1. Introduction by Tim Merlino, Superintendent

2. Educational Service District 112 Who Are We?
ESD 112 is 1 of 9 ESDs in Washington
Serve 30 school districts in 6 counties from Ocean Beach at the coast to Roosevelt 135 miles east of Vancouver in the Gorge

3. ESDs Authorized Purpose
Ensure equal educational opportunities to all students
Provide cooperative and informational services to school districts when such functions are more effectively and economically administered from the regional level (fiscal services, grants management, special education services and transportation services)
ESDs can provide services requested by School District Board of Directors as long as request is not in conflict with existing laws

4. ESD 112 2018-2019 Financial Profile
Total Enterprise budget $ 89 million
$ 71 million General Fund budget
$ 8.0 million Childcare Fund
$ 10.0 million Risk Pools
600 + employees, More than 50% located in school districts

5. ESD 112 Value Proposition
ESD 112 receives just under 1% of its $71 million budget from the state.
ESD 112 provides an additional $625 per student in programs and services to school districts

6. ESD 112 Prevention & Safety Programs
Substance Abuse Prevention/Intervention Specialist Services
Drug-Free Communities PREVENT! Coalition
Youth Marijuana Prevention and Education Program
Tobacco Prevention Grant
SMART Team
Youth Mental Health First Aid Training Grant
Project AWARE School Based Mental Health Services
Student Threat Assessment Program

7. STUDENT THREAT ASSESSMENT
Presented by
Adam Scattergood MA
Don Lawry MA

9. What is Behavioral Threat Assessment
Why Threat Assessment
Goals of Threat Assessment
Threat Assessment vs Risk Assessment vs Psychological Evaluation
Threat Assessment Models
Implementation
Examples

10. Exceptional Case Study Project (ECSP)
1998
Results of the study provided an objectified definition of targeted violence and concluded that targeted attackers do not have consistent profiles.
The study noted that most attackers consider many targets prior to attacks and that risk is best determined through an investigation of the attack-related behaviors as they relate to the potential attacker’s ideation (Fein, et al. 1995).

11. Targeted School Violence Studies
Safe Schools Initiative- 2002, United States Secret Service in a joint effort with the United States Department of Education.
10 Key Findings regarding Targeted School Violence.
Bystander Study- 2008, United States Secret Service in a joint effort with the United States Department of Education
In most targeted school-based attacks, individuals, referred to as bystanders, had some type of advanced knowledge about the planned school violence.

12. More Recent Studies
Making Schools Safer, Enhancing School Safety Using a Threat Assessment Model- 2018, United States Secret Service
Step 1- Establish a multidisciplinary threat assessment team
Step 2- Define prohibited and concerning behaviors
Step 3- Create a central reporting mechanism
Step 4- Determine the threshold for law enforcement intervention
Step 5- Establish assessment procedures
Step 6- Develop risk management options
Step 7- Create and promote safe school climates
Step 8- Conduct training for all stakeholders

13. Goals of Threat Assessment
Identify and address behaviors of concern
Develop interventions and supervision strategies
Expeditious but methodical
Improve the quality of safety in our schools
Prevent the possibility of overreacting and underreacting
To understand how to respond to a threat
To know when a threat is real

14. Threat Assessment, Risk Assessment, Psychological Evaluation
Threat Assessment- Structured group process used to evaluate the risk posed by a student or another person, typically as a response to an actual or perceived threat or concerning behavior
Risk Assessment- A process of evaluation with the goal of predicting the likelihood of future violence
Psychological Evaluation- A way of assessing an individual’s behavior, personality, cognitive abilities and several other domains

15. Threat Assessment Models
Virginia Threat Assessment Guidelines
Salem-Keizer Threat Assessment System
Educational Service District 112 Student Threat Assessment Program

16. ESD 112 Student Threat Assessment Program
Two-level system
Level 1- School site team
Level 2- Community team
Monthly Student Threat Assessment Team Meeting (STAT)
Community team developed based on the needs and resources of the region
Annual training provided to school staff and community team members
Consultation and case review provided by Threat Assessment Coordinator as needed

17. ESD 112 Student Threat Assessment Program
Shared ownership, shared responsibility and decreased liability
Multi-agency, multi-discipline
Community collaboration and ownership
Identifies risk in clear terms (targeted/reactive)
Strategies that fit the situation and accurately address risk
Promotes observation and supervision
Increases both the physical safety of a community and the psychological sense of safety

18. History of Implementation
Having Education Service Agencies manage the threat assessment process makes sense
Salem-Keizer training
Roll-out in Clark County
Buy-in from the school Districts
Community team recruitment
Coordination with law enforcement (Adult Threat Assessment)

19. Washington State Expansion
Clark County
ESD 112 region (6 counties)

21. Washington State Expansion
Clark County
ESD 112 region (6 counties)
Full state expansion (9 ESD regions)

23. Washington State Expansion
Clark County
ESD 112 region (6 counties)
Full state expansion
Similar documents
Learning the model
Regular meetings
Develop a professional learning community
Flexibility
Superintendent of Public Instruction, with the support of the legislature, allocated funding to go to the ESDs to develop the model throughout the state.

24. Case Study (Reactive)
Student became angry with another student who was crying next to him. He got the student in a chokehold. The hold was so tight, staff were concerned the student was going to lose consciousness. Student also collects knives and has brass knuckles at home. Information and Concerns: Lack of structure and chaotic home life: Student has limited supervision outside of school. There have been concerns around student spending time with strangers and being involved in negative activities with his siblings. Defiance and aggressive behavior: Student exhibits defiant behavior when he is asked to participate at school. He also makes efforts to intimidate peers, often resulting in assaultive behavior.
Student was 8 years old

25. Management and Supervision Strategies

26. Case Study (Targeted)
Student drew drawings referencing school shootings and killings. Student’s mother found the drawings near the end of the school year and shared them with the school. Student was suspended the last 3 days of the school year. Fall of following year, Student’s mother disclosed that she found documents pertaining to plans for infiltrating and shooting up a school and screenshots of a school shooting game.
Information/Concerns:
Evidence of focusing on school shootings: Student has exhibited significant behavior focused around school shootings and planning potentially violent acts.
Chaotic home life: Student has been involved in a custody battle between biological mother and maternal grandparents.

27. Management and Supervision Strategies

28. Wrap-up www.esd112.org Adam Scattergood- adam.scattergood@esd112.org
Don Lawry-