Durango School District 9-R
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
Durango School District 9-R 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
Durango School District 9-R Threat Assessment
Protocol| /03/2011
Sample Interview Forms.................................................................................................... 30
1
Durango School District 9-R THREAT
ASSESSMENT PROCESS
Students cannot learn if they do not feel safe. The Durango School District 9-R (District)
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, the District created a threat assessment protocol designed to provide
best practice guidance regarding threat assessment. The goal of the District Threat
Assessment Team is to create a threat assessment model for consistent use across all
schools and District multidisciplinary teams.
In order to ensure congruency with best practices, the District 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.
Durango School District 9-R schools:
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Animas Valley Elementary
Florida Mesa Elementary
Ft. Lewis Mesa Elementary
Needham Elementary
Park Elementary
Riverview Elementary
Sunnyside Elementary
Escalante Middle School
Miller Middle School
Durango High School/ Big Picture High School
Durango School District 9-R Threat Assessment
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The District Threat Assessment Team adopted as its foundation the CSSRC's threat
assessment model, which is based upon the United States Secret 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
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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
incidents of mass violence?
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?
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11. What circumstances might affect the likelihood of 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 District 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
All threats should be taken seriously and all threats require individual assessment. Just as importantly,
all threats necessitate a coordinated plan to respond, manage and support all involved. There are several
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types of threats. The more specific and plausible the details, the more likely the student will act on it.
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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 District 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 District 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
in the community if connected to school
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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• Procedures for conducting and documenting threat assessments
• Provisions for making records of threat assessments available to parents/guardians of the student
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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
• 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.
District and building administration should strive to maintain a safe school climate and culture, using
evidence-based practices that foster trust and communication. Administrators should emphasize the
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responsibility to report potentially dangerous situations in your school. Methods of reporting safety
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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)
Parental/Guardian Involvement
Parents/guardians may have information about the student that no one else will. Therefore, it is important
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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to involve them in the information gathering stage. Sample parent interview forms are provided in this
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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 District 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.
Document the information according todistrict guidelines.
4. When warranted, convene the Threat Assessment Team and complete the
Full Team Threat Assessment
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The Full Team Threat Assessment is designed to help determine what data to collect and will help
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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
The written plan should include the immediate steps taken to prevent the threat from being actualized
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
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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educational setting, and any interventions such as counseling or mediation that are deemed appropriate.
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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 Executive Director of Student Support Services.
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
plan.
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Discontinuing the RMS Plan
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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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Durango School District 9-R Threat Assessment
Protocol | 10/03/2011
DISTRICTTHREAT ASSEMENT
Flow Chart
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?
YES
NO
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?
YES
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.
Durango School District 9-R Threat Assessment
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Durango 9-R Threat
Assessment Process
Full Team Threat Assessment
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District 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:
Grade:___________________________________________
Male
Female
Does the student have an IEP?
Yes
No
Person Filling out Form: ____________________
Physical description of the student or attach photo: ______
Date: ____________ School: ____________________
Identify Threat Assessment Team: (please fill in full name and check box for position)
Administrator:
Superintendent:
Nurse:
Special Education representative:
School Psychologist/Social Worker:
Mental health representative:
Counselor:
School Resource Officer:
Classroom Teacher:
Parent:
Other:
Sources of information used in this threat assessment:
Print and verify accuracy of Student Information Page
Student discipline records
Attendance records
Social networking sites
Safety plan
Academic history
Emails
Personal belongings
IEP/504 records
Internet histories
Interviews
School papers
Law enforcement records
Probation records
Mental health records
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?
Yes
No If yes, please explain: ________________________________________
3.
Has any part of the threat been resolved?
4.
After completing this section, the Threat Assessment Team determines that the student's motive(s) and goal(s)
Yes
No
If yes, please explain: _________________________
elicit a:
High degree of concern
Medium degree of concern
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)?
Verbal (direct statement)
Electronic (email, social networking site, website, blog, texts, etc)
Written (notes, essays, schoolwork, diaries, stories, songs)
Other (please specify):
5.
After completing this section, the Threat Assessment Team determines that the student's communication
regarding the threat elicits a:
High degree of concern
Medium degree of concern
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:
High degree of concern
Medium degree of concern
Low degree of concern
HAS THE STUDENT ENGAGED IN ATTACK RELATED BEHAVIORS?
1.
Has the student used or practiced with weapons?
Yes
No
If yes, please specify: __________________
2.
Has the student attempted to acquire a weapon?
Yes
No
If yes, please specify: __________________
3.
Does the student have an attack plan?
Student has no plan
Student has a vague plan
Student has some details for a plan
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:
High degree of concern
Medium degree of concern
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?
Highly organized
Fairly organized
Not organized
Please explain. ________________________________________________________________________________
2.
Does the student have the means (access to weapons) to carry out an attack?
Yes
No
If yes, please specify: ___________________________________________________________________________
3.
Does the student have the opportunity to carry out an attack?
Yes
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:
High degree of concern
Medium degree of concern
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?
Yes
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:
High degree of concern
Medium degree of concern
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?
Yes
No
If yes, who?___________________________________________________________________________________
2.
Is the student emotionally connected to other students?
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?
4.
Yes
Yes
No If yes, who?_______________________
No If yes, please explain: _________________________
After completing this section, the Threat Assessment Team determines that the lack of student's trusting
relationships elicits a:
High degree of concern
Medium degree of concern
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?
Yes
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:
High degree of concern
Medium degree of concern
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?
Yes
No
If yes, please explain: ______________________________________________________________________________
2.
Are those who know the student concerned about a specific target?
Yes
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?
Yes
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:
High degree of concern
Medium degree of concern
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?
2.
Yes
No If yes, please explain: ___________________________________________________
Is there evidence that this student has a history of fabrication?
Yes
No If yes, please explain: _________
____________________________________________________________________________________________
3.
After completing this section, the Threat Assessment Team determines that the student's behavior/story
alignment elicits a:
High degree of concern
Medium degree of concern
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:
High degree of concern
Medium degree of concern
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:
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.
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.
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.
Durango School District 9-R 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:
Parent contacted (please record parent/guardian names and phone numbers and notes taken).________
Intended victim warned and/or parents/guardians notified. (Please record parent/guardian names and phone
numbers and notes taken.)________
Alerted staff members on a need-to-know basis.________
Law enforcement involvement: ________
Disciplinary action taken:________
Suspension:________
Obtain or maintain permission to share information with community partners such as counselors and therapists.
________
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.
Daily or Weekly check-in.
Travel card to hold accountable for whereabouts and on-time arrival to destinations.
Backpack, coat, and other belongings checked in/out.
Late Arrival and/or Early Dismissal.
Increased supervision in specific settings.
Modify daily schedule.
Contract not to harm self or others created (please attach).
Behavior plan (please attach).
Safety plan (please attach).
Containment plan (please attach).
Intervention by support staff (Psychologist, Social Worker, Counselor).
Behavioral assessment.
Positive reinforcements for positive behavior.
Peer or affective needs support groups.
Peer support.
Intervention by community agency.
Identify precipitating/aggravating circumstances, and create intervention to alleviate tension. Describe:
Drug and/or alcohol intervention.
Referral to intervention team.
If Special Education or 504 student, review goals and placement options.
Review community-based resources and interventions with parents or caretakers.
Pro-social discipline (example: Restorative Justice, community service, adult mentor, etc)
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.

A copy of all threat assessments should be kept in a secure school file and
sent to the Executive Director of Student Support Services
Durango School District 9-R 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: ____________________________________
Date Identified: ___________________________ School: _________________________________ Grade: __________
Parent(s)/Guardian(s): __________________________________ Phone(s): __________________________________
Threat Assessment Screen:
Yes
No
Full Team Threat Assessment:
Yes
No
Person(s) Participating in Assessment Process:
Name
Role
Nature of Threat
Severity of Threat:
Rationale for decision (consider adding a list of risk and protective factors):
High
Medium
Low
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:
District
Student Cumulative File
Executive Director of Student Support Services
Durango School District 9-R 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: ________________________________________________________________
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?
Interview Suggestions/Process
Witness Interview
Interview others who witnessed 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:
Yes
No
Recipient of the threat:
Yes
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.)
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.)
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?
9.
What are the consequences for not following the rules?
Yes
No
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
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?
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
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:
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
Has he/she ever intentionally hurt the pet or other animal?
Yes
No
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?
Yes
No
4.
Has your child ever talked about using a weapon to hurt someone?
Yes
No
5.
Has your child ever been in trouble for using a weapon, carrying a weapon, or threatening
Yes
No
someone with a weapon?
6.
What can you do to restrict your child's access to weapons?
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
Has there been physical aggression at home?
Yes
No
4.
What kinds of movies, video games, and internet sites does your child like?
Any Restrictions?
Yes
No
How is he/she supervised?
History
1.
How old was your child when he/she started to walk?
Talk?
2.
Any delays?
Yes
No
Has your child ever had a problem with bedwetting?
Yes
No
Was anything done for this?
Yes
No
Has your child ever been hospitalized?
Yes
No
Had any serious medical conditions?
Yes
No
When and for how long?
3.
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
Has your child had problems with sleep
Yes
No
Appetite?
Yes
No
Energy level?
Yes
No
Concentration?
Yes
No
Has your child ever talked about hurting him/herself?
Yes
No
Have you ever been concerned that he/she might be suicidal?
Yes
No
If so, how bad has it been?
8.
9.
10. Have there been times when your child seemed to be hearing things that weren't there?
Has he/she said things that didn't make sense or seemed to believe in things that weren't real?
11. Has your child seen a counselor or therapist?
Taken medication for his/her behavior or mood?
12. Has your child had any involvement with other agencies or programs in the community?
Yes
Yes
No
No
Yes
No
Yes
No
Yes
No