Teachers (general and special educators) Administrators Individuals with social, emotional, behavioral (SEB) expertise (e.g., counselor, social worker) Individuals with mental health expertise (e.g., school psychologist, social worker) School safety specialists (e.g., school resource officer, local law enforcement liaison)
cite page 15 Best Practices for Behavioral Threat Assessment and Management
Local education agencies can structure the team to best meet the local needs and available resources through school-based teams, a central district-based team, or a combination of both.
cite page 15 Best Practices for Behavioral Threat Assessment and Management
The team’s job is to receive reports of concerning student behavior and situations; gather additional information to better assess the student’s risks and needs; and identify interventions, supports, and resources to reduce the risk of harm to self or others and make positive outcomes for the student more likely.
cite page 15 Best Practices for Behavioral Threat Assessment and Management
Teams meet whenever concerning behavior or situations are brought to their attention. They also meet regularly to discuss implementation, continue learning and refining best practices, and continue monitoring the progress of students who are being supported.
cite page 15 Best Practices for Behavioral Threat Assessment and Management
While some schools or districts refer to their team as a Behavioral Threat Assessment and Management (BTAM) Team, others have opted to use other names such as Assessment and Care Team (ACT) to emphasize the care-based nature of the work or Behavioral Intervention Team (BIT) to highlight focusing on a spectrum of concerning behaviors.
cite page 15 Best Practices for 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
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