LEVEL 2: BEHAVIORAL ASSESSMENTS℠

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- Step 1 of 29

A. Threat Assessment System℠

1. Threat Assessment Policy

1. Does your school have a written threat assessment policy? *

2. Is the threat assessment policy reviewed and updated regularly? *

3. Is the threat assessment policy integrated into the overall school safety plan? *

4. Are students, staff, and parents aware of the threat assessment policy? *

2. Threat Reporting and Identification

1. Is there a clear and accessible process for reporting potential threats? *

2. Are reports of potential threats documented and tracked systematically? *

3. Does the school have a designated team or individual responsible for handling threat reports? *

4. Are students encouraged to report potential threats? *

5. Are anonymous reporting options available for students and staff? *

3. Threat Assessment Team

1. Does your school have a multidisciplinary threat assessment team? *

2. Is the threat assessment team trained in identifying and evaluating potential threats? *

3. How often does the threat assessment team meet to review and discuss potential threats? *

Monthly
Quarterly
Annually

4. Are meeting minutes recorded and accessible for review? *

4. Evaluation and Response

1. Does your school have a protocol for evaluating the severity of reported threats? *

2. Are threat evaluations based on a standardized assessment tool or rubric? *

Standardized
Rubric

3. Does the school have various response options for different threat severity levels? *

4. Are law enforcement or mental health professionals involved in threat evaluations when necessary? *

5. Is there a follow-up process to monitor and manage ongoing threats? *

5. Factors for Identifying Potential Threats

A. Behavioral Indicators:

1. Changes in behavior: Has the individual exhibited sudden changes in behavior or personality? *

2. Aggression or threats: Has the individual made verbal or physical threats? *

3. Fixation on violence: Does the individual show an unusual interest in weapons or violent events? *

B. Contextual Indicators:

1. Personal stressors: Is the individual experiencing significant personal stress or crises (e.g., family issues, academic problems)? *

2. Social withdrawal: Has the individual withdrawn from peers or social activities? *

3. Substance abuse: Is there evidence of substance abuse? *

C. Communication Indicators:

1. Direct threats: Has the individual communicated a direct threat to harm others? *

2. Suicidal ideation: Has the individual expressed thoughts of self-harm or suicide? *

3. Written or online expressions: Has the individual posted threatening or alarming content online or in written form? *

6. Training and Education

1. Are staff members trained to recognize signs of potential threats and report them appropriately? *

2. Is ongoing professional development provided regarding threat assessment and management? *

3. Are students educated about the importance of reporting potential threats and the processes in place? *

4. Are parents provided with resources and information about the school's threat assessment procedures? *

7. Documentation and Reporting

1. Is there a system for documenting and reporting threat-related incidents? *

2. Are these reports reviewed regularly to improve threat assessment and response strategies? *

8. Feedback and Improvement

1. Is feedback from students, parents, and staff collected regarding the effectiveness of the threat assessment process? *

2. Are there established protocols for reviewing and improving threat assessment and management strategies? *

B. Mental Health Assessment Framework℠

1. Mental Health Policy

1. Does your school have a written mental health policy? *

2. Is the mental health policy reviewed and updated regularly? *

3. Is the mental health policy integrated into the overall school safety plan? *

2. Mental Health Resources

1. Does your school provide access to mental health professionals (e.g., counselors, therapists)? *

2. Are mental health resources available to all students and staff? *

3. Is there a clear protocol for accessing mental health services? *

4. Does your school have partnerships with local mental health organizations? *

3. Recognizing and Promoting Mental Health

1. Is mental health defined and understood within the school community? (copy) *

2. Are there awareness initiatives in place to promote mental health literacy? *

3. Are risk factors or indicators identified that are associated with potentially violent behavior, including active shooter incidents? *

4. Are these factors integrated into prevention and intervention strategies effectively? *

5. Does the school address stigma and misconceptions about mental health and its relationship to violent behavior? *

6. Are efforts made to promote empathy, compassion, and understanding within the school community? *

4. Mental Health Screenings and Assessments

1. Are regular mental health screenings conducted for students? *

2. Are specific tools or methods used for mental health screenings? *

3. Are screening results used to inform interventions and support plans? *

5. Staff Training and Awareness

1. Are staff members trained to recognize signs of mental health issues and suicidal behavior? *

2. Is ongoing professional development regarding mental health provided for staff? *

3. Are staff aware of the mental health resources available and the protocols for accessing them? *

4. Is education and training provided to students, staff, and parents on mental health and active shooter prevention? *

5. Are these programs designed to enhance knowledge, skills, and attitudes effectively? *

6. Student Support Programs

1. Does your school offer programs to support students with behavioral or emotional challenges? *

2. Are there peer support groups or programs in place? *

3. Are students informed about available mental health support and programs? *

4. Are there programs and initiatives promoting emotional intelligence, coping skills, and positive relationships? *

5. Are social-emotional learning and resilience-building integrated into the curriculum and school culture? *

7. Crisis Intervention

1. Does your school have a crisis intervention plan for mental health emergencies? *

2. Are mental health professionals involved in the crisis intervention team? *

3. Are follow-up procedures in place after a mental health crisis? *

4. Are crisis response and management protocols in place for addressing acute mental health crises, including potential threats of violence? *

5. Are these protocols developed, communicated, and practiced to ensure preparedness? *

8. Parental and Community Involvement

1. Does your school engage parents in mental health initiatives? *

2. Are community resources and organizations involved in supporting school mental health programs? *

3. Is information about mental health resources communicated to families? *

4. Are families engaged and supported in addressing mental health needs related to violent behavior? *

5. Are resources and guidance available for parents and guardians to help them understand and address mental health concerns? *

9. Collaboration and Partnerships

1. Does the school collaborate with mental health professionals such as counselors, psychologists, or therapists to address mental health needs related to active shooter prevention? *

2. Are partnerships and networks formed to enhance the school's capacity to provide specialized support? *

10. Peer Support and Mentorship

1. Are peer support and mentorship programs utilized to enhance mental health and well-being? *

2. Are training and supervision provided to peer mentors or support groups to ensure effective guidance? *

11. Documentation and Reporting

1. Is there a system for documenting and reporting mental health-related incidents? *

2. Are these reports reviewed regularly to improve mental health support? *

12. Feedback and Continuous Improvement

1. Is feedback from students, parents, and staff collected regarding mental health support? *

2. Are there established protocols for reviewing and improving mental health services? *

3. Are data collection methods used to understand mental health dynamics and outcomes for continuous improvement? *

13. Formal Policies and Confidentiality

1. Are there formal policies and guidelines governing mental health support and intervention related to active shooter prevention? *

2. Are these policies aligned with legal, ethical, and professional standards? *

3. Are confidentiality and privacy upheld during mental health assessment, intervention, and support? *

4. Are specific considerations made for students with diverse backgrounds and unique needs? *

C. Recognizing and Preventing Bullying℠

1. Definition and Awareness

1. Is bullying clearly defined within the school community? *

2. Does the definition include all forms of bullying, such as verbal, physical, and cyberbullying? *

3. Are prevention measures in place to address bullying? *

4. Do these measures include identifying specific patterns and trends in bullying behavior within the school? *

5. Are students, staff, and parents educated about bullying and its prevention? *

6. Are awareness campaigns or initiatives conducted to promote bullying prevention? *

2. Student Involvement

1. Are students actively involved in bullying prevention efforts? *

2. Are there student-led groups or initiatives focused on promoting kindness and empathy? *

3. Are students encouraged to report bullying incidents? *

3. Reporting and Intervention

1. Is there a clear and accessible process for students to report bullying? *

2. Are reporting mechanisms accessible, confidential, and responsive to ensure trust and prompt action? *

3. Are bullying incidents recorded and tracked systematically? *

4. Does the school have a designated team or individual responsible for handling bullying reports? *

5. Are there intervention protocols in place for addressing reported bullying incidents effectively? *

6. Are disciplinary actions well-defined and consistently applied against perpetrators of bullying? *

4. Support for Victims and Perpetrators

1. Does the school provide support services for students who have been bullied? *

2. Do these services ensure emotional and psychological safety? *

3. Are there counseling and rehabilitation services available for perpetrators of bullying? *

4. Do these services aim to address the root causes of their behavior? *

5. Is there a follow-up process to ensure that bullying incidents have been resolved? (copy) *

5. Family and Community Engagement

1. Are families engaged and supported in addressing bullying incidents? *

2. Are there resources available for parents and guardians to help them understand and address bullying? *

3. Does the school collaborate with external agencies to address bullying incidents? *

4. Are mental health professionals or law enforcement involved as needed? *

6. Bullying Prevention Programs

1. Does your school implement bullying prevention programs or initiatives? *

2. Are these programs included in the regular curriculum? *

3. How often are bullying prevention programs conducted? *

Monthly
Quarterly
Annually

4. Are peer support programs or student-led initiatives in place to address bullying? *

5. Are there activities or campaigns to raise awareness about bullying? *

7. Training and Education

1. Are staff members trained to recognize and respond to bullying? *

2. Is there ongoing professional development regarding bullying prevention for staff? *

3. Are students educated about bullying, its effects, and how to prevent it? *

4. Are parents provided with resources and information about bullying prevention? *

8. School Environment

1. Is the school climate supportive and inclusive? *

2. Are there measures in place to promote a positive school culture? *

3. Are students encouraged to participate in creating a safe and respectful school environment? *

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4. Does the school promote respect and kindness among students? *

9. Data Collection and Continuous Improvement

1. Are data collection methods used to understand the dynamics and frequency of bullying incidents? *

2. Are bullying prevention strategies regularly reviewed and updated to ensure ongoing effectiveness and responsiveness? *

3. Is feedback from students, parents, and staff collected regarding the effectiveness of bullying prevention efforts? *

4. Are there established protocols for reviewing and improving bullying prevention strategies? *