Community resources and partnerships

Additional supports could address the impact of home life factors (e.g., adverse childhood experiences [ACEs]) experiences with bullying and/or harassment, or social services for housing and living stability.

Throughout the process, the multidisciplinary team should consider coordination with outside resources or a student’s special education team, as relevant.

Collaborate with community stakeholders who can contribute.

Leverage resources and collaborations with community partners, mental and physical health providers, families, and law enforcement

Additionally, the team should identify community-based resources and points of contact for any specific resources or supports unavailable at the school or district levels (e.g., intensive mental health support, social services). Through their expertise, team members may have community contacts that could aid the student’s well-being and support them comprehensively.

BTAM teams should consider the four guiding principles for support and management (see Figure 1 on page 12) when establishing plans. This includes adopting a prevention mindset and establishing plans that: „ Address factors of concern and promote positive factors, „ Redirect possible motivations for violence, „ Create an environment in which violence is less likely, and „ Leverage collaboration with the student, their family, school staff, and community partners who can contribute to the student’s success.

Process for assessing individual student needs and level of support • District-wide access to external agency supports (e.g., mental health)

District-wide access to external agency supports (e.g., mental health)