Greenbrier School District
November 21, 2013 repeated September 29, 2014
STUDENT SAFETY ASSESSMENTS
WHY IS STUDENT SAFETY ASSESSMENT
IMPORTANT?
WHY IS STUDENT SAFETY ASSESSMENT
IMPORTANT?
Columbine High School-Littleton, CO
 Virginia Tech- Blacksburg, VA
 Thurston High School-Springfield, OR

But that only happens in big cities, right?
 Westside Middle School-Jonesboro, AR
 Stamps High School-Stamps, AR
 Sheridan High School- Sheridan, AR (wait, what??)
WHY IS STUDENT SAFETY ASSESSMENT
IMPORTANT?
It is what protects our students.
 It keeps us as educators vigilant.
 It protects us as educators.
 It provides us with a process that we can rely
on in situations that may feel out of control.

First Line of Notification
THREAT NOTIFICATION FORM
THREAT NOTIFICATION FORM

What is a threat?

Why is this form important?

Who can complete this form?

Where is the child while this form is being completed?
As defined by Dr. Dewey Cornell and Peter Sheras in their
book Guidelines for Responding to Student Threats of Violence, “A threat is an expression
of intent to harm someone. Threats may be spoken, written or expressed in some other
way, such as through gestures. Threats may be direct (“I am going to beat you up”) or
indirect (I’m going to get him”). Illegal possession of weapons should be presumed to
indicate a threat unless careful investigation revels otherwise (e.g., a student accidentally
brought a knife to school). When in doubt about whether a student’s behavior is a threat,
evaluate it as a threat.” Keep in mind, that threats can also be toward self. A threat does
not have to be against someone else. It is equally important to evaluate threats of self
harm as threats of harm to others.
THREAT NOTIFICATION FORM
Specific Considerations for Greenbrier School District
 Where will these forms be kept?
 Who will have access to these forms?
 What will the process be for someone to access these
forms?
 Who is going to educate the faculty and staff
regarding this form/process?
 Where and by whom will the student be supervised
during the completion of this form?
Threat to Others
STUDENT SAFETY PROTOCOL
THREAT TO OTHERS: PURPOSE
What is the primary focus of this
assessment/evaluation?
The primary purpose of assessing/evaluating a threat is to
determine if the student actively poses a threat; not to determine
if the student made a threat.
Listed Objectives for Threat Assessment/Evaluation:
 To provide analysis of potentially threatening situations
 To provide the basis for deciding appropriate referrals for services and/or
interventions
 To prevent school violence
 To diminish the chance of any student or staff member being harmed
THREAT TO OTHERS: A TEAM APPROACH

Who is on your Assessment Team?
 Campus
Administrator- MANDATORY
 School Counselor-MANDATORY
 School Resource Officer
 School Based Mental Health Therapist*
 Teacher, Coach, Bus Driver, Janitor, Other faculty or
staff? Possibly! Every situation is different regarding who has pertinent information.
THREAT TO OTHERS: A TEAM APPROACH
Campus Administrators
Campus Administrators are ultimately responsible for all decisions made on
their campus. Decisions made during the course of the
evaluation/assessment of a potentially threatening situation are no different.
THEREFORE, A CAMPUS ADMINISTRATOR MUST PARTICIPATE ON THE
ASSESSMENT TEAM FOR THE EVALUATION/ASSESSMENTS OF THREATS!
THREATS TO OTHERS: A TEAM APPROACH
School Counselors
School Counselors have the training to conduct clinical interviews and
assessments. They have been trained to decipher body language and
demeanor during interviews. The folks know what to look for regarding clinical
indicators.
THEREFORE, SCHOOL COUNSELORS MUST PARTICIPATE ON THE ASSESSMENT
TEAM FOR THE EVALUATION/ASSESSMENT OF THREATS!
THREATS TO OTHERS: A TEAM APPROACH
School Resource Officers
School Resource Officers (SROs) are great assessment team members, if they
are available. For ALL threats to others, it is required that the SRO be notified
that the threat occurred. This does not mean that charges will necessarily be
filed, as a threat assessment/evaluation by the school does NOT constitute a
legal investigation for law enforcement. However, there are times that a
concurrent threat investigation, as conducted by local law enforcement, will be
necessary. The school’s responsibility is to determine if the student making the
threat, actively POSES a threat, and to take precautionary/protective measures
if deemed necessary.
THREAT TO OTHERS: A TEAM APPROACH
School Based Mental Health Therapist
If the student in question is receiving mental health services through the
district’s school based mental health program, the therapist, if available, would
be a real asset to the Assessment Team. The therapist likely has beneficial
clinical information regarding the student. However, don’t fall into the trap of
expecting the school based therapist to complete the district protocol. The
school based mental health staff members are not employed by the district,
and therefore, are not appropriate candidates to complete a protocol that
documents the district’s response to threats of violence. This assessment
must be led by and completed by district staff.
THREATS TO OTHERS: A TEAM APPROACH
Faculty and Staff
Teachers, Coaches, Bus Drivers, Janitors, Cafeteria Workers etc. may also play
a strong role in the assessment/evaluation of threats. Each threat situation is
different, and therefore, different individuals may have pertinent information to
contribute. If the threat occurred on the bus, the driver may have information
regarding what occurred immediately prior to the incident. The cafeteria worker
may have overheard a hushed conversation between two girls in line waiting to
get their trays for lunch. This might provide additional information that is
pertinent to adequately addressing the threat. Staff should feel empowered to
report these incidents in the same way that we ask our students to feel
empowered to report these incidents.
THREATS TO OTHERS: A TEAM APPROACH
CONFIDENTIALITY
Are interviews conducted by school staff during the process of
evaluating/assessing a threat of harm considered confidential? What if it is
the counselor conducting the interview alone? Is there an expectation of
privacy and confidentiality?
In matters of student safety, confidentiality is not provided. However, make
sure to be up front with your students regarding what will occur with the
information that they provide in the interview. This could be a rapport saver
with the student. If a student expects confidentiality, and they perceive that as
being broken, a potentially fragile student might feel betrayed, creating
difficulty when providing future interventions with the student.
THREAT TO OTHERS: DEMOGRAPHIC INFO
Complete the Demographic Information as
completely and accurately as possible. Having
current Parent/Guardian contact information, as
well as Emergency Contact information, will be
extremely important. Could the teachers have
updated information in their student files? Check
with them to confirm what is “in the computer.”
THREAT TO OTHERS: RISK FACTORS
Mark any of the following current (C) or past (P)
information that is relevant to this student
(indicate C or P).
*Family Conflict
*Relationship Conflict
*Violence toward Others
*Mental Health Disorder
*Poor Academic Performance
*History of Harassing Others
* Victim of Bullying/Violence
*Substance Abuse History
*Poor Social Skills
*Violence toward self
*Criminal Behavior
*Access to Weapons
Why are these things important? Is marking C or P enough for the evaluation of a
threat? This provides the interviewer with additional areas to assess.
THREAT TO OTHERS: EVALUATE THE THREAT
In 2004, the United States Department of Education and the United States
Secret Service collaborated to release the guidelines titled: Threat Assessment
in Schools: A Guide to Managing Threatening Situations and to Creating Safe
School Climates. The following evaluation/assessment is based on the
principles released in this document, pursuant to the research conducted by
the above named entities.
THREAT TO OTHERS: EVALUATE THE THREAT
MOTIVES AND GOALS:
1.
COMPLETE THIS SECTION FOR EVERY ASSESSMENT
Has the student failed to express what motivated him/her to
make the statement or take the actions that caused him/her
to come to the attention of the district administration?



What if the student denies making the threat?
What if the student won’t talk at all?
What if I think the student is lying?
THREAT TO OTHERS: EVALUATE THE THREAT
MOTIVES AND GOALS:
2.
COMPLETE THIS SECTION FOR EVERY ASSESSMENT
Does the situation or circumstance that led to these statements or
actions still exist?


Ex. 1- A middle school male student has threatened to kill another student
after school for talking badly about his girlfriend. Since the time that the
threat was made, the student has spoken with his girlfriend and realized
that he misunderstood the situation. Does the situation/circumstance that
led to the threat still exist?
E. 2-A student recently found out that someone very close to him was
sexually assaulted. He has shown signs of anger/aggression and has stated
that he intends to kill the alleged offender. While talking with the counselor
during the assessment, the student appears much calmer and does not
indicate that he has any intention to harm the person. Does the
situation/circumstance that led to the threat still exist?
THREAT TO OTHERS: EVALUATE THE THREAT
MOTIVES AND GOALS:
3.
COMPLETE THIS SECTION FOR EVERY ASSESSMENT
Does the student have a major grievance or grudge? Against
whom?
THREAT TO OTHERS: EVALUATE THE THREAT
MOTIVES AND GOALS: COMPLETE THIS SECTION FOR EVERY ASSESSMENT
4.
Has the student failed to make efforts to resolve the problem?



Has the student talked with friends and been able to process the
situation? Can the student verbalize the outcome of those
conversations?
Has the student employed appropriate coping strategies to deal with
his/her anger? Can the student identify those strategies?
Has the student shown any interest in resolving the issue with the other
party, or has the student made any plans to avoid being in a
problematic situation?
THREAT TO OTHERS: EVALUATE THE THREAT
MOTIVES AND GOALS: COMPLETE THIS SECTION FOR EVERY ASSESSMENT
5.
Does the potential attacker fail to see any alternatives to
remedy the problem?


Can the student provide any other solutions to the problem/situation?
Can the student verbalize possible consequences if the threat is
carried through? What does the student verbalize regarding those
consequences?
THREAT TO OTHERS: EVALUATE THE THREAT
MOTIVES AND GOALS: COMPLETE THIS SECTION FOR EVERY ASSESSMENT
If all of the answers to Section 1 (Motives and Goals) are no; AND there
are no other specific safety concerns or clinical indicators that this
student actively poses a threat to anyone, then the
assessment/evaluation portion of the protocol is complete. The
Counselor may move to the bottom of Page 3 to the section entitled
Category of Threat. Review the definition of Transient Threat and if that
appropriately describes the current situation, indicate that by marking
the appropriate place. If any of the answers on Section 1 (Motives and
Goals) are yes OR if there is a specific safety concern or clinical
indicator that the student may still pose a threat, further assessment is
required. The counselor will continue the interview and complete
sections 2-11 of the Student Safety Assessment Protocol.
THREAT TO OTHERS: EVALUATE THE THREAT
STUDENT INTEREST IN ANY OF THE FOLLOWING
(These are not questions to ask; they are areas to assess)
1.
School attacks or attackers, weapons (including any recent
acquisition of any relevant weapon) incidents of mass violence
(terrorism, workplace violence school violence).



How much does the student know about this kind of violent incident?
Does the student have a specific interest in weapons of any kind?
Does the student appear to admire or idolize perpetrators of violence?
THREATS TO OTHERS: EVALUATE THE THREAT
STUDENT INTEREST IN ANY OF THE FOLLOWING
2.
Has the student mentioned Columbine, Santana, Jonesboro,
etc? (PRIOR TO THIS SECTION IN THE ASSESSMENT)

Has the student discussed these incidents with other people? Has
there been any conversation regarding school violence incidents or
perpetrators?
THREAT TO OTHERS: EVALUATE THE THREAT
COMMUNICATION SUGGESTING IDEAS OR INTENT TO ATTACK
1.
Has the student communicated to someone else (targets,
friends, other students, teachers, family members, others) or
written a diary, journal, or website concerning his/her ideas
and/or intentions?
THREAT TO OTHERS: EVALUATE THE THREAT
COMMUNICATION SUGGESTING IDEAS OR INTENT TO ATTACK
2.
Have friends been “warned away”?


Keep in mind that one can not adequately answer this question if one
doesn’t know who the student’s friends are and there has been no
discussion with anyone regarding this incident.
Can you ask other students what they know about the alleged offender
and specifically about the incident in question?
THREAT TO OTHERS: EVALUATE THE THREAT
HISTORY OF ATTACK RELATED BEHAVIORS
1.
Developing an attack idea or plan.

Has the student been assessed previously? What was the situation? Is
there any indication that the student has plotted any kind of attack
before (whether carried out or not)?
THREATS TO OTHERS: EVALUATE THE THREAT
HISTORY OF ATTACK RELATED BEHAVIORS
2.
Making efforts to acquire or practice with weapons.


What does the student say about gun ownership? Does the student own
weapons that are relevant to the threat? How “handy” are they with
those weapons?
Does the student acknowledge that he/she can access weapons
relevant to the threat? Does the student indicate knowledge of creating
weapons?
THREATS TO OTHERS: EVALUATE THE THREAT
CONSISTENCY OF STUDENT ACTIONS
1.
Does the information from the collateral interviews and from
the student’s own behavior dispute what he/she says is going
on?


Where might you get collateral information?
This question is IMPORTANT! This is where the clinical interviewing
skills are important. Does the student’s body language match the
verbal communication provided? Does the student’s mood appear
consistent with the thought content and the situation? Does the
student appear to think the situation is funny? What is the student’s
affect?
THREATS TO OTHERS: EVALUATE THE THREAT
CAPACITY OF THE STUDENT TO CARRY OUT AN ACT OF TARGETED
VIOLENCE (TOWARD SELF OR OTHERS)
1.
2.
3.
Does the student’s thinking/behavior appear organized?
Is there a plan in place?
Does the student have the means (i.e. access to a weapon to
carry out an attack)?
*** Also consider mental capacity. Age and IQ are important factors in the
answers to the above questions. HOWEVER, while age and IQ are important,
they do provide us with blanket exclusionary criteria for whether a student
poses a threat.
THREATS TO OTHERS: EVALUATE THE THREAT
STUDENT EMOTIONAL STATE: IS THE STUDENT EXPERIENCING
HOPELESSNESS, DESPERATION AND/OR DESPAIR?
1.
Has the student experienced a recent failure, loss and/or loss
of status?

Keep in mind: failure and loss can come in a multitude of different
forms; academic, family, peer relationships, sports, band (or other extra
curricular activities) college application rejections, health issues, etc.
THREATS TO OTHERS: EVALUATE THE THREAT
STUDENT EMOTIONAL STATE: IS THE STUDENT EXPERIENCING
HOPELESSNESS, DEPERATION AND/OR DESPAIR?
2. Is the student known to be having difficulty coping with a
stressful event?
THREATS TO OTHERS: EVALUATE THE THREAT
STUDENT EMOTIONAL STATE: IS THE STUDENT EXPERIENCING
HOPELESSNESS, DESPERATION AND/OR DESPAIR?
3.
Is the student now, or has the student ever been suicidal or
“accident prone”?
Loaded question much?
THREATS TO OTHERS: EVALUATE THE THREAT
STUDENT EMOTIONAL STATE: IS THE STUDENT EXPERIENCING
HOPELESSNESS, DESPERATION AND/OR DESPAIR?
4.
Has the student engaged in behavior that suggests that he or
she has considered ending their life?

What kind of behaviors might be an indicator for this?
THREATS TO OTHERS: EVALUATE THE THREAT
STUDENT EMOTIONAL STATE: IS THE STUDENT EXPERIENCING
HOPELESSNESS, DESPERATION OR DESPAIR?
****THESE ARE INCREDIBLY IMPORTANT QUESTIONS****
Pay very close attention to the indicators that are presented through this
section.
THREATS TO OTHERS: EVALUATE THE THREAT
TRUSTING RELATIONSHIPS
1.
Does the student lack 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?

Can the student identify at least one responsible adult in his/her life
that he/she feels would help him/her at 3 am in the morning if needed?
THREATS TO OTHERS: EVALUATE THE THREAT
TRUSTING RELATIONSHIPS
2.
Is the student emotionally disconnected from other students?

How might you evaluate this question?
THREATS TO OTHERS: EVALUATE THE THREAT
TRUSTING RELATIONSHIPS
3.
Has the student previously come to someone’s attention or
raised concern in a way that suggests that he or she needs
intervention or support services?




Has the student been referred for sbmh? (resolved or not)
Has the student been referred to the school counselor?
Does the student have a behavior plan?
Has the student been referred to Special Education or tutoring services?
THREATS TO OTHERS: EVALUATE THE THREAT
STUDENT’S POTENTIAL FOR VIOLENCE
1.
Are those who know the student concerned that he/she might
take actions based on violent ideas or plans?

Who knows the student and could provide answers to this question?






Teachers
Parents
Friends
Coaches
Bus drivers
Teammates
THREATS TO OTHERS: EVALUATE THE THREAT
STUDENT’S POTENTIAL FOR VIOLENCE
2.
Are those who know the student concerned about a specific
target?

Small towns: don’t ya love ‘em?
THREATS TO OTHERS: EVALUATE THE THREAT
STUDENT’S POTENTIAL FOR VIOLENCE
3.
Have those who know the student witnessed recent changes
or escalations in mood or behavior?
THREATS TO OTHERS: EVALUATE THE THREAT
CIRCUMSTANCES THAT AFFECT THE LIKELIHOOD OF AN ATTACK
1.
Are there factors in the student’s life and/or environment that
might increase the likelihood that the student will attempt to
mount an attack at school?




Factors in the home environment
Are there supervision (or lack thereof) issues?
Is the student on medications? Consistently taking meds?
Is the student reporting being bullied?
THREATS TO OTHERS: EVALUATE THE THREAT
CIRCUMSTANCES THAT AFFECT THE LIKELIHOOD OF AN ATTACK
2.
What is the response of other persons who know about the
student’s ideas or plan to mount an attack? (Do those who
know about the student’s ideas actively discourage the
student from acting violently, encourage the student to attack,
deny the possibility of violence, passively collude with an
attack, etc.)



What is the parental involvement history with this student?
Does the student have the kind of home environment where parents
encourage them to respond violently?
Is the student in a peer group that would encourage or discourage this
activity?
THREATS TO OTHERS: EVALUATE THE THREAT
STUDENT BELIEF REGARDING VIOLENCE
1.
2.
Does the setting around the student (friends, fellow students,
parents, teachers, adults) explicitly or implicitly support or
endorse violence as a way of resolving problems or disputes?
Has the student been “dared” by others to engage in an act of
violence?
THREATS TO OTHERS: CATEGORY OF THREAT
TRANSIENT THREAT- statements that do not express a lasting intent to
harm someone. All transient threats end in an apology or an
explanation that makes it clear the threat is over.
Examples:
“I’m gonna kill you”- said as a joke
“I’m gonna kill you”- said in the heat of competition at a basketball game.
“I could break you in half”- said to intimidate someone, but retracted after the
student calms down.
“I oughta shoot that teacher”-said in anger but retracted after the student calms
down.
“There’s a bomb in the building”-said in a phone call for the purpose of disrupting
school, with there being no actual bomb.
**Cornell, D & Sheras, P. (2006) Guidelines for Responding to Student Threats of Violence Longmont, CO: Sopris West
THREATS TO OTHERS: CATEGORY OF THREAT
SUBSTANTIVE THREAT: statements that express a continuing intent to
harm someone. Substantive threats may express emotion like transient
threats, but they also indicate a desire to harm someone that extends
beyond the immediate incident or argument when the threat was made.
Examples:
“I’m gonna kill you”- said with an intent to injure.
“I’ll get you next time”-said after a fight and the student refuses mediation.
“I oughta shoot that teacher”- said by a student who later denies making the
statement.
Two students exchange threats and then throw rocks at each other.
**Cornell, D & Sheras, P. (2006) Guidelines for Responding to Student Threats of Violence Longmont, CO: Sopris West
THREATS TO OTHERS: CATEGORY OF THREAT
SUBSTANTIVE THREATS
So, you have determined that you have a substantive threat on your campus. What
now? You must determine whether the substantive threat is serous or very
serious.
Serious Substantive Threat- threat that involves a threat to assault someone
Very Serious Substantive Threat- threat that involves the use of a weapon or is a
threat to kill, rape or inflict severe injury on someone.
ALL SUBSTANTIVE THREATS REQUIRE PROTECTIVE ACTIONS BEING TAKEN. THIS
INCLUDES CONTACTING THE POTENTIAL VICTIM AND THE POTENTIAL VICTIM’S
PARENTS TO INFORM THEM OF THE THREAT. (DUTY TO WARN)
**Cornell, D & Sheras, P. (2006) Guidelines for Responding to Student Threats of Violence Longmont, CO: Sopris West
THREATS TO OTHERS: DUTY TO WARN
All substantive threats require the district to take protective
actions. The district must take immediate step to ensure the
safety of the intended victim. This includes notifying the intended
victim AND the intended victim’s parents of the threat. The
district is required to provide specific information to the victim and
victim’s parents (if the intended victim is a student) regarding the
content of the threat and the potential attacker. Document,
document, document. (What school employee made the call? Which parent/guardian did they speak to? At
what number did the school person reach the guardian?)
THREATS TO OTHERS: TEAM CONCLUSIONS
After the Assessment Team determines the appropriate category of threat and
indicates such on the bottom of Page 3 of the Student Safety Assessment-Threat to
Others document, the team must then determine if the student is in need of further
assessment.
Regardless of the determination, the team must continue to the Action Taken
portion of the Student Safety Protocol. This is where the team documents what
actions have been taken (or will be taken) in response to the result of the Student
Safety Protocol-Threat to Others. Consider the questions:
How can we support this student’s functioning on campus?
Are there specific protective factors that need to be employed for safety reasons?
What services does this student need to assist him/her with not responding to
incidents in the future in a similar way?
Complete the rest of the page: documentation of parental contact, appropriate
referrals, etc. Ensure that all appropriate signatures of involved team members are
obtained.
THREAT TO OTHERS: MAKING A
RECOMMENDATION FOR FURTHER ASSESSMENT
1.
2.
3.
4.
5.
Contact the parent regarding the team recommendation for assessment.
Offer to facilitate a mobile assessment at the school, if feasible. If not
feasible, offer to contact the facility to schedule the assessment and
provide all necessary information.
Remember that the parent has the right to choose the facility.
You MUST MUST MUST MUST have parental permission for the assessment
before contacting any facility and providing student information. Once
parental consent is obtained, you may contact the facility of the parent’s
choice to inquire about bed space, the availability of a mobile assessor,
etc. If a mobile assessor is not available, or if the facility does not have
bed space, you must call the parent back to provide alternative options.
Once an assessment is facilitated (either by mobile assessment or
appointment at the facility), make sure to document that information in the
Action Taken section of Page 4.
THREAT TO OTHERS: INFORMED CONSENT
INFORMED CONSENT TO RELEASE/OBTAIN INFORMATION (PAGE 5)
This document must be signed by the parent/guardian. Other family
members, friends, emergency contacts, etc. are not able to sign this consent.
The Informed Consent to Release/Obtain Information must be signed by the
parent/guardian in BOTH places AND initials must be placed next to each
agency that the release covers. Example:
Person/Agency
Rivendell Behavioral Health
Contact Information
100 Rivendell Dr.
Benton, AR 72015
Purpose of Disclosure
CASE COORDINATION
Date
11/21/13
Initials
THREAT TO OTHERS: INFORMED CONSENT
WHY DO YOU WANT THIS DOCUMENT SIGNED?
This document, once signed by the parent, provides you with the
ability to legally communicate directly with the hospital regarding
assessment and treatment information. This includes the right to
request clinical information for the purpose of follow up care. This
also provides the legal ability to provide the Student Safety
Assessment information to the facility and request the
results/outcome of the assessment directly from the hospital.
THREAT TO OTHERS: SBMH REFERRAL RELEASE
REFERRAL FOR SBMH RELEASE CONSENT (Page 6)
If the student being evaluated for the threat is not receiving school based
mental health services, it would be wise to refer that student for services. It
documents that the district has attempted to provide appropriate support
services to the student, in response to the threat. Since the district uses an
outside contracted provider for the school based mental health services, a
release, signed by the parent/guardian, in necessary to provide referral
information to the outside provider for processing.
If the student is receiving outside mental health services, it is not necessary to
refer the student for school based mental health services. Confirm with the
parent that the student is active in services at ________ agency and document
such on the Student Safety Protocol-Threat to Others form.
THREAT TO OTHERS: PARENT INFO LETTER
Complete the appropriate information on the parent information letter. When
the parent arrives at the school to pick up their child, have the parent sign the
letter and a school representative sign the letter. Make a copy for the parent to
take with him/her and keep the original document with the Student Safety
Protocol-Threat to Others documentation.
The parent’s signature only acknowledges receipt of the information letter. It
does not indicate that they agree with the recommendation.
If the student is picked up by someone other than the parent/guardian,
document that the parent/guardian was contacted via phone and provided the
information via phone, and was notified that the written information would be
provided to the person picking up the child. Allow the person picking up the
child to sign the document and instruct him/her to provide the letter to the
parent/guardian.
Threat to Self
STUDENT SAFETY PROTOCOL
THREATS TO SELF: C-SSRS

No clinical credentials needed to use this measure, only the online/DVD
certification.

Certification is for 2 years.

Provides a good basis of previous and current suicidal ideation/behaviors.
Online Training
THREAT TO SELF: RISK FACTORS
When working on the C-SSRS Risk Assessment Version, the first page of the
document is an overview of potential risk factors and protective factors. Again, this
is not a place to X the boxes and move on. This is a place to glean areas that are in
need of further assessment.
Ex. 1- Indicating that a student is “noncompliant with treatment” could mean many
things. Does this indicate that the student is prescribed medication that he/she
refuses to take? Does it mean that the student refuses to participate in therapy
sessions? Is the student’s noncompliant status a by-product of the parents’
noncompliance with family treatment sessions, etc? Document these specific
issues on the back of the form for future reference and to provide information for
the current safety assessment.
Ex. 2-Indicating that a student feels “hopeless” should be supported by narrative
information that supports that indication. What does the student report is the
cause for feeling hopeless. How does the student define hopeless? (Direct quotes
are helpful, as well.)
THREAT TO SELF: TEAM CONCLUSIONS
The Assessment Team will review ALL of the information collected during the
Student Safety Protocol-Threat to Self interview. The Assessment Team will
make a determination of whether the assessment protocol provides enough
evidence to reasonably suspect that this student is a threat to himself/herself.
The team will discuss recommendations and any supportive actions that need
to be taken on campus.
If the Assessment Team recommends further assessment for the student, the
same process for recommending further assessment applied for threats to self
as applies to threats to others. Please review the slide titled “Threat to Others:
Making a Recommendation for Further Assessment, Threat to Others: Informed
Consent, Threat to Others: SBMH Referral Release and Threat to Others: Parent
Info Letter. The same process applies.
OVERALL CONSIDERATIONS FOR STUDENT
SAFETY ASSESSMENTS
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For school personnel who make these difficult phone calls to parents, it can be
helpful to have an already prepared outline of things to discuss. For example,
when speaking with a parent regarding a safety plan for a student who has
completed a Student Safety Protocol-Threat to Self, but was not deemed to be
an active danger to himself/herself, it is important to review a safety plan. This
safety plan should include supervision suggestions, recommendation for
securing any objects in the home that could be used for self harm purposes,
suggestions on monitoring any behavioral/emotional changes and a review of
information regarding how to access a 24 hour, free, assessment should a
problem arise outside of school hours.
ALWAYS, ALWAYS, ALWAYS, ALWAYS contact the parent/guardian when a Student
Safety Assessment is done (threat to others and threat to self). It does not
matter if the Assessment Team determines that the student is not currently a
risk to self or others, the parent/guardian MUST be notified.
Rogers v. Christina School District (Delaware)
OVERALL CONSIDERATIONS FOR STUDENT
SAFETY ASSESSMENTS
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What do you do when the recommendation for an acute assessment is
rejected by the parent or student, if 18?
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If the student is under 18 years of age- contact the Child Abuse Hotline 1-800-482-5964
and make a report for Medical Neglect. The Department of Human Services, Division of
Children and Family Services, Child Maltreatment Assessment Protocol defines medical
neglect as follows:
“Lack of medical or mental treatment (emphasis presenter’s) for a health problem or
condition which, if untreated, could become severe enough to constitute a serious or
long term harm to the child; lack of follow through on prescribed treatment plan for a
condition which could become serious enough to constitute serious or long term harm
to the child if unimplemented.”
If the student is 18 years of age or older-contact local law enforcement.
OVERALL CONSIDERATIONS FOR STUDENT
SAFETY ASSESSMENTS
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Can the student ride the bus home if the parent is unable to come get the
child (for instance, the parent does not have transportation)?
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What if we can’t get in touch with the parent to consent for further
assessment or to provide information regarding the outcome of a Student
Safety Assessment?
STUDENT SAFETY ASSESSMENTS
Questions???