10 claims on pp. 14–20 (statement 3, evidence 2, conclusion 5).
That year, the NTAC released Enhancing School Safety Using a Threat Assessment Model (2018), which provides actionable guidance for schools on creating a targeted violence prevention plan to decrease the risk of students engaging in harm to themselves or the school community.
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The eight recommended steps serve as a blueprint for implementation and can be tailored to the specific context and needs of the school, its students, and its community.
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STEP 1: ESTABLISH A MULTIDISCIPLINARY THREAT ASSESSMENT AND MANAGEMENT TEAM • Form a team representing a variety of disciplines within the school community including at least:
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Define a continuum of behaviors that initiate the behavioral threat assessment process, ranging from contextually concerning behaviors to those that are prohibited. Prohibited behaviors warrant immediate intervention (e.g., threatening or engaging in violence, bringing a weapon to school, bullying, harassment, and similar behaviors that may pose a direct risk of violence). Concerning behaviors may not necessarily be indicative of violence, but warrant additional information to determine if student-centered support and intervention
Why inferred The sentence crosses a page break: this quote is the page 15 part and the sentence continues on page 16 (claim p016-01). Full sentence (pages 15–16): “ Concerning behaviors may not necessarily be indicative of violence, but warrant additional information to determine if student-centered support and intervention are appropriate (e.g., concerning statements and actions; unusual interest in violence or weapons; sudden or dramatic changes in behavior or appearance; withdrawal or isolation; substance abuse; depression, self-harm, and suicidal ideations).”
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The assessment process and procedures that a multidisciplinary threat assessment team implements should help form a more accurate understanding of the student’s thinking, behavior, and circumstances in school, at home, and in the community. The goal is to evaluate the presence of factors that may indicate the possibility of harm to self or other members of the school community.
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Once the team has completed its thorough assessment, it can use the information gathered to develop individualized plans to provide appropriate, student-focused interventions, resources, and supports designed to manage and reduce any risk of harm.
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Schools should actively maintain positive school climates featuring safe, respectful, and trusting cultures that support students’ social and emotional well-being, while clearly specifying expected school behaviors needed to maintain an effective learning environment.
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STEP 8: PROVIDE TRAINING FOR ALL STAKEHOLDERS
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BTAM teams should identify the training needs of all prevention partners, including faculty, staff, administrators, students, parents/guardians, school resource officers, and community-based partners such as local law enforcement.
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For more information on these eight best practices, see Enhancing School Safety Using a Threat Assessment Model (National Threat Assessment Center, 2018).
cite page 20 Best Practices for Behavioral Threat Assessment and Management
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