½ûÂþÌìÌà Behavioral Safety Assessment System (BSAS)
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The ½ûÂþÌìÌà Behavioral Safety Assessment System is a series of tools and resources that assist school personnel in identifying and responding to situations that may pose a risk to safety. A Behavioral Safety Assessment, also known as a Threat Assessment, aims to identify situations that may pose a risk of violence, determine the seriousness of risk, and develop safety and supervision strategies to reduce the level of risk that is present. The violence prevention approach provides an alternative to exclusionary discipline through the creations of individualized, student-centered strategies that enhance safety by addressing the underlying factors that contribute to a potentially risky situation.
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BSAS Procedural Guide
The provides step-by-step guidance throughout the assessment process. The resource includes prompts for emergency procedures, documentation, information sharing, and follow-up.
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For Additional Support, Contact:
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BSAS Process ChecklistStep-by-step guidance to be used by Level 1 Team members. This resource lists all actions teams must consider from the moment they become aware of a potential threat to safety, through documentation of a Level 1 Behavioral Safety Assessment
Information Gathering Resources
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A Behavioral Safety Assessment is an examination of the relationship between an individual and a potential target, under a certain set of circumstances, at a specific moment in time. Gathering data to better understand the context and circumstances surrounding a potentially threatening situation can assist in making a distinction between a situation where a threat is made and a situation that poses a threat to safety.
Level 1 Protocol Prompts
can be used as a reference during the information-gathering phase of the process and includes the 12 prompts within the assessment tool.
Sources of Information
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Student Interview
The Student Interview is intended for the student of concern and aims to identify potential risk factors for violence. Motive, access to weapons, the presence of a plan, and protective factors are all addressed within the interview. Questions should be asked in an open-ended format.
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Parent/Guardian Interview
The Parent/Guardian will provide an essential perspective regarding the student of concern. Parent/guardian concerns, communications, inappropriate interests in violence, access to weapons, and other risk factors are explored within the interview.
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Peer/Witness Interview
The Peer/Witness interview can be used for any peer or adult that may have information about the situation. Investigative themes addressed include, communications of a potential attack, others involved, level of concern by others, consistency between statements and actions, and the presence of a plan. Like the Student Interview, open-ended questioning should be used.
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Teacher/Staff Questionnaire
The Teacher/Staff Questionnaire can be used to gather information from teachers and staff that work closely with those involved. Staff are able to provide valuable insight into many potential risk factors.
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Cumulative file review
Information found within a student's cumulative file may include the presence of a previous Behavioral Safety Assessment (Threat Assessment) or suicide screening, discipline/behavioral history, safety plans, IEP/504 accommodations, Behavioral Support Plans, etc. Note if cultural factors and school climate are relevant to understanding records.
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Discipline records
Discipline records can provide insight into a student's history with violence and/or aggression, potential motives, or history with a target. Teams may be able to identify potential triggers or patterns of behavior including timing or frequency.
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Consultation with outside providers
Information may include if the student is receiving mental health supports or other medical issues. Coordination with outside providers will assist in establishing consistent intervention/supports between the school and community. This will require a release of information to be signed by the student's parent/guardian.
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Review history of involvement with other agencies
Information may include family interaction with law enforcement or DHS. Teams may be able to identify incidents involving violence, weapons, and or abuse. In addition, contextual information surrounding a students living situation may be useful.
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Social media activity
A student may share interests in violent themes, firearms, previous attackers, etc. The school may search for any open-source, publicly available activity or, with consent from the individual owning the social media account, private accounts.
Documentation & Record Retention
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½ûÂþÌìÌà Behavioral Safety Assessment Form
Use the ½ûÂþÌìÌà Behavioral Safety Assessment form to document steps taken throughout the assessment process.
This online form is used to document both Level 0 Behavioral Safety Incident Dismissals and Level 1 Behavioral Safety Assessments. Once completed, documents are automatically submitted to the Student Success & Health Department.
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Student Success & Health Department Records
Completed Behavioral Safety Assessments are stored and shared with school-based assessment team members. Team members can access completed assessment documents in order to review and update previous assessments.
Access is restricted to authorized assessment team members only.
If you are unable to access records, contact ½ûÂþÌìÌà Behavioral Safety Assessment Coordinator, Joel Warnock, jwarnock@pps.net, 503-348-3731 for more information.