Implementing and Conducting a School Threat Assessment

1. Implementing and Conducting a School Threat Assessment United States Secret Service & U.S. Department of Education Presented by Eric Gettes School Psychologist AEA 9

2. Columbine HS, April 1999 • Following this attack, US Secret Service and US Department of Education initiated a study that looked at 37 incidents of targeted school violence that had occurred in the US. • Safe School Initiative (SSI) attempted to identify information that could be obtainable before a potential attack and could be used to prevent this attack

3. Focus on 2 areas in order to prevent school attacks • Develop capacity to evaluate information that indicates risk of school attack (Threat Assessment). • Using the results of this threat assessment in order to develop strategies to prevent potential attacks from occurring.

4. Ten Key findings of SSI • Violent incidents rarely impulsive acts. • Prior to most incidents, others knew. • Most attackers did not directly threaten targets before attack. • No useful “profile” of the attacker • Most attackers engaged in behaviors that caused others to be concerned

5. Ten Key Findings • Most attackers had difficulty coping with loss/failure. Many considered suicide. • Many attackers felt bullied/persecuted • Most attackers had access to weapons • Other students were often involved • Despite law enforcement response, most incidents stopped by other means

6. Six Principles of Threat Assessment Process • Targeted violence is the end result of an understandable, and oftentimes discernible, process of thinking and behavior. • Targeted violence stems from an interaction among the individual, the situation, the setting and the target. • An investigative, skeptical, inquisitive mindset is critical to successful threat assessment

7. Six Principles cont. • Effective threat assessment is based upon facts, rather than on characteristics or “traits.” • An “integrated systems approach” should guide threat assessment inquiries and investigations. • The central question in a threat assessment inquiry or investigation is whether a student poses a threat, not whether the student has made a threat.

8. Elements of a School Threat Assessment Process • Authority to Conduct an inquiry or investigation • Capacity to Conduct School Threat Assessments • Integrated Systems Relationships

9. Conducting a School Threat Assessment

10. Threat Assessment Inquiry vs. Investigation • A threat assessment inquiry is carried out by the school threat assessment team. • A threat assessment investigation is carried out by law enforcement officials after the initial inquiry determines that there is a valid threat of school violence. • Objective of both is to determine if a student poses a threat of school violence.

11. Threat assessment inquiry and investigation differ as follows… • Threat assessment inquiries are initiated, conducted and controlled by the school threat assessment team • Threat assessment investigations are initiated, conducted, and controlled by law enforcement agencies.

12. Circumstances that may Initiate a Threat Assessment • Threatening email • Paper submitted dealing with violence in school • Verbal threats. “You’re going to die.” • Bus driver overhears conversation. • Student reports suspicious behavior of another student.

13. Threat Assessment Inquiry5 Areas of Information: • Facts that drew attention to the student, situation and possibly targets. • Information about the student • Information about “attack-related” behaviors • Motives • Target Selection

14. Eleven Key Questions • Have there been communications suggesting ideas or intent to attack? • What are student’s motive(s) & goals? • Has the subject shown inappropriate interest in any of the following? • Has the student engaged in attack-related behavior? • Does the student have the capacity to carry out an act of targeted violence?

15. 11 ?? Cont. • Is the student experiencing hopelessness, desperation and/or despair? • Does the student have a trusting relationship with at least one responsible adult? • Does the student see violence as an acceptable/desirable or the only way to solve problems?

16. 11 ?? Cont. • Is the student’s conversation and ‘story” consistent with his/her actions? • Are other people concerned about the student’s potential for violence? • What circumstances might affect the likelihood of an attack?

17. After 11 questions answered, the team must conclude that….. • There is enough reliable information to answer the 11 key questions; and • The weight of the information is convincing that the student does not pose a threat of targeted school violence; then • The threat assessment team may conclude the threat assessment inquiry. • Or, if

18. There is insufficient information for the threat assessment team to be certain that the student does not pose a threat; or • The student appears to be on a path to attack; then • The team should recommend that the matter be referred to the appropriate law enforcement agency for a threat assessment investigation

19. Resources • www.ed.gov/offices/OESE/SDFS • Go to “Quick Click” on left hand side of page • On drop down menu, click on safe schools and then read: • Implications for the Prevention of School Attacks • Threat Assessment in Schools • egettes@aea9.k12.ia.us