These claims are tagged [I]. The quoted passage supports them, but the claim goes beyond its exact words; the reason says how.
and workplaces.
Why inferred The sentence crosses a page break: this quote is the page 5 part and the sentence begins on page 4 (claim p004-06). Full sentence (pages 4–5): “Since then, it has been adapted to prevent acts of targeted violence that impact other areas of the community, such as schools and workplaces.”
Manage any risk by providing appropriate, student-focused supports, resources, and interventions to reduce the risk of harm and promote student health and wellness (National Threat Assessment Center, 2022).
Why inferred The sentence crosses a page break: this quote is the page 9 part and the sentence begins on page 8 (claim p008-05). Full sentence (pages 8–9): “Assess the context of the concerning behaviors, along with information on the student’s actions and circumstances (e.g., bullying experiences, stressors, mental health needs, negative homelife factors, substance misuse and abuse) to evaluate the student’s risks and needs; and Manage any risk by providing appropriate, student-focused supports, resources, and interventions to reduce the risk of harm and promote student health and wellness (National Threat Assessment Center, 2022).”
cite page 9 What Is Behavioral Threat Assessment and Management?
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).”
cite page 15 Best Practices for Behavioral Threat Assessment and Management
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).
Why inferred The sentence crosses a page break: this quote is the page 16 part and the sentence begins on page 15 (claim p015-06). 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).”
cite page 16 Best Practices for Behavioral Threat Assessment and Management
strengths and needs, and (d) experience benefit, valued outcomes, and educational excellence.
Why inferred The sentence crosses a page break: this quote is the page 22 part and the sentence begins on page 21 (claim p021-05). Full sentence (pages 21–22): “Equitable implementation intentionally uses practices, data, and systems to allow each and every student, in all types of schools, to (a) access high-quality safe and affirming learning environments, (b) engage in a full range of educational opportunities, (c) access effective supports based on their strengths and needs, and (d) experience benefit, valued outcomes, and educational excellence.”
Example systems include communication plans, training, and coaching supports to ensure all educators have the support they need to implement selected
Why inferred The sentence crosses a page break: this quote is the page 22 part and the sentence continues on page 23. Full sentence (pages 22–23): “Example systems include communication plans, training, and coaching supports to ensure all educators have the support they need to implement selected practices effectively.”
Policies, operational guides, procedures, professional development and training, and communication plans are all examples
Why inferred The sentence crosses a page break: this quote is the page 27 part and the sentence continues on page 28 (claim p028-01). Full sentence (pages 27–28): “Policies, operational guides, procedures, professional development and training, and communication plans are all examples of systems-level components that support staff toward greater levels of implementation fidelity and also make implementation more sustainable, durable, and accessible to each and every student.”
cite page 27 Considerations for BTAM and MTSS/PBIS Working in Conjunction
of systems-level components that support staff toward greater levels of implementation fidelity and also make implementation more sustainable, durable, and accessible to each and every student.
Why inferred The sentence crosses a page break: this quote is the page 28 part and the sentence begins on page 27 (claim p027-10). Full sentence (pages 27–28): “Policies, operational guides, procedures, professional development and training, and communication plans are all examples of systems-level components that support staff toward greater levels of implementation fidelity and also make implementation more sustainable, durable, and accessible to each and every student.”
cite page 28 Considerations for BTAM and MTSS/PBIS Working in Conjunction
Additionally, each adult on campus,
Why inferred The sentence crosses a page break: this quote is the page 30 part and the sentence continues on page 31 (claim p031-01). Full sentence (pages 30–31): “Additionally, each adult on campus, including administrative, maintenance, custodial, and food service staff, should receive training on understanding the purpose and processes of behavioral threat assessment and management as a means of violence prevention (National Threat Assessment Center, 2018).”
cite page 30 Considerations for BTAM and MTSS/PBIS Working in Conjunction
including administrative, maintenance, custodial, and food service staff, should receive training on understanding the purpose and processes of behavioral threat assessment and management as a means of violence prevention (National Threat Assessment Center, 2018).
Why inferred The sentence crosses a page break: this quote is the page 31 part and the sentence begins on page 30 (claim p030-12). Full sentence (pages 30–31): “Additionally, each adult on campus, including administrative, maintenance, custodial, and food service staff, should receive training on understanding the purpose and processes of behavioral threat assessment and management as a means of violence prevention (National Threat Assessment Center, 2018).”
cite page 31 Considerations for BTAM and MTSS/PBIS Working in Conjunction
campus, or complete paperwork in an office on campus (National Threat Assessment Center, 2018).
Why inferred The sentence crosses a page break: this quote is the page 32 part and the sentence begins on page 31 (claim p031-07). Full sentence (pages 31–32): “When assigning a dedicated school resource officer is not possible, some local law enforcement agencies have encouraged officers to “adopt a school” and regularly visit the school to greet and become familiar with students and teachers, eat lunch on campus, or complete paperwork in an office on campus (National Threat Assessment Center, 2018).”
cite page 32 Considerations for BTAM and MTSS/PBIS Working in Conjunction
Throughout the entire continuum of support, students with disabilities also continue
Why inferred The sentence crosses a page break: this quote is the page 41 part and the sentence continues on page 42 (claim p042-01). Full sentence (pages 41–42): “Throughout the entire continuum of support, students with disabilities also continue to receive specially designed instruction to meet their unique needs (i.e., IEP).”
cite page 41 Considerations for Supporting Students with Disabilities Throughout the BTAM Process
to receive specially designed instruction to meet their unique needs (i.e., IEP).
Why inferred The sentence crosses a page break: this quote is the page 42 part and the sentence begins on page 41 (claim p041-05). Full sentence (pages 41–42): “Throughout the entire continuum of support, students with disabilities also continue to receive specially designed instruction to meet their unique needs (i.e., IEP).”
cite page 42 Considerations for Supporting Students with Disabilities Throughout the BTAM Process
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