staff and/or students
NOTE: generally, threat-related behaviours exhibited by children under 12 fall in this category
This is the largest area of concern, especially in K-8.
Most often dealt with through “usual” discipline methods and Code of Conduct if necessary. However, behaviours are taken seriously and there maybe times that a Threat Risk Assessment is appropriate.

14. Worrisome Behaviour Response
Principal uses “usual” discipline methods, consulting other staff and team members
Assess and develop a response
Principal may consult with TAT Members
Continue to monitor student
“usual” discipline methods include a “teaching” response re appropriate behaviour, anger management, etc.

15. Exceptional Cases: High-Profile Threat-Related Behaviour Examples
Worrisome behaviours committed in the immediate aftermath of a traumatic event (at the local, national or international level)
Could be the anniversary of an earlier incident, similar type event
Need to be aware of what is happening around us (anywhere in the world).
Watch what is happening with media coverage.
Listen for what the students are talking about.

16. Exceptional Cases: High-Profile Threat-Related Behaviour Response
Principal contacts TAT Members
Principal implements safety/security measures
Threat Assessment Team begins Threat Risk Assessment

17. Summary
Park West School Division takes all threat-related behaviour seriously
Important not to under-react or over-react
Park West School Division is committed to ongoing training for staff in this area
We all need to work together to ensure that our schools are safe places to work and learn