MAISD School Threat Assessment

Guidelines

Updated January 2022

Table of Contents (Click to Jump to Section)

Introduction & Instructions 3

Directions for Use 4

Flowchart 5

Part 1: Initial Threat Assessment (Administrator) 6

Part 2: Multidisciplinary Team Threat Assessment 11

Part 3: Intervention/Safety Plan 18

APPENDIX A: DESCRIPTIONS OF THREAT 21

APPENDIX B: INTERVENTION CONSIDERATIONS 22

REFERENCES 25

IF IMMINENT DANGER EXISTS CALL 911 AND FOLLOW THE DISTRICT SAFETY
GUIDELINES. DIRECT SUPERVISION IS REQUIRED AT ALL TIMES IF THERE IS
IMMINENT RISK OF HARMING SELF OR OTHERS. HAVE STUDENT LEAVE ANY

2
 BAGS WITH AN ADMINISTRATOR OR SCHOOL OFFICIAL. IF WARRANTED,
SEARCH FOR WEAPONS.

Introduction
The MAISD School Threat Assessment Guidelines offer school staff a systematic, team-based
approach to assess the risk of violence and address dangerous behavior through an integrated
intervention plan. This tool provides documentation of the incident, an assessment of the present
threat to the school, and an intervention plan template. The intent of this tool is not to determine
whether a threat was made, but rather if the student poses a threat at this moment in time and to
reduce the risk that a violent act will be carried out. The primary objective of a threat assessment
is to provide help for the student and to ensure positive outcomes for the student and community.
This process is most effective when used as one part of a continuum of social, emotional, and
behavioral supports in a school, which focus on positive school climate and student
connectedness (e.g. PBIS).

According to the Secret Service Enhancing School Safety Using a Threat Assessment Model
(2018), “…students engage in a continuum of concerning behaviors, the vast majority of which will
be non-threatening and non-violent, but may still require intervention. The threshold for
intervention should be relatively low so that schools can identify students in distress before their
behavior escalates to the level of eliciting concerns about safety.”

This process was based heavily on the Comprehensive School Threat Assessment Guidelines:
Intervention and Support to Prevent Violence (2018) by Dr. Dewey Cornell. It was also informed
by recent research conducted by the National Threat Assessment Center.

Instructions
The MAISD School Threat Assessment Guidelines are intended to:

● Be used as soon as possible after staff have addressed immediate legal, health, and
safety concerns. This process should be started the same day that the threat or
dangerous behavior occurs, if possible.
● Guide school staff in conducting a thorough assessment of threatening and dangerous
behavior when concerns are reported to them.
● Guide decision-making about the need for further action.
● Guide and document decisions regarding potential for violence by considering known
principles of risk assessment.

A full assessment of the most serious threatening behaviors should be completed by a

multidisciplinary team consisting of an administrator and at least two additional staff (e.g. School
Psychologist, Social Worker, Counselor, etc.) as soon as possible, within 24 hours. Best practice
would include a School Resource Officer or Law Enforcement Officer as a part of the
multidisciplinary team.

The police should always be contacted when a crime has been committed or if the team
determines that a very serious substantiated threat is present.

Directions for Use

3
Part 1: Initial Assessment

1. The school administrator or designated multidisciplinary team leader completes the Initial
Threat Assessment by interviewing the student who made the threat, witnesses, and the
intended victim. Possible interview questions are linked in the document for guidance. The
assessor considers the key observations and risk factors to help guide decision making.

2. At the end of Section C, the assessor makes a decision based on information gathered. That
decision may be to end the assessment because there is no threat or the threat is clearly
transient with no continued intent to harm. If the assessment is ended the administrator should
consider whether any needs arose that would require referral for intervention.

3. If a threat is deemed to be a serious substantiated threat to hit, beat up, or fight the
administrator must take action to protect and warn intended victims and the student’s parents.
The administrator should consider how to resolve the conflict and should make necessary
referrals to add services and interventions that might be needed.

4. If a threat is deemed to be a very serious substantiated threat to kill, use a weapon, rape or
sexually assault the administrator must take action to protect and warn intended victims and
the student’s parents. In the case of a very serious substantiated threat the SRO or law
enforcement should be contacted.

5. Administrators completing the Initial Assessment may experience some ambiguity at the
Decision Point. If unsure, continue with the assessment process. When a student denies
making a threat or refuses to cooperate with the assessment, school staff have no choice but
to treat the threat as substantive (through further investigation this may be ruled transient
later)

6. Parent/guardian notification is recommended when an assessment of threatening and

dangerous behavior begins, but no later than the completion of Part 1.

7. If at the end of Part 1 a moderate or high level of concern regarding the threat exists, take
precautions to protect potential victims. Warn intended victim and parents.

Part 2: Multidisciplinary Team Assessment

1. The multidisciplinary team completes Part 2 by first meeting to review any key observations or
student risk factors that need follow up from Part 1. Make note of what information needs to
be gathered. Assign team members to gather information.

2. The team must complete interviews with the student and parent/guardian(s). Two team
members are recommended for the student interview. Possible interview questions are linked
in the document for guidance.

3. Members of the multidisciplinary team take responsibility for getting staff input, reviewing
the student file for related history, and gathering any other necessary information. Staff may
need to obtain releases of information from the parent/guardian should the student be
involved with outside agencies.

4. All team members fill out section G to summarize relevant observations.

5. Once all information is gathered the team meets and reviews the information. They integrate
findings to make a single cohesive and comprehensive report (Section H). This summary
should include any relevant findings that increase or decrease concern, or indicate a need for
4
 intervention. Include as much information as necessary to make a recommendation. The team
concludes with a final determination of the threat (Transient vs. Very Serious Substantive)

Part 3: Intervention/Safety Plan

1. The Intervention Plan is completed at a joint meeting of school personnel (including the
administration), relevant community agencies, parent/guardian(s), and the student.
Interventions are developed for the student, family, school, and community that are
appropriate to the needs as determined in the assessment.

2. The team can reference Appendix B for common intervention ideas.

3. Individuals responsible for implementing aspects of the Intervention Plan are designated and
a timeline for completing tasks is developed.

4. Any disciplinary responses should be noted.

5. A case manager is named and that person invites the required people to review meetings and
facilitates those meetings. The case manager ensures that the parent/guardian receives a
copy of the Intervention Plan.

6. The effectiveness of the Intervention Plan is evaluated at regular intervals and the timeline for
completion of tasks is monitored.

7. Revisions are made to the plan as necessary.

8. The plan is transferred to the appropriate building team (e.g. Tier 2/3 Intervention Team, IEP
Team) for follow-up, as needed.

5
6
 Threat Assessment Guidelines

Person making threat: School:

Grade: Special Education Eligibility Category:

Date Assessment Initiated: Administrator:

Name of person reporting threat or Date/time of threat or concerning behavior:

concern:

Affiliation of person reporting threat: Location: ___school building ___school grounds

___school bus ___school-sponsored activity
___student ___parent ___staff ___other ___off school property ___other:

Mode: ____ In person ____Phone ____Text Nature: _____ Threat _____Concerning behavior
____Email ____Letter ____Social Media
____Internet ____Other: _____Act

Law Enforcement Involved: ____Yes Arrest/Custody of Subject: ____Yes ____No

____No ____Unknown ____Unknown

Part 1: Initial Threat Assessment (Typically Completed by Administrator)

A. INCIDENT
Describe the incident or report that brought this student to your attention. Note what occurred, who was
involved, where and when, if others were impacted or harmed, etc. If threats/concerning statements were
communicated, write exactly what was said in quotes, if possible. Attach any documentation.

Immediate Action(s) Taken:

Informed student of infraction Notified victim(s) and their guardians

Notified student’s parent/guardian(s) Student statement written

Contacted law enforcement Referred for risk assessment

7
 Notified Special Education Supervisor Other: ____________________

B. INITIAL INTERVIEWS
When a threat is identified, obtain a specific account of the threat by interviewing the student who made the
threat. Interview the intended victims, and other witnesses. Write the exact content of the threat and
statements by each party. Consider the circumstances in which the threat was made and the threatening
individual’s intentions. Before interviewing, secure any bags carried by student of concern. Consider
searching bags, locker, etc. if warranted (e.g. student has access to weapons, threat involved a weapon, or
high level of concern exists). Possible Interview Questions

Informant’s Relationship to Reliability of

Quote any threat made
Name Student Informant

A. Self

B. Intended victim

C.

D.

E.

Type(s) of threatening behavior reported Informant(s)

VERBAL

Conditional threat (“if …then” statement)

Direct threat (clear verbal statement of intent to do harm)

Insults, name-calling, verbal provocation

Veiled/Implied threat (need description)

Other:

NONVERBAL

Gestures (e.g., fists clenched, pantomime weapon use)

Online/social media threat

Physical contact (e.g., pushing, violation of personal space)

Pictorial threat

Property damage

Veiled threat (implied threat-need description)

Weapon observed, reported

8
 Written threat

Other:

Notes from interviews. Include who shared what information.

Are the informants’ reports consistent? Yes No (If no, describe any inconsistencies.)

KEY OBSERVATIONS
These items can help assess the seriousness of a threat, but must be considered in the broader context of
the situation and other known facts. Regard these items as a checklist to make sure you have considered
these aspects of the threat, but they are not to be summed or used as a score (Cornell, 2018).

Threat is likely to be less serious: (Yes indicates less concern)

Assess
Yes Partially No Notes:
Further

Student admits to threat (statement or

behavior)

Student has explanation for threat as benign

(such as joke or figure of speech)

Student admits feeling angry toward target

at time of threat

Student retracts threat or denies intent to

harm

Student apologetic or willing to make

amends for threat

Student willing to resolve threat through

conflict resolution or some other means

Threat is likely to be more serious: (Yes indicates more concern)

Assess
Yes Partially No Notes:
Further

Student continues to feel angry toward target

Student expressed threat on more than one

occasion

9
 Student has a specific plan for carrying out
the threat

Student engaged in preparation for carrying

out the threat

Student has prior conflict with target or other

motive

Student is suicidal**

Threat involved use of a weapon other than

a firearm, such as a knife or club.

Student expresses thoughts of

homicide/seriously hurting others

Threat involves use of a firearm

Student has possession of, or ready access

to, a firearm

Student has sought accomplices or audience

for carrying out threat

Threat involves gang conflict

Threat involves peers or others who have

encouraged subject in making threat

Other relevant observations:

**(Must complete suicide risk assessment - example process with links to protocols document)

Student Risk Factors to Consider (Check all that apply)

Assess Assess
Yes No Yes No
Further Further

History of mental illness (e.g. Other family or life stress (e.g.

depression, anxiety, etc.) divorce, death, move)

Behaviors causing concern Recent disciplinary action

Change in relationship (e.g. Noticeable change in typical

romantic breakup or rejection) behavior, mood, or functioning

Socially isolated Target of teasing or bullying

Change of status or group

Substance Use
membership

Humiliation Disengaged with school staff

10
Other:

Notes:

INDICATORS OF POSSIBLE “FALSE ALARMS”

Developmental context- The student clearly does not have ability to understand and carryout
the threat

“Ventilator” (in heat of moment, impulsive, intending no real harm)

“Just kidding” (Clearly was not serious, but was making an inappropriate joke)

Isolated impulsive remark or response

C. SITUATIONAL CONTEXT
What happened immediately prior to the incident? (Ask informants. Consider provocation.)

Describe any factors that reduce your concern

DECISION POINT
After reviewing sections A-C, indicate your decision. See Appendix A for descriptions of transient vs.
substantive threats. Document response, including disciplinary decision or referral for intervention
DECISION RESPONSE
Consider any intervention needs and document here.
NOT A THREAT Document any disciplinary decision:

Consider any intervention needs and document here.

TRANSIENT THREAT Document any disciplinary decision:

11
 Take action to keep victim safe and consider need to warn
SERIOUS SUBSTANTIVE intended victim/parents. Document interventions and
THREAT (HIT, FIGHT, OR BEAT UP) disciplinary response:

VERY SERIOUS CONTINUE TO PART 2

SUBSTANTIVE THREAT OR Take action to keep victim safe. Consider need to warn
UNCLEAR intended victim/parents and need for police involvement.

Part 2: Multidisciplinary Team Threat Assessment

D. INITIAL TEAM MEETING

As a team, review Part 1 “Key Observations” and “Student Risk Factors” and note any areas of concern or
areas that need further assessment. Be sure to seek information regarding these areas.

Assign tasks listed below and any additional tasks necessary to gather needed information (e.g., social media
search, interviewing peers, obtaining guardian permission and contacting outside agency staff, etc.). Two
team members with mental health background are strongly recommended to complete the student interview.
Sections E and F will be assigned to specific team members. Sections D and G-H should be completed by
the entire team. Possible interview questions are linked for guidance.
Task Staff Member Assigned Title
Student Interview
Student Interview
Parent/Guardian Interview
File review
Staff Input (optional questions)
Intended victim interview

Secure any bags carried by student of concern. Consider searching bags, locker, etc. if warranted (e.g.
student has access to weapons, threat involved a weapon, or high level of concern exists).

E. STUDENT PERSPECTIVE OF INCIDENT

Explain lack of confidentiality. Build rapport if you do not know the student. Have the student describe the
incident. You may wish to say: “There are different sides to a story. I want to hear yours.” Be sure to ask
directly at some point if he/she intends to harm someone else or him/herself. The interview should also
include conversation about behavioral history, family circumstances, school, possible motivations, positive
supports, and access to weapons. The items listed in sections G can guide questions. Be sure to follow up
on any items needing further assessment from Part 1. Describe major findings here, including any important
aspects of student’s mental state, stressors, conflicts, or anything that raises or reduces concern about the
student’s potential for violence. Possible Interview Questions

12
F. PARENT/GUARDIAN PERSPECTIVE OF INCIDENT

Have the parent/guardian describe their understanding of the incident. You may wish to say: “What is your
understanding of what happened?” The interview should also include conversation about student
strengths, behavioral history, family circumstances, school, possible motivations, positive supports, and
access to weapons. Consider asking whether anyone has ever had concern about the student and
specifically any concern about violent behavior. The items listed in sections G-K can guide questions. Be
sure to follow up on any items needing further assessment from Part 1. Possible Interview Questions

G. OBSERVATIONS
All team members complete the following information, indicating observations they have made throughout
the information gathering process.

KEY OBSERVATIONS - Final review after all information is gathered

These items can help assess the seriousness of a threat, but must be considered in the broader
context of the situation and other known facts. Regard these items as a checklist to make sure you
have considered these aspects of the threat, but they are not to be summed or used as a score
(Cornell, 2018).

Threat is likely to be less serious: (Yes indicates less concern)

Yes Partially No Notes:

Student admits to threat (statement or behavior)

13
 Student has explanation for threat as benign
(such as joke or figure of speech)

Student admits feeling angry toward target at

time of threat

Student retracts threat or denies intent to harm

Student apologetic or willing to make amends for

threat

Student willing to resolve threat through conflict

resolution or some other means

Threat is likely to be more serious: (Yes indicates more concern)

Yes Partially No Notes:

Student continues to feel angry toward target

Student expressed threat on more than one

occasion

Student has a specific plan for carrying out the

threat

Student engaged in preparation for carrying out

the threat

Student has prior conflict with target or other

motive

Student is suicidal**

Threat involved use of a weapon other than a

firearm, such as a knife or club.

Student expresses thoughts of homicide/seriously

hurting others

Threat involves use of a firearm

Student has possession of, or ready access to, a

firearm

Student has sought accomplices or audience for

carrying out threat

Threat involves gang conflict

Threat involves peers or others who have

encouraged subject in making threat

**Must complete suicide risk assessment if student is feeling suicidial - example process with links to protocols

14
OBSERVATIONS SUGGESTING NEED FOR INTERVENTION
Here are some factors to consider in identifying possible interventions to assist the subject and reduce
risk. These items are not summed or scored. Use the term “partially” as appropriate to the category to
mean the condition is moderate or not clearly present. (Cornell, 2018)

Don’t Know or
Yes Partially No Notes:
Not Available

1. History of physical violence.

2. History of criminal acts.

3. History of making threats (note

date of any previous risk
assessments.

4. Preoccupation with violence,

violent individuals, or groups that
advocate violence.

5. Preoccupation with mass

shootings or infamous violent
incidents.

6. Fascination with weapons and/or

military (ask about access to
weapons)

7. Sees violence as an
acceptable/desirable way to solve
problems

8. History of intense anger or

resentment.

9. Has grievance or feels treated

unfairly.

10. Feels abused, harassed, or

bullied.

11. History of bullying others

12. History of self-injury or suicide

ideation or attempts.**

13. Has been seriously depressed.

14. Experienced serious stressful

events or conditions.

15. Substance abuse history.

16. Gang membership

17. History of serious mental illness

(symptoms such as delusions or
hallucinations).

15
18. Might or does qualify for special
education services due to
emotional impairment.

19. Psychological diagnoses (please

list)

20. Prescribed psychotropic

medication (please list, if known).

21. Placement in residential treatment

facility (please list dates)

22. Substantial decline in level of

academic or psychosocial
adjustment.

23. Lacks positive relationships with

one or more school staff.

24. Negative attitude toward school

25. Lacks positive relationships with

peers.

26. Lacks supportive family.

27. Lack of supervision or limit setting

at home

28. Weapon(s) in home (ask about

access)

29. Changes in family circumstances

(divorce, death, incarceration,
homelessness, etc.)

30. Other factors that suggest need for

intervention.

POSITIVE SUPPORTS
Indicate factors positively impacting student per student, parent/guardian, staff report, or known
history. Make notes of details and information sources, if needed.

Student employment Supportive/connected family

Positive school performance Family/student in therapy

Relationships with school staff Adult mentor

School activities Church/community activities

Recreational activities Supportive friends

Other:

16
 Notes:

MOTIVATION
Based on all the available information, check factors that may apply to your hypothesis and explain.

Hypothesized Motivation Notes:

Attempting to solve a problem seen as

otherwise unsolvable

Escape or avoid person, situation, place,

activity, etc.

Peer approval, following the lead of others

Revenge for a perceived grievance or injury

Seeking attention, recognition or notoriety

Self-defense

Wanting to die or be killed

Other:

H. TEAM SUMMARY & CONCLUSION: As a team, review and synthesize observations and concerns
with all available information. Summarize your conclusions. Indicate areas to address through intervention.

17
FINAL DECISION POINT
After reviewing all gathered information, indicate your team decision. See Appendix A for descriptions of
threat categories
DECISION RESPONSE

Consider any intervention needs and disciplinary decisions.

TRANSIENT THREAT Document here or in Part 3 Intervention/Safety Plan

VERY SERIOUS CONTINUE TO PART 3

Involve police, if not already. Complete intervention/safety
SUBSTANTIVE THREAT plan with multidisciplinary team, including parent/guardians

Part 3: Intervention/Safety Plan (Administrator, Multidisciplinary Team, Student,

Parent/Guardian)

Name Grad Date

e

18
Based on information gathered during assessment, develop an Intervention/Safety Plan. If relevant, include
any steps needed for re-entry. See Appendix B for Intervention Ideas.
Person(s) Date Date
Student/School Interventions & Services
Responsible initiated Completed

Person(s) Date Date

Family/Community Interventions & Services
Responsible initiated Completed

Disciplinary Decision:
This is separate from the Intervention Plan, but should be documented here.
Restorative practices (describe):

19
 In-school suspension (# of days _______)

After-school detention

Saturday school

Community service

Out-of-school suspension (# of days ______)

Referral to School Board for expulsion

Other: __________________________

INTERVENTION PLANNING TEAM MEMBERS

Name Title/Role

“Case manager” responsible for

follow-up:

Intervention Plan review date:

Date parent/guardian given copy of

Plan:

INTERVENTION PLAN FOLLOW-UP OPTIONS:

Refer to school intervention team for follow-up

Review on scheduled date

20
Review at earlier date due to concerns (Date: ___________)

Review cancelled. Specify

reason:____________________________________

21
Intervention/Safety Plan Review

Name Grade Date

Review Notes:

Person(s) Date Date

Changes to Interventions
Responsible initiated Completed

INTERVENTION PLAN FOLLOW-UP OPTIONS:

Refer to school intervention team for follow-up

Schedule another review date: _____________________

22
 No further review necessary due to ongoing success and resolved threat

APPENDIX A: LEVELS OF THREAT

Make this determination based on facts regarding current student behavior. Do not allow this student’s
appearance, gender, ethnicity, socioeconomic status, or other features to influence or bias your
determination.

Transient Threat

● A transient threat can be quickly and easily resolved

● Ends in an apology or explanation that makes it clear the threat is over or did not exist
● Possible indicators of transient threats:
○ Information contained in threat is inconsistent, implausible, lacks detail, or lacks realism
○ Information gathered suggests individual is unlikely or incapable of carrying out the threat
○ The communication appears to be more about venting about an issue than actually warning of violence
○ Inappropriate verbal comment, drawing, or gesture that does not intend to threaten violence
○ Statement made in a moment of anger or frustration which is retracted once the student calms down
● Examples:
○ “I’m gonna kill you.” Said in the heat of a competitive game
○ “I could break you in two!” Said to intimidate, but retracted after calming down
○ “You’re dead!” Said as a joke
○ “There is a bomb in the building” Social media post for the purpse of disrupting school (investigated and
found to be unsubstantiated)
● Consider additional services and interventions if concerns arose through this process that require attention
● According to research from Dr. Cornell, about 70%+ of student threats will be transient threats

Substantive Threats

● Statements that express a continuing intent to harm someone that extends beyond the immediate incident or
argument when the threat was made
● A substantive threat requires some sort of protective action so that the threat is not carried out (e.g. supervision
of student, separation of student from intended victim, warning student of consequences, contacting the
student’s parents to supervise while at home, etc.)
● Consider need to warn intended victim and families
● When a student denies making a threat or refuses to cooperate with the assessment, school staff have no
choice but to treat the threat as substantive (through further investigation this may be ruled transient later)

Serious Substantive Threat to Hit, Fight, Beat Very Serious Substantive Threat
Up

● Statements that express a continuing intent to harm ● Statements that express a continuing intent to harm
someone that extends beyond the immediate someone that extends beyond the immediate
incident or argument when the threat was made incident or argument when the threat was made
● These threats have risk of injury ● Threats to kill, use a weapon, rape or sexually
● Threats to hit, fight, or beat up assault
● Examples: ● These threats have a greater risk of severe injury
○ A student says he is going to beat ● SRO or law enforcement should be contacted
someone up after school ● Indicators of a very serious substantive threat:
○ A student tells a peer, “John is getting ○ Planning how the act will be carried out
jumped at lunchtime.” ○ Includes a place and time
○ Preparatory steps taken toward implementation
○ Student has access to weapons
● Examples:

23
 ○ A student tells his friend that he has a hit list of
people he plans to shoot the next day. He is
uncooperative and evasive when interviewed. His
friends indicate that he has been bullied by some
on his list.
○ A student is found to have bomb-making materials
in his home and a map of the school with bomb
locations marked.

APPENDIX B: INTERVENTION CONSIDERATIONS

The following interventions are suggestions. This list is not exhaustive. It may not include various services/programs
that are commercially available and/or school district specific. A comprehensive, student-centered Intervention Plan
must consider multiple strategies drawn from all areas listed below.

SCHOOL/STUDENT INTERVENTIONS
❖ Encourage participation in extracurricular activities (sports, clubs, etc.)
❖ Build staff/peer support for target peer
❖ Provide peer mentor
❖ Provide adult mentor
❖ Check-In/Check-Out
❖ Monitor social media activity for concerning statements, triggers, agitators, threats, or behavior related to the
preparation of an attack
❖ Provide meaningful work on school campus
❖ Regularly scheduled meetings with the family/community agencies
❖ Reentry conference (appropriate school staff, student, parent/guardian, agencies)
❖ Staff debrief/support
❖ Address bullying with research-based strategies
❖ Create a school wellness plan (to support students who are reintegrating into the school environment, have
contemplated suicide, or have sought community support/evaluation)
❖ Daily or intermittent/random check of backpack, locker, pocket, purse, etc.
❖ Provide escort for travel between classes
❖ Schedule change for academic support (appropriate classes for ability)
❖ Schedule change for behavior support (supervision, separation from target peers or staff)
❖ Early dismissal between classes
❖ Review transportation options
❖ Referral to conflict resolution/peer mediation program
❖ Restorative conference with the student
❖ In-school social skills group (anger management, stress management, etc.)
❖ Planned discussions (scheduled times for problem-solving with trained staff)
❖ Ongoing visits with counselor/social worker
❖ Daily check-in with counselor, social worker or psychologist in the morning, between classes, at lunchtime and/or
afterschool
❖ Provide behavioral monitoring (hourly, daily, weekly)
❖ Student self-monitoring (using personal tracking system, journaling, etc.)
❖ Behavior contract
❖ Functional Behavior Assessment (FBA)/Positive Behavior Support Plan (PBSP)
❖ Refer to alternative setting
❖ Other:

FAMILY INTERVENTIONS

24
❖ Parent/Guardian(s) have daily conversations with student about concerns, problems, and fears
❖ Parent/Guardian(s) monitor student behavior related to curfew, homework, school attendance
❖ Safety proof home (secure or remove all weapons, potential weapons, add/test smoke detectors, etc.)
❖ Reduce exposure to violence and pornography (movies, video games, internet, magazines, etc.)
❖ Use a Family Social Media Contract or refer to www.commonsensemedia.org for information on appropriate youth
media
❖ Monitor social media activity for concerning statements, triggers, agitators, threats, or behavior related to the
preparation of an attack
❖ Daily or Intermittent/random check of backpack, locker, pocket, purse, etc.
❖ Connect family with community resources (e.g. Pathways-2-Potential)
❖ Learn about warning signs for violence
❖ Referral to community agency
❖ Referral to parenting education program
❖ Referral to family therapy
❖ Attend regularly scheduled meetings with school team
❖ Other:

COMMUNITY INTERVENTIONS

❖ Refer to Child Protective Services

❖ Refer to HealthWest or call Mobile Response and Stabilization (231-722-4357) for further risk assessment and
connection to services
❖ Discuss community programs with parent/guardian(s)
❖ Assist student in obtaining a personal protection order (PPO)
❖ Initiate/increase communication between school, home, therapist
❖ Involve local police department (notification, arrest, etc.)
❖ Police assist in removing weapons from the home (gun purchasing program, etc.)
❖ Referral to community agency
❖ Assist with finding employment
❖ Involvement in volunteer organization/activity (e.g., Scouts, hospitals, 4-H)
❖ Referral to mentoring program
❖ Other:

25
REFERENCES
Cornell, D. G. (2018). Comprehensive School Threat Assessment Guidelines: Intervention
and Support to Prevent Violence.

Cornell, D. G. (2010). The Virginia Model for Student Threat Assessment. University of Virginia.

Deisinger, G. (2016). Threat Assessment in Virginia Public Schools: Model Policies, Procedures, and Guidelines, 2nd
Edition. Virginia Department of Criminal Justice Services. Virginia.

Fein, R., Vossekuil, B., Pollack, W., Borum, R., Modzeleski, W., & Reddy, M. (2002). Threat Assessment in Schools: A
Guide to Managing Threatening Situations and to Creating Safe School Climates. United States Secret
Service and United States Department of Education: Washington, D.C.

Forest Hills Public Schools (1999). Instrument for Assessment of Students at Risk for Violence. Author: Grand Rapids,
MI.

Fruitport Community Schools (date unknown). Fruitport Community Schools: Guidelines for Assessing Threatening and
Dangerous Behaviors. Fruitport, MI.

Mulvey, E. and Cauffman, E. (2001). The inherent limits of predicting school violence. American Psychologist. 56(10),
797-802.

National Threat Assessment Center. (2021). Averting Targeted School Violence: A U.S. Secret Service Analysis of
Plots Against Schools. U.S. Secret Service, Department of Homeland Security.

National Threat Assessment Center. (2019). Protecting America’s Schools: A U.S. Secret Service Analysis of Targeted
School Violence. U.S. Secret Service, Department of Homeland Security.

Pretzlaff-Diegel, R., Paris, F., & Shell, J. (2004). Guidelines for Assessing Threatening and Dangerous Behavior in
Schools. Author: Oakland Schools, MI

Reddy, M., Borum, R., Berglund, J., Vossekuil, B., Fein, R., & Modzeleski, W. (2001). Evaluating risk for targeted
violence in schools: Comparing risk assessment, threat assessment, and other approaches. Psychology in the
Schools, 38(2), 157-172.

Reeves, M., Kanan, L., & Plog, A. (2010). From Comprehensive Planning for Safe Learning Environments: A School
Professionals Guide to Integrating Physical and Psychological Safety – Prevention through. New York:
Routledge and Cherry Creek School District 2008. Further adaptations done by Dr. Melissa Reeves, 2015;
Charleston County School District, 2014, & Lexington School District, 2015.

Virginia Youth Violence Project. (2001). Programs That Work. Curry School of Education, University of Virginia:
Charlottesville, VA.

Vossekuil, B., Reddy, M., Fein, R., Borom, R., & Modzeleski, W. (2000). Safe School Initiative: An Interim Report on the
Prevention of Targeted Violence in Schools. Washington, DC: U.S. Secret Service, National Threat
Assessment Center.

Winnecke, J. (Ed.). (October 15-16, 2000). Deadly lessons: School shooters tell why. Chicago Sun-Times: Chicago, IL.

Yudice, L., Yoder, N., Halley, K., Deloya, J. (2011). Madison Metropolitan School District: Violence Risk Assessment
Procedures and Tools. Madison, WI.

26