How Will Our Kids Do In School This Fall?
Utah Public Safety SummitKeeping Utah Schools Safe with Threat AssessmentJuly 27, 2021Dewey G. Cornell, Ph. D.Keeping Utah Schools Safewith Threat Assessment Holds the Virgil Ward Chair asProfessor of Education in the School ofEducation and Human Development atthe University of Virginia. Director of the UVA Youth ViolenceProjectGovernor’s Public Safety SummitJuly 27, 2021Dr. Cornell became interested in the prevention of youthviolence based on his experiences as a forensic clinicalpsychologist evaluating and treating violent offenders in the1980s. He led the development of threat assessment guidelinesfor schools in 2001. Dr. Cornell discloses that he has afinancial interest in the Comprehensive School ThreatAssessment Guidelines (CSTAG.)Dewey Cornell, Ph.D.dcornell@schoolta.com12TopicsThreat Assessment is aviolence prevention strategy.1. The Big Question1.Identification: friends, family members,or others seek help when concerned aboutsomeone in distress/threatening violence.2. School Safety3. CSTAG Model2.Evaluation: Threat assessment teamevaluates the seriousness of the threat.4. Training & Implementation3.Intervention: The team initiatesassistance to address the underlyingproblem, conflict or need. In the mostserious cases, protective action is taken.34How will our kids doin school this fall?The Big Question?5Dewey G. Cornell, Ph.D.Do not copy without permission61
Utah Public Safety SummitKeeping Utah Schools Safe with Threat AssessmentJuly 27, 2021Most kids will do well,but a lot has happened Most kids will do well,but a lot has happened 600,000 Covid-related deaths 1 in 4 long-haul Covid symptoms 14.8% peak unemployment 25% increase in homicide Increased depression and picsAggressionStress at home leadsto aggression atschool.Schools will continueto see peer conflicts,bullying, and threats.91. The Big Question2. School Safety3. CSTAG Model4. Training & Implementation10School SafetyFearsWhy Fear of SchoolViolence MattersSchool shootings are sotraumatic that theyskew perceptions ofschool safety andconvince the public andpolicymakers that thereare dramatic needs forsecurity measures.11Dewey G. Cornell, Ph.D.Do not copy without permission1. SchoolSuspensions2. SchoolFortification122
Utah Public Safety SummitKeeping Utah Schools Safe with Threat AssessmentThe Expansion ofZero ToleranceJuly 27, 2021Zero Tolerance SuspensionsFrom No Guns to No Toy Guns No Nail clippers No Plastic utensils No Finger-pointing No Jokes No Drawings No Rubber band shooting No Accidental violations1314Suspension PracticesSuspension is a practice that has morenegative than positive effects on students: Fall behind in their classes Feel alienated and rejected Continue to misbehaveand be suspended Drop out of school Juvenile court involvementThe school-to-prison pipeline1516Fear of School Violence DrivesNew School Security IndustryThreat assessment is analternative to zero tolerance Zero tolerance uses punitivediscipline for all students regardlessof the circumstances or theseriousness of their behavior. Threat assessment considers thecontext and content of the behavior.The student’s intentions wtown-massacre17Dewey G. Cornell, Ph.D.Do not copy without permission183
Utah Public Safety SummitKeeping Utah Schools Safe with Threat AssessmentBullet-Proof Entrances19July 27, 2021Metal Detectors in Schools20Safe schools-storm-shelters-shooting-8243282122Research on School SecurityWe should preventshootings rather thansimply prepare forthem.Little evidence of increased safety. Concernsthat students are more anxious.23Dewey G. Cornell, Ph.D.Do not copy without permission244
Utah Public Safety SummitKeeping Utah Schools Safe with Threat AssessmentJuly 27, 2021Threat Assessment For SchoolsThreat Assessment is aviolence prevention strategy.1.Identification: friends, family members,or others seek help when concerned aboutsomeone in distress/threatening violence.2.Evaluation: Threat assessment teamevaluates the seriousness of the threat.3.Intervention: The team initiatesassistance to address the underlyingproblem, conflict or need. In the mostserious cases, protective action is taken. 2000 FBI report recommending school threat assessment 2002 Secret Service and US Dept of Education study and guideon school threat assessment2526School-BasedThreat AssessmentThreatAssessment1. Compared to adults, students frequently make threats; often engage in fights;2. Over-reactions to student misbehaviorhave serious negative consequences.ThreatAssessmentin Schools273. Schools have a duty to educate allstudents.28Virginia Model ofSchool Threat AssessmentTopics Developed 2001 atUniversity of Virginia1. The Big Question School-based teams gatherinformation2. School Safety Follow decision-tree todetermine whether threatis transient or substantive3. CSTAG Model4. Training & Implementation Take protective action ifsubstantive2018 Manual29Dewey G. Cornell, Ph.D.Do not copy without permission Attempt to resolve theproblem underlying thethreat305
Utah Public Safety SummitKeeping Utah Schools Safe with Threat AssessmentJuly 27, 2021Accurate Threat AssessmentAvoids 2 Errors SubstantiveContinuum of ThreatsTransient 1. Over-reactionWarning of impending violenceAttempts to intimidate or frightenThrill of causing a disruptionAttention-seeking, boastingFleeting expressions of angerJokesFigures of speechhttps://www.youtube.com/watch?v QNTB w dTl4 . News report on WAVY TV 10 March 4, t‐into‐the‐shape‐of‐a‐gun3132Accurate Threat AssessmentAvoids 2 Errors What is the purpose ofschool threat assessment?2. Under-Reaction1. Prevent violence2. Help troubled students3. Avoid over-reactions tostudent misbehavior3334Step 1. Evaluate the threat.Obtain a detailed account of the threat, usually by interviewing the person who madethe threat, the intended victim, and other witnesses. Write the exact content of thethreat and key observations by each party. Consider the circumstances in which thethreat was made and the student’s intentions. Is there communication of intent to harmsomeone or behavior suggesting intent to harm?Step 1. Evaluate the threat.NoNot a threat. Might beexpression of anger that meritsattention.YesCase resolved as transient.Add services as needed.Obtain a detailed account of the threat, usually by interviewing the person who madethe threat, the intended victim, and other witnesses. Write the exact content of thethreat and key observations by each party. Consider the circumstances in which thethreat was made and the student’s intentions. Is there communication of intent to harmsomeone or behavior suggesting intent to harm?YesStep 2. Attempt to resolve the threat as transient.Attempt to resolve conflict or threat.Is the threat an expression of humor, rhetoric, anger, or frustration that can be resolvedso that there is no intent to harm?Attempt to resolve conflict or threat.Is the threat an expression of humor, rhetoric, anger, or frustration that can be resolvedso that there is no intent to harm?Case resolved as transient.Add services as needed.Step 3. Respond to a substantive threat.SeriousFor all substantive threats:a. Take immediate precautions to protect potential victims.b. Warn intended victim and parents.c. Look for ways to resolve conflict.d. Discipline student, when time is appropriate.Case resolved as serioussubstantive threat. Addservices as needed.Serious means a threat to hit, fight, or beat up whereasVery serious means a threat to kill, rape, or cause very serious injury with a weapon.SeriousCase resolved as serioussubstantive threat. Addservices as needed.Serious means a threat to hit, fight, or beat up whereasVery serious means a threat to kill, rape, or cause very serious injury with a weapon.Very SeriousVery SeriousStep 4. Conduct a safety evaluation for a very serious substantive threat.Step 4. Conduct a safety evaluation for a very serious substantive threat.In addition to a-d above, the student may be briefly placed elsewhere or suspendedpending completion of the following:e. Screen student for mental health services and counseling; refer as needed.f. Law enforcement investigation.g. Develop safety plan that reduces risk and addresses student needs. Plan shouldinclude review of Individual Educational Plan or “child find” procedures ifappropriate.In addition to a-d above, the student may be briefly placed elsewhere or suspendedpending completion of the following:e. Screen student for mental health services and counseling; refer as needed.f. Law enforcement investigation.g. Develop safety plan that reduces risk and addresses student needs. Plan shouldinclude review of Individual Educational Plan or “child find” procedures ifappropriate.Step 5. Implement and monitor the safety plan.Step 5. Implement and monitor the safety plan.Document the plan.Maintain contact with the student.Revise plan as needed.Dewey G. Cornell, Ph.D.Do not copy without permissionYesNoStep 3. Respond to a substantive threat.35Not a threat. Might beexpression of anger that meritsattention.YesStep 2. Attempt to resolve the threat as transient.NoFor all substantive threats:a. Take immediate precautions to protect potential victims.b. Warn intended victim and parents.c. Look for ways to resolve conflict.d. Discipline student, when time is appropriate.NoDocument the plan.Maintain contact with the student.Revise plan as needed.366
Utah Public Safety SummitKeeping Utah Schools Safe with Threat AssessmentJuly 27, 2021Step 1. Evaluate the threat.Obtain a detailed account of the threat, usually by interviewing the person who madethe threat, the intended victim, and other witnesses. Write the exact content of thethreat and key observations by each party. Consider the circumstances in which thethreat was made and the student’s intentions. Is there communication of intent to harmsomeone or behavior suggesting intent to harm?Step 1. Evaluate the threat.NoNot a threat. Might beexpression of anger that meritsattention.YesCase resolved as transient.Add services as needed.Obtain a detailed account of the threat, usually by interviewing the person who madethe threat, the intended victim, and other witnesses. Write the exact content of thethreat and key observations by each party. Consider the circumstances in which thethreat was made and the student’s intentions. Is there communication of intent to harmsomeone or behavior suggesting intent to harm?YesStep 2. Attempt to resolve the threat as transient.Attempt to resolve conflict or threat.Is the threat an expression of humor, rhetoric, anger, or frustration that can be resolvedso that there is no intent to harm?Not a threat. Might beexpression of anger that meritsattention.YesCase resolved as transient.Add services as needed.YesStep 2. Attempt to resolve the threat as transient.Attempt to resolve conflict or threat.Is the threat an expression of humor, rhetoric, anger, or frustration that can be resolvedso that there is no intent to harm?NoNoStep 3. Respond to a substantive threat.For all substantive threats:a. Take immediate precautions to protect potential victims.b. Warn intended victim and parents.c. Look for ways to resolve conflict.d. Discipline student, when time is appropriate.NoStep 3. Respond to a substantive threat.SeriousFor all substantive threats:a. Take immediate precautions to protect potential victims.b. Warn intended victim and parents.c. Look for ways to resolve conflict.d. Discipline student, when time is appropriate.Case resolved as serioussubstantive threat. Addservices as needed.Serious means a threat to hit, fight, or beat up whereasVery Serious means a threat to kill, rape, or cause very serious injury with a weapon.SeriousCase resolved as serioussubstantive threat. Addservices as needed.Serious means a threat to hit, fight, or beat up whereasVery serious means a threat to kill, rape, or cause very serious injury with a weapon.Very SeriousVery SeriousStep 4. Conduct a safety evaluation for a very serious substantive threat.Step 4. Conduct a safety evaluation for a very serious substantive threat.In addition to a-d above, the student may be briefly placed elsewhere or suspendedpending completion of the following:e. Screen student for mental health services and counseling; refer as needed.f. Law enforcement investigation.g. Develop safety plan that reduces risk and addresses student needs. Plan shouldinclude review of Individual Educational Plan or “child find” procedures ifappropriate.In addition to a-d above, the student may be briefly placed elsewhere or suspendedpending completion of the following:e. Screen student for mental health services and counseling; refer as needed.f. Law enforcement investigation.g. Develop safety plan that reduces risk and addresses student needs. Plan shouldinclude review of Individual Educational Plan or “child find” procedures ifappropriate.Step 5. Implement and monitor the safety plan.Step 5. Implement and monitor the safety plan.Document the plan.Maintain contact with the student.Revise plan as needed.Document the plan.Maintain contact with the student.Revise plan as needed.3738Step 1. Evaluate the threat.Obtain a detailed account of the threat, usually by interviewing the person who madethe threat, the intended victim, and other witnesses. Write the exact content of thethreat and key observations by each party. Consider the circumstances in which thethreat was made and the student’s intentions. Is there communication of intent to harmsomeone or behavior suggesting intent to harm?NoNot a threat. Might beexpression of anger that meritsattention.YesCase resolved as transient.Add services as needed.Team rolesYesStep 2. Attempt to resolve the threat as transient.Attempt to resolve conflict or threat.Is the threat an expression of humor, rhetoric, anger, or frustration that can be resolvedso that there is no intent to harm?Principal or Assistant Principal Usually leads team.NoStep 3. Respond to a substantive threat.For all substantive threats:a. Take immediate precautions to protect potential victims.b. Warn intended victim and parents.c. Look for ways to resolve conflict.d. Discipline student, when time is appropriate.Serious means a threat to hit, fight , or beat up versusVery Serious means a threat to kill, rape, or cause very serious injury with a weapon.Very SeriousStep 4. Conduct a safety evaluation for a very serious substantive threat.In addition to a-d above, the student may be briefly placed elsewhere or suspendedpending completion of the following:e. Screen student for mental health services and counseling; refer as needed.f. Law enforcement investigation.g. Develop safety plan that reduces risk and addresses student needs. Plan shouldinclude review of Individual Educational Plan or “child find” procedures ifappropriate.School Resource OfficerSeriousCase resolved as serioussubstantive threat. Addservices as needed.Team member to conduct mentalMental Health Staffhealth assessments.(School counselors,psychologists, social workers) Team member to take lead role infollow-up interventions.Optional team membersTeachers, aides, other staffReport threats, provide input toteam.School districts may further specify team roles and includeother staff to meet local needs.Step 5. Implement and monitor the safety plan.Document the plan.Maintain contact with the student.Revise plan as needed.39404142Dewey G. Cornell, Ph.D.Do not copy without permissionAdvises team, responds to illegalactions and emergencies.7
Utah Public Safety SummitKeeping Utah Schools Safe with Threat AssessmentJuly 27, 2021“The SRO makes me feel safer at school”6051Percent of ongly DisagreeDisagreeAll StudentsAgreeBlackStrongly AgreeHispanic2020 statewide survey of 106,865 Virginiahigh school students from 299 schools2020 statewide survey of 15,707 Virginia highschool staff from 299 schools43White441. Define the SRO role and excludeenforcement of school discipline.2. Provide specialized SRO training.3. Work in collaboration with otherprofessionals.4546Topics250 CSTAG Workshops in 37 states1. The Big Question2. School Safety3. CSTAG Model4. Training & Implementation47Dewey G. Cornell, Ph.D.Do not copy without permission488
Utah Public Safety SummitKeeping Utah Schools Safe with Threat AssessmentJuly 27, 2021Workshop Evaluations4,688 participants, 100 workshops, 9 trainersThis training improved my understandingof student violence.I understand the basic concepts andguidelines for conducting a T A.The training contained the right amount ofpractical information.This training will be useful to me inresponding to student threats of violence.I am motivated to use principles of threatassessment in my trongly Agree4920406080100Disagree/Strongly Disagree50Threat Assessment in UtahWorkshop Gains in Knowledge(overall percent correct)4,688 participants, 100 workshops, 9 trainers40All Groups Combined8438Other8143Mental health/Counseling8538Law Enforcement8128Teaching7940Administration850Pre Training102030405060708090Post Training5152Threat Assessment in Utah2020 Utah TrainingThe Utah State Board ofEducation selected CSTAG as itsevidence-based threatassessment tool.53Dewey G. Cornell, Ph.D.Do not copy without permission549
Utah Public Safety SummitKeeping Utah Schools Safe with Threat AssessmentJuly 27, 2021Blended LearningProgramLevel 1 - Online, asynchronousindividual training in threatassessment basics. 3 hoursPandemicAdjustmentsLevel 2 - Virtual workshop forteams to practice CSTAG model.3.5 – 4 hours Online training Online case management5556Threat Assessment in UtahThreat Assessment in UtahOnline trainingI feel very much more prepared to make decisions related tostudent threats because of this training.Workshop EvaluationsExcellent training. Insightful and extremelyeducational. Our breakout group consistently talked about100 participants, 2 districtsI found the online training to beengaging and easy to use.2This training will be helpful to me inresponding to student threats of 2I am motivated to use principles ofthreat assessment in my school.298This program is great! The workshop was put together well98and was organized in a way that was easy to understand andfollow.980Agree/Strongly Agreehow much we learned through the CSTAG training process.20406080CSTAG is restorative at its foundation. It also provides acomprehensive protocol for schools and school100administrators to follow to best meet the needs of everystudent in their schools.Disagree/Strongly Disagree5758Threat Assessment in UtahThreat Assessment in Utah responding to a situation at one of our middle it was clear to the superintendent that this training wasschools .once they gathered all the facts [we] were able tocritical . He, along with all district leadership, see CSTAG ashelp the school and law enforcement officers understand that“not optional, but essential, critical, and a game changer”. what they were dealing with was a transient threat – not aWe have already benefited from the training and know thatsubstantive threat - that was easily handled at school . InCSTAG will facilitate a powerful positive cultural changethe past this situation, and all like it, would have resulted inforce. .In my opinion, anyone who works in schools or withmultiple suspensions, police charges, and an enraged schoolany kind of crisis situation, should be trained in CSTAG. Icommunity. The CSTAG principles was a powerful force forimagine a culture in our district in which schools, lawreasonableness and calm we immediately understood theenforcement, emergency responders, mental healthpower of what it could mean if ALL of our schoolproviders, and chambers of commerce are unified in thisadministrators were trained in the CSTAG model.understanding and effort.59Dewey G. Cornell, Ph.D.Do not copy without permission6010
Utah Public Safety SummitKeeping Utah Schools Safe with Threat AssessmentJuly 27, 2021Online Case ManagementOnline case management1. Maintain highquality process.1. Efficient records2. Greaterconsistency3. Better fidelity4. Trend analysis5. Liability protection2. Evaluate trendsand improvesystem.3. Liability protection.6162Topics1. School safety2. CSTAG model3. Training4. Implementation6364Research onThreat AssessmentOutcome Research1.Cornell, D., Sheras, P. Kaplan, S., McConville, D., Douglass, J., Elkon, A., McKnight, L., Branson, C., & Cole, J. (2004).Guidelines for student threat assessment: Field-test findings. School Psychology Review, 33, 527-546.Kaplan, S., & Cornell, D. (2005). Threats of violence by students in special education. Behavioral Disorders, 31, 107-119.Strong, K., & Cornell, D. (2008). Student threat assessment in Memphis City Schools: A descriptive report. Behavioral Disorders,34, 42-54.4. Allen, K., Cornell, D., Lorek, E., & Sheras, P. (2008). Response of school personnel to student threat assessment training. SchoolEffectiveness and School Improvement, 19, 319-332.5. Cornell, D., Sheras, P., Gregory, A., & Fan, X. (2009). A retrospective study of school safety conditions in high schools using theVirginia Threat Assessment Guidelines versus alternative approaches. School Psychology Quarterly, 24, 119-129.6. Cornell, D., Gregory, A., & Fan, X. (2011). Reductions in long-term suspensions following adoption of the Virginia StudentThreat Assessment Guidelines. Bulletin of the National Association of Secondary School Principals, 95, 175-194.7. Cornell, D., Allen, K., & Fan, X. (2012). A randomized controlled study of the Virginia Student Threat Assessment Guidelines ingrades K-12. School Psychology Review, 41, 100-115.8. Cornell, D. & Lovegrove, P. (2015). Student threat assessment as a method for reducing student suspensions. In D. Losen (Ed.).Closing the School Discipline Gap: Research for Policymakers. New York, NY: Teachers College Press.9. Nekvasil, E., Cornell, D. (2015). Student threat assessment associated with positive school climate in middle schools. Journal ofThreat Assessment and Management 2, 98-113. http://dx.doi.org/10.1037/tam000003810. Burnette, A. G., Datta, P. & Cornell, D. G. (2017). The distinction between transient and substantive student threats. Journal ofThreat Assessment and Management. http://psycnet.apa.org/record/2017-56103-00111. Cornell, D., Maeng, J., Burnette, A.G., Jia, Y., Huang, F., Konold, T., Datta, P., Malone, M., Meyer, P. (2017). Student threatassessment as a standard school safety practice: Results from a statewide implementation study. School Psychology Quarterly.http://dx.doi.org/10.1037/spq000022012. Cornell, D., Maeng, J., Huang, F., Shukla, K., & Konold, T. (2018). Racial/ethnic parity in disciplinary consequences usingstudent threat assessment. School Psychology Review 47, 183-195.2.3.65Dewey G. Cornell, Ph.D.Do not copy without permission1.2.3.4.5.99% of threats not carried out.Only 1% expelled, 1% arrested.Counseling used more often.More positive school climate.No racial disparities in discipline6611
Utah Public Safety SummitKeeping Utah Schools Safe with Threat AssessmentJuly 27, 2021What can you expect?Results from a routine practice study100 Everyday practice results from 339Virginia schools 884 threat cases Threat demographics Racial/ethnic differencesThreat Classification (%)n 85623SubstantivePercent of Cases80Transient607740200Threat Type6768Threat OutcomesTransient and Substantive Threats by GradeNumber of Threats10093827075(n 844)106TransientSubstantiveThreat 636126523433246PK12345678910151112Grade Level (showing numbers of transient and total threats)Attempted butAverted2Threat CarriedOut0.50Selected sample of 841 threat assessment cases (652 transient and 189substantive) reported by 339 Virginia public schools during 2014-15 school year692040608010070Disciplinary Outcomes (%)Reprimand61Suspension out of school4038Suspension in school5Court charges (31)4Arrested (9)1Expelled (4)0.5413420Expulsion reduced to suspension38Disciplinary Outcomes (%)n 751White (453)Black (225)Hispanic (73)302017 1612100.9 1.3 1.40.4 0.9 00.4 0.4 0ArrestedExpelledPlaced in juveniledetention0Juvenile detention (3)Suspended out of Change in schoolschoolplacement0.4010203040506070Percentages for 844 threat cases from 339 schools. One case caninvolve more than one outcome.71Dewey G. Cornell, Ph.D.Do not copy without permissionNo statistically significant differences for White vs Black or Whitevs Hispanic students7212
Utah Public Safety SummitKeeping Utah Schools Safe with Threat AssessmentJuly 27, 2021Bright Future ofSchool Threat Assessment73Dewey G. Cornell, Ph.D.Do not copy without permission13
No Rubber band shooting No Accidental violations Zero Tolerance Suspensions Suspension Practices Suspension is a practice that has more negative than positive effects on students: Fall behind in their classes Feel alienated and rejected Continue to misbehave and be su
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