Teams need clearly defined processes and procedures to guide assessments
Teams need to establish clearly defined processes and procedures to guide their assessments.
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Safety concerns should be addressed immediately before assessment procedures begin
Note that any safety concerns should be immediately addressed before the procedures described below take place.
Following procedures should give an accurate picture of the student to guide interventions
When followed, the procedures should allow the Team to form an accurate picture of the student’s thinking, behavior, and circumstances to inform the Team’s assessment and identify appropriate interventions.
Documentation should track reports, information gathered, interviews, behaviors and interventions
Maintain documentation to keep track of when reports come in; the information that is gathered; when, where, and how it was obtained; who was interviewed; the behaviors and circumstances of the student of concern; and the intervention strategies taken.
Plans should include forms and templates to standardize documentation across cases
Documentation requirements, such as forms and templates, should be included in the plan to ensure standardization across cases.
Community systems approach identifies people and platforms with information on the student
Use a community systems approach. An effective approach for gathering information to assess a student of concern is to identify the sources that may have information on the student’s actions and circumstances. This involves identifying the persons with whom the student has a relationship or frequently interacts and the organizations or platforms that may be familiar with the student’s behaviors.
Students exist in multiple systems beyond classmates and teachers
Students exist in more than one system and they come in contact with people beyond their classmates and teachers at school.
Using multiple sources ensures accurate risk assessment and appropriate interventions
Gathering information from multiple sources ensures that Teams are identifying concerning behaviors, accurately assessing the student’s risks and needs, and providing the appropriate interventions, supports, and resources.
Teams should check social media, interview, review assignments and consider locker searches
Examine online social media pages, conduct interviews, review class assignments, and consider searching the student’s locker or desk.
Team members should review academic, disciplinary, law enforcement and other records
Team members should also review academic, disciplinary, law enforcement, and other formal records that may be related to the student.
Records review should check prior reports and whether past interventions succeeded
When reviewing school records, be sure to determine whether the student has been the subject of previous reports to school officials, especially if the student has a history of engaging in other concerning or threatening behaviors. Also determine if the student received any intervention or supports and whether those were beneficial or successful.
Teams may draw on prior incidents, underscoring need for accurate documentation
The Team may be able to draw on information from previous incidents and interventions to address the current situation for the student. This factor further emphasizes the importance of the Team’s documentation to ensure the accuracy and availability of information regarding prior contacts the student of concern may have had with the Team.
Diagram shows student information sources such as family, police, online, teachers, work
Family | Law Enforcement Social | Judicial Neighbors Online | Student | Teachers Classmates Hobbies | Employment
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