Adams County Threat Assessment Protocol

ADAMS COUNTY YOUTH INITIATIVE IN COLLABORATION WITH ADAMS COUNTY SCHOOL DISTRICT 1 - MAPLETON ADAMS 12 FIVE STAR SCHOOLS ADAMS COUNTY SCHOOL DISTRICT 14 - COMMERCE CITY ADAMS COUNTY SCHOOL DISTRICT 27J - BRIGHTON ADAMS COUNTY SCHOOL DISTRICT 50 - WESTMINSTER

TABLE OF CONTENTS History of Adams County Threat Assessment Protocol....................................................... 2 Threat Assessment Research Basis..................................................................................... 3 Basics of Threat Assessment............................................................................................... 5 Inquiry Steps........................................................................................................................ 9 Resources........................................................................................................................... 12 Flow Chart........................................................................................................................... 13 Threat Assessment Screen................................................................................................. 14 Full Team Threat Assessment............................................................................................ 16 Response, Management and Support Plan........................................................................ 25 Threat Assessment Summary Documentation Form........................................................ 28

Adams County Threat Assessment Protocol | 10/03/2011

Sample Interview Forms..................................................................................................... 30

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HISTORY OF THE ADAMS COUNTY THREAT ASSESSMENT PROCESS Founded in 2005, the Adams County Youth Initiative (ACYI) is a countywide collaborative dedicated to ensuring that every Adams County youth graduates from high school without a delinquency or substance use issue. In order to meet this goal, ACYI’s core business is to (1) collect and analyze data, (2) provide a forum for cross-systems strategic planning, (3) acquire, allocate and coordinate resources, and (4) educate on resources, research, and best practices. Because students cannot learn if they do not feel safe, ACYI focuses on school safety and violence prevention as one of its priority areas. Clear and specific procedures to examine school threats are crucial to ensuring school safety. Therefore, ACYI partnered with five of the Adams County school districts to create a countywide threat assessment protocol designed to provide best practice guidance regarding threat assessment. The goal of the Adams County Threat Assessment Team was to create a threat assessment model for consistent use across Adams County school and district multidisciplinary teams. In order to ensure congruency with best practices, the Adams County Threat Assessment Protocol combines the key recommendations from the Secret Services’ National Threat Assessment Center, University of Colorado’s Center for the Study and Prevention of Violence, the Colorado School Safety Resource Center (CSSRC), and Dr. Dewey Cornell and Dr. Peter Sheras from the University of Virginia. The Adams County Threat Assessment Team conducted an extensive review of national literature and best practice recommendations in the field of threat assessment. The Team also reviewed current threat assessment models utilized in Adams County and throughout Colorado. Ultimately, the Team adopted as its foundation the CSSRC’s threat assessment model, which is based upon the United States Secret

This manual serves as a compilation of the Adams County Threat Assessment Team’s work and it provides guidance on how to successfully implement the Adams County Threat Assessment Protocol.

Adams County Threat Assessment Team:

• Adams County School District 1, Mapleton: Kathy Duncan



• Adams 12 Five Star Schools: Kevin West



• Adams County School District 14, Commerce City: Andres Aceves



• Adams County School District 27J, Brighton: Cindy DeGaugh



• Adams County School District 50, Westminster: Kerry Golden



• Adams County Youth Initiative: Kenlyn Newman

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Service’s suggested Eleven Key Questions for completing a successful threat assessment.

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THREAT ASSESSMENT RESEARCH BASIS The Safe School Initiative In 2002, the U.S. Secret Service in collaboration with the U.S. Department of Education completed the Safe School Initiative (SSI), a study of school shootings and other school-based attacks. This study examined nationwide data from 1974 through 2000, analyzing a total of 37 incidents involving 41 student attackers. The information gleaned from this study resulted in the following 10 conclusions about school attacks:

1. Incidents of targeted violence at school rarely were sudden, impulsive acts.



2. Prior to most incidents, other people knew about the attacker’s idea and/or plan to attack.



3. Most attackers did not threaten their targets directly prior to advancing the attack.



4. There is no accurate or useful “profile” of students who engaged in targeted school violence.



5. Most attackers engaged in some behavior prior to the incident that caused others concern or indicated a need for help.



6 Most attackers had difficulty coping with significant losses or personal failures. Moreover, many had considered or attempted suicide.



7. Many attackers felt bullied, persecuted, or injured by others prior to the attack.



8. Most attackers had access to and had used weapons prior to the attack.



9. In many cases, other students were involved in some capacity.



10. Despite prompt law enforcement responses, most shooting incidents were stopped by means other than law enforcement intervention.

The SSI made the key recommendation that schools develop multidisciplinary threat assessment teams who can aid in the prevention and intervention of students who may pose potential threats for targeted violence.

Threat Assessment Principles Adams County Threat Assessment Protocol | 10/03/2011

The SSI further identified six principles that form the foundation of an effective threat assessment process.

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1. Targeted violence is the end result of an understandable process of thinking and behavior.



2. Targeted violence stems from an interaction between the individual, the situation, the setting, and the target.



3. Effective threat assessment requires an investigative, skeptical, inquisitive mindset during the Threat Assessment Process.



4. Effective threat assessment is based on facts, rather than characteristics or traits.



5. Effective threat assessment requires an integrated systems approach.



6. Investigate whether or not a student poses a threat, not whether a student has made a threat.

Threat Assessment Inquiry: A Summary of the Secret Service Eleven Questions Based on the SSI findings, the Secret Service identified eleven key questions that can help determine if a threat is viable. Both the Threat Assessment Screen and the Full Team Threat Assessment utilize these eleven questions:

1. What are the student’s motives and goals?



2. Have there been any communications suggesting ideas or intent to attack?



3. Has the subject shown inappropriate interest in school attacks or attackers, weapons, and/or



4. Has the student engaged in attack related behaviors?



5. Does the student have the capacity to carry out the threat?



6. Is the student experiencing hopelessness, desperation or despair?



7. Does the student have a trusting relationship with at least one responsible adult?



8. Does the student see violence as an acceptable or desirable way to solve problems?



9. Are other people concerned about the student’s potential for violence?



10. Is the student’s conversation and “story” consistent with their actions?



11. What circumstances might affect the likelihood of violence?

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incidents of mass violence?

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BASICS OF THREAT ASSESSMENT Identifying Threats A threat is any expression of intent to do harm, acting out violently against someone or something or being in possession of an instrument of harm. The Adams County Threat Assessment Protocol will help determine if a threat is plausible or substantive and will help identify necessary interventions to safely address the concern. School officials should initiate this process when a student’s behavior and/or communications deviates from their own normal behavior or from peer norms and/or when this behavior prompts concern for the student’s safety or the safety of others.

Purpose of Threat Assessment The purpose of conducting a threat assessment screen or team review is to determine the degree to which a student who has made a threat actually poses a threat to person, school, and/or community and to develop a plan to respond, manage, and support the student and all involved.

Communicating Threats A threat can be conveyed through a variety of means; Threats may be written, spoken, communicated by using gestures, or even through a person’s actions. For example:

• Written: Internet, email, social network sites, writings, pictures, hit list



• Verbal: Directly, indirectly, voice mails, messages, third person



• Physical Gestures: Body language, posture



• Actions: Possessing weapons or dangerous items

Types of Threats Adams County Threat Assessment Protocol | 10/03/2011

All threats should be taken seriously and all threats require individual assessment. Just as importantly,

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all threats necessitate a coordinated plan to respond, manage and support all involved. There are several types of threats. The more specific and plausible the details, the more likely the student will act on it. Threats can be classified into different categories:

• Conditional: Extortion (e.g., “if you don’t do this, I will do this”)



• Veiled: Implies violent behavior without actually identifying what the behavior is (e.g., “we would be better off without Johnny anymore”)



• Indirect: Vague, ambiguous threat not directed at an individual or group (e.g., “someone is going to die” or being in possession of weapon)



• Direct: Clear, specific threat made against an individual or a group of individuals (e.g., “Johnny is going to die tomorrow”)

Conducting a Threat Assessment Every threat should initiate the threat assessment process. This manual provides two tools for assessing threats, the Threat Assessment Screen and the Full Team Threat Assessment (see Process Forms).

1. The Threat Assessment Screen may be sufficient in some cases to confirm that a threat was minor and unlikely to result in violence.

2. The Threat Assessment Screen may also indicate sufficient concern to warrant use of the Full Team Threat Assessment, which is a more intensive review of the threatening behavior involving

a multidisciplinary team. All threats should be reviewed and documented and all threats necessitate the development of a plan to respond, manage and support the student who made the threat and anyone else who was impacted by the threat.

Elements of Effective School Threat Assessment The Adams County Threat Assessment Team compiled the following elements based on the SSI findings and information from the School Safety Resource Center. 1. Establish authority and leadership to conduct a threat assessment inquiry. The Adams County Threat Assessment Team, consistent with recommendations from the Secret Service, suggests that school districts have a policy that specifically establishes procedures for responding to threats. Policies and procedures should identify:

• Authority to conduct a threat assessment for potentially dangerous behaviors occurring at school or



• Procedures for conducting and documenting threat assessments



• Provisions for making records of threat assessments available to parents/guardians of the student being assessed upon request



• Consideration of the involvement of law enforcement or outside agencies as permissible by law



• Responsibility to notify:



o Parents/guardians of the student who made the threat to involve them as appropriate and/or to conduct the assessment with or without their permission



o The potential targets and their parents/guardians



o Others who might potentially be impacted by the threat including school staff



• Authority to impose disciplinary sanctions, up to and including expulsion consideration, as warranted



• Responsibility to safely resolve the immediate threat and to create a plan that includes interventions that are deemed appropriate and necessary to ensure safety



• Responsibility to respond, manage, and provide ongoing support to the student and those impacted by the threat

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in the community if connected to school

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2. Develop a trained multidisciplinary threat assessment team. Threat assessment requires a trained threat assessment team, which will respond to the threat, manage the situation, and support those impacted by the threat. Membership of this team may vary depending on the situation and the student being assessed. Teams must be trained, regularly practice and review threat assessment procedures.

Threat assessment team membership.

The primary role of the team is to guide the assessment and management of threats and to ensure ongoing monitoring. It is important to establish a trained core team consisting of three to four people, at least two of whom work at the school full time. Effective threat assessment team members have an objective, analytical and investigative mindset and have the ability to relate and communicate well with others.

Required threat assessment team membership includes:





• A member of the administration





• A mental health professional, such as a school psychologist, social worker, or counselor with training in threat assessment (may also facilitate the team)





• School Resource Officers (in some districts)





• Additional members to complete the three to four person team assigned by the principal

3. Strive to create a safe and trusting school climate and community. Research confirms that most attackers communicated and/or engaged in behaviors that were concerning to others prior to their attacks. The Secret Service has identified a “code of silence” that often exists where students and staff do not share pertinent information, either because they are unaware of the seriousness of the threat or because of the fear of retaliation. School administrators must alert their school community to the warning signs of potential violence and appropriate reporting procedures.

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District and building administration should strive to maintain a safe school climate and culture, using

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evidence-based practices that foster trust and communication. Administrators should emphasize the responsibility to report potentially dangerous situations in your school. Methods of reporting safety concerns should be established and clearly communicated to all in the school community. 4. Establish systems relationships and information sharing agreements. In order to identify, assess, and manage students who might pose a threat of targeted violence, effective relationships must be built and maintained between schools, districts, and external agencies, including law enforcement. These relationships can help threat assessment teams acquire and use information about a given situation and aide those with protective responsibilities to develop strategies to prevent school violence. Others who may be able to contribute to the process include:

• Local law enforcement



• Guidance counselors



• School district officials



• Teachers, coaches, other staff who know the student well or who witnessed the precipitating event



• Nurses



• Bus drivers



• Custodial and cafeteria staff



• Representative from the student’s IEP team if applicable



• Community members with pertinent information



• Probation officers



• Social service workers



• Mental health providers



• Experts and consultants



• Other service providers who may have relevant knowledge of the student

Roles and responsibilities. Roles and responsibilities of teams include, identifying a team leader (typically an administrator) who has the authority to make decisions based on the safety of the school. In addition, the team leader is responsible for ensuring that the following tasks are completed:

• Convening the initial meeting and delegates information gathering



• Facilitating the threat assessment meeting



• Recording the data and documenting the process



• Identifying who should receive information and what information should be received



• Monitoring the implementation of the Response, Management, and Support Plan (see RMS Plan in Process Forms)



• Identifying a central clearinghouse for student concerns through which all information flows (record keeping and additional information regarding the student in the future)

Parents/guardians may have information about the student that no one else will. Therefore, it is important to involve them in the information gathering stage. Sample parent interview forms are provided in this manual. It is not always necessary or appropriate to invite or require the parent to participate in the team threat assessment meeting. The decision as to when and how to involve parents will be unique to each situation and should be determined collaboratively by the threat assessment team. Parents, however, should be informed as soon as possible when a threat has occurred and a threat assessment will be conducted.

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Parental/Guardian Involvement

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THREAT ASSESSMENT INQUIRY STEPS 1. Identify Potential or Known Threat It is incumbent upon the personnel with knowledge of the potential threat to use professional discretion in determining whether the threat warrants an emergency response (i.e., call 911) or an immediate report to an administrator.

2. Secure the Safety of the School The safety of the school, the students and the community is the priority consideration. The student of concern may be immediately and safely contained, if necessary and based on the severity of the concern, until safety procedures are initiated and the assessment process is activated. If at any time information suggests the need for law enforcement assistance, that assistance should be requested immediately and school district crisis/emergency procedures would take priority over the Adams County Threat Assessment Protocol.

3. Employ Threat Assessment Tools

• Threat Assessment Screen



• Full Team Threat Assessment

Every potential or known threat warrants, at minimum, a Threat Assessment Screen and a Response, Management, and Support Plan (RMS Plan). The results of the Threat Assessment Screen will determine whether the RMS Plan can be developed to achieve a disposition of safety, or whether a Full Team Threat Assessment needs to be conducted. Team members will also need to determine when to contact parents/guardians and others who may be impacted by the situation and to clarify what they will be told.

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Document the information according to district guidelines.

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4. When warranted, Convene the Threat Assessment Team and Complete the Full Team Threat Assessment The Full Team Threat Assessment is designed to help determine what data to collect and will help organize and analyze the information to determine next steps. Some examples of information the Threat Assessment Team will explore include:

• The facts that drew attention to the student and the situation



• Information about the student



• Information about boundary probing and “attack-related” behaviors



• Motives



• Target selection

Information from a variety of sources helps put all of the pieces of the puzzle together and ensures the accuracy and validity of information. Examples of information sources the team may utilize include:

• School records



• Student interview



• Interviews with others who know the student of concern



• Parent/guardian interview



• Potential target(s) interview



• Outside sources of information

5. Determine the Level of Concern and Develop a Response, Management, and Support Plan The Full Team Threat Assessment provides a process to analyze the information based on the Secret Service Eleven Key Questions. After each section, there is a place to determine the team’s level of concern for that portion of the assessment. At the completion of the assessment, you will be asked to determine a cumulative level of concern based on the following options:

• Low Concern: a threat which poses a minimal risk to the victim and public safety



• Medium Concern: a threat which could be carried out, although it may not appear entirely realistic



• High Concern: a threat that appears to pose an imminent and serious danger to the safety of others

This determination will lead the team to develop the RMS Plan that will outline steps to help respond, manage and support the student. The plan is designed to protect potential victims and address the student’s educational, social and emotional needs. A written plan is recommended for five reasons:

1. to control/contain the situation and/or the student in a way that will prevent the possibility of an attack



2. to establish clearly what has been decided and how the plan will be carried out



3. to provide adequate legal record of a reasonable and appropriate response to the threat



4. to provide information for school staff in the event of another incident or threatening situation involving the student



5. to provide support and guidance to the student

and should also determine who is responsible for ensuring follow through. Ordinarily these actions would include conditions under which the student could return to school, or continue in an alternative educational setting, and any interventions such as counseling or mediation that are deemed appropriate. See RMS Plan in Process Forms. A Full Team Threat Assessment is not considered complete until the team reaches consensus and understands the rationale for the results and an appropriate RMS Plan has been established. Teams should continue to ask questions until all members are confident in their final decisions.

6. Document the Threat Assessment Every threat assessment requires documentation. The threat assessment team needs to document the behavior of concern, the inquiry process (including all names and dates of personal interviews), the resulting plan and any actions taken.

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The written plan should include the immediate steps taken to prevent the threat from being actualized

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A well-documented record provides baseline information and can be useful if the student comes to authorities’ attention again, or if at some point in the future, investigators or school personnel need to determine whether the subject has changed patterns of thinking and behavior. Documentation also ensures that students transferring schools continue to receive support and the receiving school can set up systems to ensure safety. All documentation of any threat assessment including all of the data collected and corresponding forms will be maintained by a designated member of the threat assessment team at the school site. In addition, the team leader is responsible for ensuring that the Threat Assessment Summary Documentation form (see Process Forms) is complete, that records are kept according to district guidelines, and for relaying the information to the district’s designated threat assessment administrator.

7. Monitor the Student and the RMS Plan The Response, Management and Support Plan (RMS Plan) is a dynamic document. It may be revised upon introduction of new information, failure of the plan to address safety in the capacity it was intended or other reasons decided upon by the team. Monitoring the RMS Plan Every RMS plan must include provision for follow-up contact with the student to verify that the plan has been successfully implemented to meet the school’s safety needs and the needs of the student. The RMS Plan will specify the individual or individuals responsible for follow-up contacts. Revising the RMS Plan, As Needed The team will continue to monitor the situation and make any changes in the plan necessary to maintain safety. RMS Plans must include provision for a follow-up review of the student’s behavior and attitude toward the intended victim of the threat. Revise the plan if there is indication that the student is still at risk to carry out the threat or additional information is presented that remains unaddressed by the current Adams County Threat Assessment Protocol | 10/03/2011

plan.

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Discontinuing the RMS Plan A key focus of the Threat Assessment Protocol is to connect the student to services and support systems that reduce the likelihood that the student will engage in future threatening behavior. Monitoring of a student may be discontinued after responsible authorities have:

• Developed, implemented, and supported intervention strategies



• Have assessed that (and to what extent) the student has changed unacceptable thinking and behavior over time

After a determination is made that the student no longer poses a threat of targeted school violence, formal monitoring is ended. The student, however, may still remain involved with service systems within the community that will support his or her continued successful functioning.

RESOURCES: Colorado School Safety Resource Center. Essentials of School Threat Assessment. March, 2010. Cornell, D.G., Sheras, P.L. (2006). Guidelines for Responding to Student Threats of Violence. Longmont, CO: Sopris West Educational Services. Fein, R., Vossekuil, B., Pollack, W., Borum, R., Modzeleski, W., & Reddy, M. (2002). Threat Assessment in Schools: A Guide to Managing Threatening Situations and to Creating Safe School Climates. Washington, DC: United States Department of Education, Office of Safe and Drug Free Schools Program and U.S. Secret Service, National Threat Assessment Center. O’Toole, M.E. (1999). School Shooter: A Threat Assessment Perspective. Quantico, VA: Federal Bureau of Investigation, National Center for the Analysis of Violent Crime. Available from www.fbi.gov/publications/ school/school2.pdf Suthers, J.W. (2009). Interagency Cooperation. Retrieved from http://www.coloradoattorneygeneral.gov/ initiatives/youth_violence_prevention/interagency_cooperation. Vossekuil, B., Fein, R., Reddy, M., Borum, R., Modzeleski, W. (2002). The Final Report and Findings of the Safe School Initiative: Implications for the Prevention of School Attacks in the United States. Washington, DC: United States Department of Education, Office of Safe and Drug Free Schools Program and U.S. Secret

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Service, National Threat Assessment Center.

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ADAMS COUNTY THREAT ASSEMENT Adams County Threat Assessment FLOW CHART

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Flow Chart

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Threat Assessment Screen

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Threat Assessment Screen Complete this form and discuss with at least one other member from your Threat Assessment Team for all threats. Use this form to help determine the need for a Full Team Threat Assessment. This form is intended to be filled out electronically.

Your Name and Position: _________________________________ School: _______________ Screening Date: ________ Student Name: _________________________________________ Grade:________________ Incident Location: ______________________________________ Time of Incident_________ Please describe the incident being as specific as possible:__________________________________________________ What are the student’s motives and goals?_______________________________________________________________ Please fill out information below:

YES NO

Don’t Know

Have there been any communications suggesting ideas or intent to attack? Has the subject shown inappropriate interest in school attacks or attackers, weapons, incidents of mass violence? Has the student engaged in attack related behaviors? Does the student have the capacity to carry out the act? Is the student experiencing hopelessness, desperation or despair?* Are you concerned about the student’s ability to form trusting relationships with at least one responsible adult? Does the student see violence as an acceptable or desirable way to solve problems? Is the student’s conversation and “story” consistent with their actions? Are other people concerned about the student’s potential for violence? Describe additional circumstances that might increase the likelihood of violence. _______________________________ Does this incident warrant the completion of a Full Team Threat Assessment as determined by at least two members of your threat assessment team?

z YES z NO z Don’t Know



• If “yes”, continue to Full Team Threat Assessment (page 2)



• If “no”, attach Response, Management, and Support Plan (page 10) and complete Summary Documentation Form (page 12)



• If “don’t know”, continue to Full Team Threat Assessment (page 2)

*Does the incident warrant the completion of a suicide assessment in addition to or instead of a threat assessment?

z YES z NO ____________________________________________________ _____________________ Threat Assessment Team Member Signature Date ____________________________________________________ _____________________ Threat Assessment Team Member Signature Date Please print, obtain signature, and keep on file according to district guidelines.

Adams County Threat Assessment Protocol | 10/03/2011

Adams County Threat Assessment Process Full Team Threat Assessment

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Adams County Threat Assessment Process Full Team Threat Assessment Use this form after completing the Threat Assessment Screen. The purpose of this form is to organize and analyze the information that has been gathered and to help the team determine a level of concern. This form is intended to be completed electronically. Student Information:

School:___________________________________________

Last Name:___________________________________

First Name:_______________________________________

State Assigned Student Identifier (SASID):__________

District Assigned Student Identifier:____________________

Birthdate:____________________________________

Age: _____________________________________________

Gender: z Male



Grade:____________________________________________



Physical description of the student or attach photo:_______

z Female

Does the student have an IEP? z Yes z No

Person Filling out Form:_____________________ Date:_____________ School:_____________________ Identify Threat Assessment Team: (please fill in full name and check box for position)

z Administrator: z Nurse: z School Psychologist/Social Worker: z Counselor: z Classroom Teacher: z Other:

z Dean: z Special Education representative: z Mental health representative: z School Resource Officer: z Parent:

Sources of information used in this threat assessment:

z z z z z z

Print and verify accuracy of IC Student Information Page Student discipline records Safety plan Personal belongings Interviews Probation records

z z z z z

Attendance records Academic history IEP/504 records School papers Mental health records

z Social networking sites z Emails z Internet histories z Law enforcement records z Other (please specify):

Record of Interviews: Individual Contacted:

Interview Conducted By:

Date

THREAT BACKGROUND 1. Describe in detail the threat that prompted the threat assessment?________________________________________ 2. Was there/were there specific target(s) identified in the threat? If yes, please identify the target(s): ______________ 3. Who was present when the threat was made? Please record full name(s):___________________________________

WHAT ARE THE STUDENT’S MOTIVES AND GOALS? 1. What motivated the student to communicate the threat or take the actions that caused him or her to come to attention?_____________________________________________________________________________________ 2. Is the threat ongoing?

z Yes z No If yes, please explain:_________________________________________

3. Has any part of the threat been resolved? z Yes z No If yes, please explain:__________________________ 4. After completing this section, the Threat Assessment Team determines that the student’s motive(s) and goal(s) elicit a:

z High degree of concern z Medium degree of concern z Low degree of concern

HAVE THERE BEEN ANY COMMUNICATIONS SUGGESTING IDEAS OR INTENT TO ATTACK? 1. What, if anything, did the student communicate to others?______________________________________________ 2. What was the context or physical location of this communication?________________________________________ 3. To whom did the student communicate his/her intentions?_____________________________________________ 4. How did the student communicate their intent (evidence)?

z Verbal (direct statement) z Electronic (email, social networking site, website, blog, texts, etc…) z Written (notes, essays, schoolwork, diaries, stories, songs) z Other (please specify):

5. After completing this section, the Threat Assessment Team determines that the student’s communication regarding the threat elicits a:

z High degree of concern z Medium degree of concern z Low degree of concern

HAS THE STUDENT SHOWN INAPPROPRIATE INTEREST IN ANY OF THE FOLLOWING?

Yes No

School attacks or attackers Weapons (including recent acquisition of any relevant weapon) Incidents of mass violence (terrorism, workplace violence, mass murderers) Preoccupation with weapons, death, and violent themes If yes, please explain:_______________________________________________________________________________ ________________________________________________________________________________________________

2. After completing this section, the Threat Assessment Team determines that the student’s interests elicit a:

z High degree of concern z Medium degree of concern z Low degree of concern

HAS THE STUDENT ENGAGED IN ATTACK RELATED BEHAVIORS? 1. Has the student used or practiced with weapons?

z Yes z No If yes, please specify:___________________

2. Has the student attempted to acquire a weapon?

z Yes z No If yes, please specify:___________________

3. Does the student have an attack plan?



z Student has no plan z Student has a vague plan z Student has some details for a plan z Student has considerable details planned



Please describe the plan: ________________________________________________________________________



4. After completing this section, the Threat Assessment Team determines that the student’s attack related behavior elicits a:

z High degree of concern z Medium degree of concern z Low degree of concern

DOES THE STUDENT HAVE THE CAPACITY TO CARRY OUT AN ACT OF TARGETED VIOLENCE? 1. How organized is the student’s thinking and behavior?

z Highly organized z Fairly organized z Not organized



Please explain._________________________________________________________________________________



2. Does the student have the means (access to weapons) to carry out an attack?

If yes, please specify:____________________________________________________________________________

3. Does the student have the opportunity to carry out an attack?

z Yes z No

z Yes z No

If yes, please specify:____________________________________________________________________________

4. After completing this section, the Threat Assessment Team determines that the student’s capacity to carry out an act of targeted violence elicits a:

z High degree of concern z Medium degree of concern z Low degree of concern

IS THE STUDENT EXPERIENCING HOPELESSNESS, DESPERATION AND/OR DESPAIR? 1. Is there information to suggest that the student is experiencing desperation or despair?

z Yes z No

If yes, please specify:____________________________________________________________________________

2. Which of the following, if any, does the student have experience with:

Yes

No

Substance abuse A known mental health diagnosis Recent failure, loss and/or loss of status Other emotional trauma Difficulty coping with a stressful event Suicidal tendencies Hospitalized for mental health reasons Paranoid thinking Obsessive thoughts Homicidal ideation If yes on any of the above, please explain: 3. After completing this section, the Threat Assessment Team determines that the status of the student’s mental health elicits a:

z High degree of concern z Medium degree of concern z Low degree of concern

ARE YOU CONCERNED WITH THE STUDENT’S ABILITY TO FORM TRUSTING RELATIONSHIPS WITH AT LEAST ONE RESPONSIBLE ADULT? 1. Does the student have at least one relationship with an adult where the student feels that he or she can confide in the adult and believes that the adult will listen without judging or jumping to conclusions?

z Yes z No

If yes, who?____________________________________________________________________________________

2. Is the student emotionally connected to other students? z Yes z No If yes, who?________________________ 3. Has the student previously come to someone’s attention or raised concern in a way that suggested he or she needed intervention or supportive services? z Yes z No If yes, please explain:__________________________ 4. After completing this section, the Threat Assessment Team determines that the lack of student’s trusting relationships elicits a:

z High degree of concern z Medium degree of concern z Low degree of concern

DOES THE STUDENT SEE VIOLENCE AS AN ACCEPTABLE – OR DESIRABLE – OR THE ONLY WAY TO SOLVE PROBLEMS? 1. Does the student have experience with any of the following: Victim of violent behavior Perpetrator of violent behavior Witness of violent behavior

Yes

No

Record of criminal violent behavior Exposure to violence Family history of violence If yes on any of the above, please explain:________________________________________________________________ 2. Does the student see violence as an acceptable or desirable way to solve problems? z Yes z No

If yes, what evidence to you have?___________________________________________________________________

3. After completing this section, the Threat Assessment Team determines that the student’s experience with violence elicits a:

z High degree of concern z Medium degree of concern z Low degree of concern

ARE OTHER PEOPLE CONCERNED ABOUT THE STUDENT’S POTENTIAL FOR VIOLENCE? 1. Are those who know the student concerned that they might take action on violent ideas/plans? z Yes z No If yes, please explain:_______________________________________________________________________________ 2. Are those who know the student concerned about a specific target? z Yes z No

If yes, who is concerned about which targets?________________________________________________________

3. Have those who know the student witnessed recent changes or escalations in mood and behavior? z Yes z No

If yes, who and under what circumstances?__________________________________________________________

4. After completing this section, the Threat Assessment Team determines that the student’s potential for violence elicits a:

z High degree of concern z Medium degree of concern z Low degree of concern

IS THE STUDENT’S CONVERSATION AND “STORY” CONSISTENT WITH HIS OR HER ACTIONS? 1. Does information from collateral interviews and from the student’s own behavior confirm what the student says is going on? z Yes z No If yes, please explain:____________________________________________________ 2. Is there evidence that this student has a history of fabrication? z Yes z No If yes, please explain:__________

_____________________________________________________________________________________________

3. After completing this section, the Threat Assessment Team determines that the student’s behavior/story alignment elicits a:

z High degree of concern z Medium degree of concern z Low degree of concern

WHAT ADDITIONAL CIRCUMSTANCES MIGHT AFFECT THE LIKELIHOOD OF AN ATTACK? 1. Which, if any, of the following has the student had experience with that might contribute to the likelihood of an attack?

Yes

No

Family history of mental illness Current events that might trigger a violent reaction (anniversary of an event, recent school shooting) Family substance abuse Frequency of mobility Family instability Lack of supervision Victim of bullying Perpetrator of bullying Negative peer group influences Antisocial attitude Encouragement from others to attack If yes on any of the above, please explain:_______________________________________________________________

_____________________________________________________________________________________________

2. After completing this section, the Threat Assessment Team determines that the additional circumstances in the student’s life elicit a:

z High degree of concern z Medium degree of concern z Low degree of concern

LEVEL OF CONCERN DETERMINATION Please identify the number of times the Threat Assessment Team determined each of the degrees of concern below:

Frequency

High degree of concern Medium degree of concern Low degree of concern After completing this assessment, the Threat Assessment Team has identified that this threat is:

z Low Level: A threat which poses a minimal risk to the victim and to public safety. Low level threats typically result in school-based interventions and monitoring.

Descriptors:



• Threat is vague and indirect



• Information contained within the threat is inconsistent, implausible or lacks detail



• Threat lacks realism



• Content of the threat suggest person is unlikely to carry it out



Interventions:



• Most low interventions will be initiated at the school that the student attends.



• Develop and document a plan to respond, manage and support the student.

z Medium Level: A threat which could be carried out, although it may not appear entirely realistic. The team has moderate, ongoing concerns about the student’s motivation to carry out the threat warranting district consultation and/or request for external support resources in addition to school-based interventions.

Descriptors:



• Threat is more direct and more concrete than a low level threat



• Wording in the threat suggests that the student who made the threat has given some thought to how the act will be carried out



• There may be a general indication of a possible place and time (though these signs will fall well short of a detailed plan).



• There is no strong indication that the student who made the threat has taken preparatory steps, although there may be some veiled reference or ambiguous or inconclusive evidence pointing to that possibility.



• There may be a specific statement seeking to convey that the threat is not empty.



Interventions:



• The Threat Assessment Team may decide to close the assessment process, but conclude that the student is still in need of assistance with problems or behaviors.



• The team should work with school and district administrators, school and district services, community partners, and others to ensure that this student receives assistance, continued support, and monitoring.



• A plan to respond, manage and support the student needs to be developed and documented.

z High Level: A threat that appears to pose an imminent and serious danger to the safety of others and requires a district directed response in cooperation with building administration.

Descriptors:



• Threat is direct, specific and plausible.



• Threat suggests concrete steps have been taken toward carrying it out, for example, statements indicating that the student who made the threat has acquired or practices with a weapon or has had the victim under surveillance.



Interventions:



• The team should immediately refer to the appropriate law enforcement agency for a threat assessment investigation or mental/behavioral professionals for evaluation or hold.



• A re-entry meeting must be conducted before the student returns to school to develop a school and community based plan. The plan should establish review dates, provide connection to district and community mental health professionals and provide monitoring measures.



• A plan to respond, manage and support the student needs to be developed and documented.

Signatures:

______________________________________

______________________________________

Signature of Participant

Signature of Participant

______________________________________

______________________________________

Signature of Participant Signature of Participant ______________________________________

______________________________________

Signature of Participant

Signature of Participant

______________________________________

______________________________________

Signature of Participant

Signature of Participant

Print this form, obtain signatures, and keep on file along with all associated documentation and data according to district protocol. Proceed to Response, Management and Support Plan.

Adams County Threat Assessment Protocol | 10/03/2011

Response Management and Support Plan (RMS Plan)

25

Response, Management and Support Plan (RMS Plan) Use this form after the Threat Assessment Screen or the Full Team Threat Assessment to develop a plan to respond to and manage the threat and to support the student. This document is intended to be completed electronically. School:_______________________________________________________________________ Name of Student: _______________________________________________________________Date:_______________ With the input of all Threat Assessment Team members, decide on a course of action. Please check boxes that apply and provide detailed information for each box checked in the Record of Assigned Responsibilities on the back side. Immediate Considerations: Prior to developing a plan, the team should immediately consider the following: z Parent contacted (please record parent/guardian names and phone numbers and notes taken).________ z Intended victim warned and/or parents/guardians notified. (Please record parent/guardian names and phone numbers and notes taken.)________ z Alerted staff members on a need-to-know basis.________ z Law enforcement involvement: ________ z Disciplinary action taken:________ z Suspension:________ z Obtain or maintain permission to share information with community partners such as counselors and therapists. ________

z Other:________ Intervention Considerations: For each item checked, please include specific information in the Record of Assigned Responsibilities portion regarding what steps will be taken, who is responsible, and the time frame for completion.

z Daily or Weekly check-in. z Travel card to hold accountable for whereabouts and on-time arrival to destinations. z Backpack, coat, and other belongings checked in/out. z Late Arrival and/or Early Dismissal. z Increased supervision in specific settings. z Modify daily schedule. z Contract not to harm self or others created (please attach). z Behavior plan (please attach). z Safety plan (please attach). z Containment plan (please attach). z Intervention by support staff (Psychologist, Social Worker, Counselor). z Behavioral assessment. z Positive reinforcements for positive behavior. z Peer or affective needs support groups. z Peer support. z Intervention by community agency. z Identify precipitating/aggravating circumstances, and create intervention to alleviate tension. Describe: z Drug and/or alcohol intervention. z Referral to intervention team. z If Special Education or 504 student, review goals and placement options. z Review community-based resources and interventions with parents or caretakers. z Pro-social discipline (example: Restorative Justice, community service, adult mentor, etc…) z Other actions.

Record of Assigned Responsibilities (ROAR) Intervention

Duration

Frequency

Person Responsible



How will you know if the

Completion Date

intervention is successful?

Additional Comments:______________________________________________________________________________ ________________________________________________________________________________________________ Pre- Schedule - review of Response, Management, and Support Plan: Review Date

Progress Notes

Signatures: __________________________________________________ ____________________ Parent/Guardian Date __________________________________________________ ____________________ Student Signature Date __________________________________________________ ____________________ Threat Assessment Team Designee Date Please print, obtain signatures and keep on file according to district guidelines. Proceed to the Threat Assessment Summary Documentation Form to document all decisions and actions taken.

Adams County Threat Assessment Protocol | 10/03/2011

Threat Assessment Summary Documentation Form

28

Threat Assessment Summary Documentation Form Use this form to summarize the outcome of the Threat Assessment Screen, the Full Team Threat Assessment and the Response, Management, and Support Plan and it serves as the primary method to document the process at the district level and as a tool to communicate between schools and districts and students transition. This form is intended to be filled out electronically. Student:__________________________________ Date of Birth:_____________________________ State ID:_________ Date Identified:____________________________ School:__________________________________ Grade:___________ Parent(s)/Guardian(s):___________________________________ Phone(s):___________________________________ Threat Assessment Screen:

z Yes z No

Full Team Threat Assessment:

z Yes

z No

Person(s) Participating in Assessment Process: Name Role

Nature of Threat Severity of Threat:

Rationale for decision (consider listing risk and protective factors):

zH  igh zM  edium zL  ow Key Elements of Management Plan:___________________________________________________________________ Review Date:

Comments:

Name and Role of Person Completing this Form:_________________________________________________________ ________________________________________________________________________________________________ Signature of Person Completing this Form_____________________________________________ Date_____________ Copies sent to:

z  District

z  Student Cumulative File

Adams County Threat Assessment Protocol | 10/03/2011

Sample Interview Forms

30

Interview Suggestions/Process Teacher/Staff Interview Interview staff members who witnessed the threat, and/or have specific knowledge regarding the student or the situation that would help the investigation. Use these questions as a foundation for the interview. Modify and add to these questions as appropriate to the situation. Remember that the purpose of this interview is to evaluate the student’s threat in context, so that you can determine what the student meant by the threat and whether the student has any intention of carrying out the threat. Student Name:____________________________________________ Student Date of Birth:______________________ Staff Member Being Interviewed:_____________________________ Date of Interview: _________________________ Person Conducting Interview: ________________________________________________________________________ Academics: 1) How is this student doing academically? Have there been any changes in the past few weeks?

2) What are this student’s verbal skills? How well can he/she express himself/herself in words?

3) Does this student require or receive intervention programming or specialized instruction? If yes please describe:

Teacher/Staff Knowledge of Threat: 1) What do you know about the threat?

2) Have you heard this student talk about things like this before?

Yes _____

3) Is there another teacher or staff member who might know something about this situation?

Student’s Peer Relationships: 1) How well does this student get along with other students?

2) Who are the student’s friends?

3) Are there students who do not get along with this student?

No____

4) Have there been other conflicts or difficulties with peers?

5) Has this student ever complained of being bullied, teased, or treated unfairly by others?

Depression: 1) Have there been any apparent changes in the student’s mood, demeanor, or activity level? Is the student withdrawn or apathetic?

2) Has the student expressed any attitudes that could imply depression, such as expressions of hopelessness, or futility, inadequacy, shame, and self-criticism or worthlessness?

3) Has this student shown any increase in irritability or seemed short tempered?

Discipline: 1) What kinds of discipline problems have you experienced with this student?

2) How does this student respond to being corrected by an adult?

3) What are the student’s emotional responses to being disciplined?

Aggression: 1) How does this student express anger?

2) Does this student seem to hold a grudge or seem resentful?

3) Has this student done anything that expresses anger or aggression, or has the student expressed an aggressive theme in written assignments, drawings, class projects?

Parent Contact: 1) Have you had any contact with this student’s parents? What happened?

Cornell & Sheras, Guidelines for Responding to Student Threats of Violence; Sopris West, 2005

Interview Suggestions/Process Witness Interview Interview others who witness the threat, including the intended victim. Use these questions as a foundation for the interview. Modify and add to these questions as appropriate to the situation. Remember that the purpose of this interview is to evaluate the student’s threat in context, so that you can determine what the student meant by the threat and whether the student has any intention of carrying out the threat. Student of Concern:___________________________________________ Date of Interview:_______________________ Witness Name:_______________________________________________ Witness to the threat:

z Yes z No

Recipient of the threat:

z Yes

z No

1. What exactly happened today when you were (place of incident)?

2. What exactly did (student who made the threat) say (or do)? (Write down the exact words.)

3. What do you think he or she meant when saying (or doing) that?

4. How do you feel about what he or she said or did? (Gauge whether the person who observe or receive the threat feels frightened or intimidated.) Are you concerned that he or she might actually do it?

5. Why did he or she say or do that? (Find out whether he or she knows of any prior conflict or history behind this threat.)

Cornell & Sheras, Guidelines for Responding to Student Threats of Violence; Sopris West, 2005

Interview Suggestions/Process Student of Concern Interview Use these questions as the foundation for the interview. Modify and add to them as appropriate to the situation. Remember that the purpose of this interview is to evaluate the student’s threat in context, so that you can determine what the student meant by the threat and whether the student has any intention of carrying out the threat. Do not promise confidentiality to the student, because in a potentially dangerous situation you cannot keep information confidential that is needed to protect others. Student Name:_______________________________________________________Date of Interview:_______________ Person Completing Interview:___________________________________________ 1. Do you know why I wanted to talk with you?

2. What happened today when you were (place of incident)?

3. What exactly did you say? And what exactly did you do? (Write down the student’s exact words.)

4. What did you mean when you said or did that?

5. How do you think the (person who was threatened) feels about what you said or did? (See if the student believes it frightened or intimidated the person who was threatened.)

6. What was the reason you said or did that? (Find out if there is a prior conflict or history to this threat.)

7. What are you going to do now that you have made this threat? (Ask if the student intends to carry out the threat.)

Cornell & Sheras, Guidelines for Responding to Student Threats of Violence; Sopris West, 2005

Interview Suggestions/Process Parent Interview Interview the parents of the student who made the threat. Use these questions as a foundation for the interview. Modify and add to these questions as appropriate to the situation. Remember that the purpose of this interview is to evaluate the student’s threat in context, so that you can determine what the student meant by the threat and whether the student has any intention of carrying out the threat. Student Name:______________________________________________________ Date of Birth:___________________ Parent Name:_______________________________________________________ Date of Interview:_______________ Person Completing Interview:__________________________________________

Parent Knowledge of Threat 1. What do you know about the threat? 2. Have you heard (child’s name) talk about things like this before?

Yes ___ No ___

3. Are you familiar with (intended victim’s name)?

Yes ___ No ___

4. Does (name of child) have the means to carry out the threat?

Yes ___ No ___

5. What are you planning to do about the threat?

School Adjustment 1. Has your child ever been suspended or expelled from school?

Yes ___ No ___

2. Have you ever met with school personnel about concerns in the past?

Yes ___ No ___



If so, what happened?

3. Has your child ever needed special help in school or been retained?

Yes ___ No ___

4. Has your child ever been tested in school (special education)?

Yes ___ No ___

5. How does your child like school? 6. How often does your child do homework? 7. What are your child’s teachers like?

Family Relationships and Current Stressors 1. Who lives in the home? 2. Are there any important events that have affected your family or child?

(relocation, divorce/separation, death in family, career or financial changes, legal issue)

3. Whom does your child share concerns with? 4. How well does he/she get along with you? Siblings?

If there is conflict how is it resolved?

5. How does your child show anger toward you and other family members? 6. What does your child do after school?

Who supervises?



What time are they expected home?

7. What responsibilities does your child have at home? 8. Does your child follow rules?

Yes ___ No ___

9. What are the consequences for not following the rules?

Peer Relations and Bullying 1. Has your child reported being teased, intimidated, rejected or bullied ?

Yes ___ No ___

If so what was your response?

2. Who are your child’s friends?

Are you pleased/displeased with your child’s choice of friends?

3. How much is your child influenced by peers?

Are there examples of your child doing something to please peers that caused him or her to be in trouble?

Delinquent Behavior 1. Has your child been in trouble with the law or police before?

Yes ___ No ___

2. Has your child ever gone to juvenile court?

Yes ___ No ___



What was that about?

3. Has your child done things that could have gotten him/her arrested or in trouble with the law?

What was the worst thing?



What else?

Yes ___ No ___

4. Does your child drink beer, wine or other alcohol?

Yes ___ No ___

5. Does your child smoke marijuana?

Yes ___ No ___

6. Has your child used any other drugs or medications?

Yes ___ No ___

History of Aggression 1. How does your child handle frustration? 2. When your child gets angry, what does he/she do? 3. Has your child ever been involved in a fight?

When:



Where:



With Whom:

Yes ___ No ___

4. Has your child’s temper ever gotten him/her in trouble?

Yes ___ No ___

5. Has your child ever hit you or other family members?

Yes ___ No ___

6. Has your child destroyed his/her own things or someone else’s property?

Yes ___ No ___

7. Does your child have any pets?

Yes ___ No ___



Yes ___ No ___

Has he/she ever intentionally hurt the pet or other animal?

Access to Weapons 1. Do you have a gun in your home?

Yes___No____

2. Does your child have access to firearms through friends, relatives or some other source?

Yes___No____

3. Does your child have access to weapons other than firearms, such as military knives, martial arts weapons or some other kind of weapon? 4. Has your child ever talked about using a weapon to hurt someone?

Yes___No____ Yes___No____

5. Has your child ever been in trouble for using a weapon, carrying a weapon, or threatening someone with a weapon? 6. What can you do to restrict your child’s access to weapons?

Yes___No____

Exposure to Violence 1. Has your child ever been the victim of abuse?

Yes ___ No ___

2. Is your child exposed to violence in your neighborhood?

Yes ___ No ___

3. Do people argue much at home?

Yes ___ No ___



Yes ___ No ___

Has there been physical aggression at home?

4. What kinds of movies, video games, and internet sites does your child like?

Any Restrictions?



How is he/she supervised?

Yes ___ No ___

History 1. How old was your child when he/she started to walk? Talk?

Any delays?

2. Has your child ever had a problem with bedwetting?

When and for how long?



Was anything done for this?

Yes ___ No ___ Yes ___ No ___

Yes ___ No ___

3. Has your child ever been hospitalized?

Yes ___ No ___



Yes ___ No ___

Had any serious medical conditions?

4. Has your child had any recent medical treatment? Is he/she taking any medications?

Yes ___ No ___

(obtain diagnosis and medications, get release)

Mental Health 1. Does your child have problems paying attention?

Yes ___ No ___

2. Does he/she follow directions without repetition and reminders?

Yes ___ No ___

3. Does your child complete activities on his/her own?

Yes ___ No ___

4. Does your child say things without thinking?

Yes ___ No ___

5. Is your child surprised by the consequences of his/her actions?

Yes ___ No ___

6. What has your child’s mood been like the past few weeks?

7. Has your child been unusually nervous or anxious?

Yes ___ No ___



Irritable or short tempered?

Yes ___ No ___



If so, how bad has it been?

8. Has your child had problems with sleep

Yes ___ No ___



Appetite?

Yes ___ No ___



Energy level?

Yes ___ No ___



Concentration?

Yes ___ No ___

9. Has your child ever talked about hurting him/herself?

Yes ___ No ___



Yes ___ No ___

Have you ever been concerned that he/she might be suicidal?

10. Have there been times when your child seemed to be hearing things that weren’t there?

Yes ___ No ___

Has he/she said things that didn’t make sense or seemed to believe in things that weren’t real? Yes ___ No ___

11. Has your child ever seen a counselor or therapist?

Yes ___ No ___



Yes ___ No ___

Taken medication for his/her behavior or mood?

12. Has your child had any involvement with other agencies or programs in the community?

Cornell & Sheras, Guidelines for Responding to Student Threats of Violence; Sopris West, 2005

Yes ___ No ___