1. Implementing and Conducting a School Threat Assessment United States Secret Service & U.S. Department of Education Presented by Eric Gettes School Psychologist AEA 9

2. Columbine HS, April 1999 Following this attack, US Secret Service and US Department of Education initiated a study that looked at 37 incidents of targeted school violence that had occurred in the US. Safe School Initiative (SSI) attempted to identify information that could be obtainable before a potential attack and could be used to prevent this attack

3. Focus on 2 areas in order to prevent school attacks Develop capacity to evaluate information that indicates risk of school attack (Threat Assessment). Using the results of this threat assessment in order to develop strategies to prevent potential attacks from occurring.

4. Ten Key findings of SSI Violent incidents rarely impulsive acts. Prior to most incidents, others knew. Most attackers did not directly threaten targets before attack. No useful “profile” of the attacker Most attackers engaged in behaviors that caused others to be concerned

5. Ten Key Findings Most attackers had difficulty coping with loss/failure. Many considered suicide. Many attackers felt bullied/persecuted Most attackers had access to weapons Other students were often involved Despite law enforcement response, most incidents stopped by other means

6. Six Principles of Threat Assessment Process Targeted violence is the end result of an understandable, and oftentimes discernible, process of thinking and behavior. Targeted violence stems from an interaction among the individual, the situation, the setting and the target. An investigative, skeptical, inquisitive mindset is critical to successful threat assessment

7. Six Principles cont. Effective threat assessment is based upon facts, rather than on characteristics or “traits.” An “integrated systems approach” should guide threat assessment inquiries and investigations. The central question in a threat assessment inquiry or investigation is whether a student poses a threat, not whether the student has made a threat.

8. Elements of a School Threat Assessment Process Authority to Conduct an inquiry or investigation Capacity to Conduct School Threat Assessments Integrated Systems Relationships

9. Conducting a School Threat Assessment

10. Threat Assessment Inquiry vs. Investigation A threat assessment inquiry is carried out by the school threat assessment team. A threat assessment investigation is carried out by law enforcement officials after the initial inquiry determines that there is a valid threat of school violence. Objective of both is to determine if a student poses a threat of school violence.

11. Threat assessment inquiry and investigation differ as follows… Threat assessment inquiries are initiated, conducted and controlled by the school threat assessment team Threat assessment investigations are initiated, conducted, and controlled by law enforcement agencies.

12. Circumstances that may Initiate a Threat Assessment Threatening email Paper submitted dealing with violence in school Verbal threats. “You’re going to die.” Bus driver overhears conversation. Student reports suspicious behavior of another student.

13. Threat Assessment Inquiry 5 Areas of Information: Facts that drew attention to the student, situation and possibly targets. Information about the student Information about “attack-related” behaviors Motives Target Selection

14. Eleven Key Questions Have there been communications suggesting ideas or intent to attack? What are student’s motive(s) & goals? Has the subject shown inappropriate interest in any of the following? Has the student engaged in attack-related behavior? Does the student have the capacity to carry out an act of targeted violence?

15. 11 ?? Cont. 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/desirable or the only way to solve problems?

16. 11 ?? Cont. Is the student’s conversation and ‘story” consistent with his/her actions? Are other people concerned about the student’s potential for violence? What circumstances might affect the likelihood of an attack?

17. After 11 questions answered, the team must conclude that….. There is enough reliable information to answer the 11 key questions; and The weight of the information is convincing that the student does not pose a threat of targeted school violence; then The threat assessment team may conclude the threat assessment inquiry. Or, if

18. There is insufficient information for the threat assessment team to be certain that the student does not pose a threat; or The student appears to be on a path to attack; then The team should recommend that the matter be referred to the appropriate law enforcement agency for a threat assessment investigation

19. Resources www.ed.gov/offices/OESE/SDFS Go to “Quick Click” on left hand side of page On drop down menu, click on safe schools and then read: Implications for the Prevention of School Attacks Threat Assessment in Schools egettes@aea9.k12.ia.us