All threats to harm students, staff members, or others, are taken seriously. Students who make threats are referred to the school administrator, who determines whether a “risk screen” should be conducted. If so, the administrator initiates the risk screen with the school psychologist. The focus of a risk screen is to determine whether the student’s behavior poses a substantive threat. Threats may come in the form of direct, indirect or veiled threats. They may include verbal statements, written notes/letters, videos, emails, website, drawings or stories depicting violent themes, and/or threatening gestures. The school psychologist gathers all relevant information and completes a Confidential Risk Screen Summary-Harm to Others/Self Harm.
If the school psychologist, in collaboration with the school administrator and other pertinent staff (e.g. case manager, police, school counselor) concludes that the student’s behavior may constitute a substantial safety threat, referral for an outside “risk assessment” is made. For any student who is determined to be an immediate danger, the school administrator may notify the Scappoose Police Department. Parents are notified. For extreme cases, the student may be taken into custody and expulsion proceedings initiated.
Risk assessments may be completed by a contracted psychologist who specializes in identification of potentially violent youth.
If the student is a general education student
Relevant written information is compiled. This includes:
a release to exchange information with the outside evaluator, signed by the parent; and
documentation of the concern or incident that initiated a “risk screen”, including the Confidential Risk Screen Summary and questions to be addressed. The parent schedules the appointment directly with the evaluator. Payment for the risk assessment is the responsibility of the district.
When results are received, the school administrator, school psychologist, officer, school counselor, parent and student meet to make a plan with regard to returning to school. If the student has been deemed at risk for violent behavior an Interim Alternative Placement will be recommended.
As appropriate a Functional Behavior Assessment will be developed along with a Behavior Support Plan.
If the student is currently eligible for Special Education services
All students eligible for Special Education who have the Special Considerations checked indicating that the student's behavior impedes his/her learning or the learning of others will have a Functional Behavior Assessment and Behavior Support Plan developed. As appropriate, the student may also have IEP goals for behavior.
The school psychologist discusses the options for change of placement if needed with the Director of Student Services. If deemed appropriate to consider outside placement options the school psychologist will complete a referral packet to the appropriate site to include:
Release to exchange information with the outside agency, signed by the parent;
Compilation of referral procedures required by the outside agency.
School Safety/Threat Assessment Process
All threats and threatening behaviors occurring during school activities, on school district grounds, buses or field trips, or while in any way that students are under school supervision will be evaluated under the Scappoose School District School Safety/Threat Assessment Process. District staff will consider all threats as potentially serious until properly evaluated. Though the student may have been "joking" when the threat was made, it is necessary to assume there is a potential for violence until further information can be gathered which confirms or denies that potential. It is the responsibility of the building administrator, calling on the advice and support of the Safety Assessment Team as appropriate, to assess all threats and act on them as outlined in the School Safety/Threat Assessment Process.
Students should be told to immediately report threats or threatening behavior to district staff (teachers, counselors, administrators, instructional assistants, coaches, substitutes, kitchen staff, custodians or bus drivers).
Staff shall report all threats to the building administrator on the same day they become aware of the threat.
The building administrator shall evaluate the seriousness of the threat, conduct investigations as appropriate and call in outside help as appropriate. The attached School Safety Assessment Process provides guidance on how to evaluate the seriousness of threatening behavior.
The School Safety/Threat Assessment Process has three levels. Level 1 is designed to document early warning signs. Level 2 requires further investigation by the administrator or his/her designee. Action will be taken by the administrator or his/her designee to provide intervention to the student. The administrator refers students to the Safety Assessment Team for Level 3 assessment and intervention when there is a high level of concern about potentially violent behavior and/or imminent warning signs of violence are evident. The Safety Assessment Team will be composed of a school administrator and as many of the following as possible: counselor, school psychologist, student resource officer, teacher (or other person who knows the student) and parent(s).
The Scappoose School District and the Scappoose Board of Directors through participation in the School Safety assessment Process holds itself harmless from any financial obligation for future health care referrals or medical or psychological interventions recommended by District personnel in School Safety Assessment Process, or those interventions sought independently by parents, guardians, and/or students. Any and all such costs shall be borne wholly and fully by the parent/guardian and /or the student.
WARNING SIGNS OF VIOLENT BEHAVIOR
Early Warning Signs (Level 1)
Social withdrawal
Feelings of being picked on/persecuted
Low- school interest and/or poor academic performance
Feelings about being treated unfairly at school (by school officials)
Anger management issues (disproportionate emotional reactions)
Gang interests (i.e. gang-like attire, gang related talk, family history of gang involvement)
Talks/jokes about violence without specific intent
Minor property damage
Victim/witness of violence
Suspected or known drug/alcohol use
Harm to animals
Preoccupation/involvement with the occult/anarchism/antiestablishment groups
Suicide ideation
Moderate Warning Signs (Level 2)
Chronic, persistent social withdraw/excessive feelings of isolation
Excessive feelings of rejection
Persistent/excessive feelings of being picked on/persecuted
Repeated intimidating, bullying behaviors and/or threats of harm
Repeated fighting
Expression of violence verbally, in writings and/or drawings
Uncontrolled anger and/or patterns of impulsive outbursts (reactions disproportionate to the event) and/or the inability to calm one's self
Chronic discipline problems/violent or aggressive behaviors
Preoccupation with/access to weapons, bombs, bomb making, etc.
Repeated or overt intolerance for differences and prejudicial attitudes
Affiliation with gangs (involved in gang activities)
Suicide threats (*follow suicide intervention process)
Self injurious behaviors, binging or purging
Imminent Warning Signs (Level 3)
Serious physical fighting
Severe destruction of property
Severe rage for seemingly minor reasons
Detailed threats of lethal violence with means and victim specified (including self or others)
Possession and/or use of firearms and other weapons
Other self-injurious behaviors or threats of suicide
These warning signs are not intended to be an all-inclusive list, but rather examples of behavior known to correlate with youth violence.
SCHOOL SAFETY/THREAT ASSESSMENT PROCESS
The School Safety Team Assessment process is designed to respond to any threat to safety presented by students' words or actions in a school setting. It consists of three levels. In each level an analysis of risk factors and the subsequent development of monitoring and/or intervention plans will occur. Each assessment level is more comprehensive than the last and builds upon information previously collected.
ANALYSIS OF RISK FACTORS
Level 1:
Level 1 is the responsibility of the school administrator or his/her designee.
The purpose of Level 1 is to document early warning signs for students about whom there is a concern. This documentation provides a systematic way to monitor a student for a pattern of behavior that may put the student at risk for violence to him/herself and/or others.
Level 2:
Level 2 is the responsibility of the school administrator or his/her designee. The purpose of Level 2 information gathering is to assist in analyzing possible patterns of behavior, thinking, or events in a student's school, home and community environments which may potentially endanger self or others. It is also designed to help inform the Level 3 team about requesting more formal risk assessment or in planning interventions.
Questions on the Safety Response - Level 2 form are intended to gather information about the following risk factors:
History and/or current patterns of high-risk behavior
Personality traits such as rigidity, isolation, revenge, impulsiveness
Family history, values or events which support high-risk behaviors
Peer relationships which promote high-risk behaviors
Physical, medical, or mental health as contributing factors.
Level 3:
Level 3 is the responsibility of the Safety Assessment Team. The purpose of this level is to determine the need for further assessment and/or intervention-planning. Risk concerns are high. Suspicion of a disability may exist. The team may require outside assistance. The process is meant to be systematic, comprehensive, timely and team-based.
MONITORING AND INTERVENTION PLANS
A Level 2 or Level 3 intervention plan will include a written action plan, specifying who will take actions, as well as identifying the timeline and methods for monitoring the outcome of these actions. Level 2 action plans will be developed for students who are not considered to be a safety threat for the school community. It may be less comprehensive than a Level 3 action plan and may not address a threat. Plans are signed by those who participated in their development. A Level 3 action plan will be similar to Level 2 but will be more comprehensive in scope.
STEPS IN SAFETY RESPONSE
Level 1
Incident or concern is reported by staff, student or parent.
Level 1 documentation form (on pg. 6) will be completed by administrator, counselor or CORE Team when warranted.
Go to Level 2 if moderate risk exists.
Level 2
Investigation commences immediately.
Administrator or administrative designee uses Safety Response - Level 2 form (on pg. 7) to gather and document information.
Administrator and/or designee reviews information and decides if student needs to be referred to the Student Study Team for a special education manifestation determination.
Does level of concern warrant further action?
If no, an action plan is developed to conclude appropriate discipline, inform parents, and communicate any follow-up information to staff.
If yes, a Level 3 team meeting is convened as soon as possible - immediately, if risk is significant.
Level 3
Safety Response Level 3 form (on pg. 9) is completed.
Safety Assessment Team is convened to review the Level 1 and Level 2 data and to decide on one or more of the following actions as needed:
Further investigation by the Team
Completion of the Level 3 checklist
Team develops a written intervention plan which is communicated to relevant staff and parent; student returns to school.
Immediate referral is made to outside mental health professional for risk/safety assessment.
Referral is made to building evaluation team to provide comprehensive assessment of possible disabilities under IDEA or 504 guidelines.
Referral to current IEP or 504 team (See ODE guidelines of 5-24-99) for review of current plan and manifestation determination as needed.
Referral is made for drug/alcohol assessment.
Referral is made to district expulsion hearings officer.