1. Student Threat Assessment
Leslie Rodgers STAT Coordinator

2. Agenda What is Threat Assessment? Desired outcomes of STAT
Types of Threats
The tiered system (Inquiry, Level 1, and Level 2)
Scenarios and Safety Planning
Challenges

3. Overall, the level of violence in American schools is falling, not rising. But the shock and fear generated by the recent succession of school shootings and other violent acts in schools -- and by violence in society at large -- have led to intense public concern about the danger of school violence. In this atmosphere, it is critically important for schools to respond to all threats swiftly, responsibly, fairly, and sensitively, and with an understanding that all threats are not equal.

4. WHY STAT? Reduce the risk of violence.
Identify educational needs and support services for students who have made a threat.
Reduce legal liability by following reasonable and accepted practices for violence prevention.

5. Threat Assessment is Distinct From Discipline
Threat assessment is concerned with future danger to others, discipline is concerned with consequences for behavior.
A threat may pose little danger, yet merit serious disciplinary consequences.
A threat may pose danger, yet disciplinary consequences would be inappropriate and exacerbate the problem

6. Types of Threats Transient Substantive
Often are rhetorical remarks, not genuine expressions of intent to harm.
At worst, express temporary feelings of anger or frustration.
Usually can be resolved on the scene or in the office.
After resolution, the threat no longer exists.
Usually end with an apology or clarification.
Express intent to physically injure someone beyond the immediate situation.
There is at least some risk the student will carry out the threat.
Require that you take protective action, including warning intended victims and parents.
May be legal violations and require police consultation.
When in doubt, treat threats as substantive
Credibility of student and willingness to acknowledge his or her behavior
Credibility of witness accounts
Age of student, consider developmental factors
Capability of student to carry out the threat
Student’s discipline history
When in doubt, treat threats as substantive.

7. BSD STAT System Modeled after Salem Keizer SD system
STAT Team IS Multidisciplinary- Administrator, Counselor and/or Psychologist, SRO, SpEd case manager, if applicable
Inquiry, Level 1, Level 2
Goal is thorough Safety and Supervision Plan
Manual and individual forms found on Public Safety page

8. INQUIRY A threat is observed or reported to Administrator
Admin consults with another STAT team member
Decision made to stop at Inquiry (obvious Transient Threat) or proceed with Level 1 Assessment
Team member completes Inquiry Form and sends to STAT Coordinator
Parent notified and discipline administered, if appropriate
Copy of Inquiry goes in working file, NOT Cumulative file

9. Read and Discuss
A student who turns out to be expressing a low level of threat may still be one with a high level of need for intervention, supervision, and mental health services. In the spirit of prevention, identifying such a student and enabling services that may help ameliorate his or her problems, should be seen as a positive outcome for all involved.

10. Level 1 STAT
Administrator determines need following consultation with team member
Who is doing what: Calling SRO, Student/Witness interviews, Teacher Questionnaire, Parent Interview, Backpack/locker search, Social Media review
Schedule time for team to gather to complete level 1 assessment AFTER GATHERING INFO!
Assessment and draft safety plan MUST be completed within 24 hours of incident

11. Student Interview Review threat and relationship with victim
Determine stress, situational factors, and family support
Screen for mental health symptoms (depression, psychosis, severe anxiety, or suicidality)
Ask about access to and/or interest in firearms
Investigate previous aggressive, delinquent behavior and exposure to violence
Evaluate peer relations and social adjustment
Identify coping skills, weaknesses and strengths
Question bullying and victimization experiences

12. Parent Interview Question parent’s knowledge of the threat
Determine current stressors, family relationships, and childhood history
Ask about recent behavior, mental health, school adjustment, peer relations and bullying
Gather history of aggressive/ delinquent behavior and exposure to violence
Ask about access to and/or interest in weapons
Determine parent’s willingness to assist in a safety plan and obtain needed releases
Observe parent attitude toward school and Law enforcement

13. Level 1 Reminders Call PSO to get STAT Case #
Call Dispatch/Non Emergency to reach SRO: (503) )
Level 1 STAT assessments go in Cumulative file. Inquiries DO NOT
Plan Manager must be identified
Parents do not have to agree to an assessment or safety plan. Carry on with assessment if parents cannot be reached or refuse to cooperate
If needed, Call STAT Coordinator for consultation
Safety Plans must be reviewed by specified date. Notification of a discontinued plan MUST go in CUM file with original assessment

14. Level 2
Level 1 STAT team determines Level 2 is warranted if there is obvious danger or too many unknowns to adequately develop a safety plan
Call STAT Coordinator immediately
Coordinator will connect with school to assess and gather more info
Level 2 meeting with community partners will be scheduled within 72 hours or 3 school days, in most situations
Admin and another STAT team member must present the case to Level 2 team

15. Level 2 Reminders
A draft Safety Plan must be completed prior to Level 2 assessment
Expulsion is not a given for level 2 STAT cases
Parents can participate in Level 2 meeting, if appropriate
Level 2 Team does not case manage.
STAT Coordinator will provide Level 2 team safety recommendations in summary report to Plan Manager

16. Scenarios Who is involved?
What information do you need? What is your timeline for completion?
Discipline?
How concerned are you?
What does the Safety Plan look like?

17. Challenges and Questions
SpEd considerations
Uncooperative parents
Additional training
What else?