High School Students Behavioral Threat Assessment Tabletop Exercise Analysis
Conduct a tabletop exercise analyzing the behavioral threat assessment of two high school students. Explore roles and responsibilities, exercise itinerary, goal, and purpose to enhance threat assessment team preparedness and response. Utilize simulated scenarios to simulate real-world events for optimal team performance.
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BEHAVIORAL THREAT ASSESSMENTTABLETOP EXERCISE ANALYSIS OFTWOHIGHSCHOOLSTUDENTS
THREAT ASSESSMENT TABLETOP EXERCISE Welcome & Introductions SLIDE 2
ROLESAND RESPONSIBILITIES Players Represent your role & discuss your planned response to the scenario Facilitators Moderate the flow of discussion. Keep the tabletop exercise moving and on-track Evaluators Record strengths, note areas of improvement, and capture lessons learned Observers Gain insight from the exercise. Refrain from interjecting during the exercise & be respectful SLIDE 3
NOTETOTHE FACILITATOR DELETE THIS SLIDE BEFORE USING THIS TABLETOP EXERCISE WITH YOUR THREAT ASSESSMENT TEAM. These are the instructions on how to set up this exercise: 1. Determine who the players, facilitators, evaluators, and observers will be during the exercise. 2. Edit/customize slides 10-16 to fit the threat assessment team roles that make sense for your school. Once this is done, print these slides for distribution during the exercise to the appropriate individuals. Also print the document in the link on slide 20 for use during the After- Action Report section of this exercise. 3. View slides 5-9 with your team to get the exercise started. 4. Distribute slides 10-16 to the appropriate individuals and have them familiarize themselves with their information. At this time, they can answer question 1 individually. 5. Reconvene group discussion, by having the team discuss everything they individually know about the students. Have them answer question 2 together. 6. Display slides 17 and 18. The assessment portion will begin, where the team should discuss how to move forward with the students and what resources for referral might be appropriate. Answer question 3. 7. Complete the After-Action Report document (in the link on slide 20) as a team. 8. Debrief, using the questions in the what did you discover slide (21) as a guide. Take this time to reflect on everything you did today and what you can do moving forward. SLIDE 4
EXERCISE ITINERARY Welcome and Introductions Goal and Purpose Exercise Set Up and Scenario explained Phase 1: Familiarize yourself with the students. (Answer question #1 individually) Phase 2: Share what you know about these students and create a total picture of each. (Answer question #2 through group discussion) Phase 3: What s next? (Answer question #3 through group discussion) After Action Report What did you Discover? SLIDE 5
GOALAND PURPOSE The goal of this tabletop exercise is to start/continue conversations with our Threat Assessment Team and provide a real-world scenario that will simulate the information that could/would be available to you in an actual event. SLIDE 6
SET UP Sarah and Jared are hypothetical 10th grade students that attend Your School Name Here Based on the information you are given decide the following: 1. Looking at only your information, is Sarah a potential threat? Is Jared? 2. Looking at the information the Threat Assessment Team has gathered collectively, is Sarah a potential threat? Is Jared? 3. What would be the next steps your team would take? SLIDE 7
SCENARIO Phase 1: Each team member will receive individual information. Read this information separately and determine if a threat assessment is needed for one or both students. (answer question #1) Phase 2: Next, each member will share their information with the team. As a team, determine if a threat assessment is needed for one or both students. (answer question #2) Phase 3: If an assessment is needed, please make a plan for the next steps. (answer question #3) SLIDE 8
GENERAL INFORMATION On Tuesday, Ava, a player on the school s volleyball team has a discussion after practice with her coach. During this conversation, she expresses concern for her friend Sarah who is in a relationship with Jared. The information shared in the rest of this scenario is what is known by the individual players about Sarah and Jared. The current day for the scenario is Tuesday. SLIDE 9
SCHOOL COUNSELOR INFORMATION Has a great rapport with Jared, having had several meetings with him over the past two school years. Jared has had anger issues at school that he has discussed. Witnessed Jared and Sarah arguing in the hallway on several occasions. Sarah has started visiting the counselor s office once a week for the last month, but is hesitant to divulge any personal information. On Monday, saw Jared rushing to his car in a hurry, visibly upset, and when she made an attempt to stop him, he said I don t have time, I need to take care of something. SLIDE 10
VOLLEYBALL COACH INFORMATION A player on the team, Ava, expresses concern for her friend Sarah. Ava says Jared/Sarah have been dating for 6 months and argue a lot. Ava tells him that while on the phone with Sarah, last week, she heard Jared say, "I would kill Sarah and myself if she ever broke up with me." Now Sarah hasn't texted Ava for the past 3 days. Sarah left school early yesterday and was absent today. SLIDE 11
ATHLETIC TRAINER INFORMATION Has observed Sarah crying in the gymnasium hallway and being consoled by Ava on a few occasions after school. SLIDE 12
FRIEND (AVA) INFORMATION Has heard the comment numerous times from Jared if Sarah breaks up with me I will kill her and myself. Sarah has uncharacteristically not communicated with Ava for 4 days, ignoring her texts. On Monday, Sarah avoided Ava other than to tell her that Jared was supposed to take her home after school and she was scared. Ava told Jared that Sarah left school early Monday, causing him to get very upset and storm out of the school. On Tuesday, Jared is at school and is very quiet, not engaging with peers, and his hair is untidy. SLIDE 13
SCHOOL NURSE INFORMATION Sarah came to the nurses office on Monday complaining of a headache and feeling sick to her stomach. She requested to be sent home. Her mother was called and came to pick her up. A month ago, Jared came to the nurse s office seeking a cough drop. She noticed several cuts on his legs, but when she asked him about it he explained he got them from cutting bushes with his dad. SLIDE 14
TEACHERS INFORMATION ABOUT SARAH Has Jared and Sarah in 1st period class together. Great student when she is in class alone. Very outgoing and has a bubbly personality when alone, but becomes very reserved when Jared is around. If Sarah can t be in a group with Jared, the two begin to text each other during class. SLIDE 15
TEACHERS INFORMATION ABOUT JARED Has Jared and Sarah in 1st period class together. Jared is easily distracted when Sarah is in class. Has referred Jared to the school counselor based on his demeanor and attitude multiple times. When Sarah is not present in class, he is very reserved, quiet, and acts depressed. SLIDE 16
THE TOTAL PICTUREOF SARAH School Counselor Volleyball Coach Athletic Trainer School Nurse Friend Teacher Hesitant to discuss personal issues Friend, Ava, is concerned about Sarah Has seen Sarah crying in hallway Complaints of headache/nausea; sent her home Not communicating with friends Great student when in class alone Argues with Jared in the hallways Sarah and Jared have been dating for 6 months Afraid to go home after school with Jared Outgoing personality when with her firends Hasn t talked to Sarah in 3 days Reserved personality when Jared is present Left School early yesterday, absent today Has to be in constant contact with Jared SLIDE 17
THE TOTAL PICTUREOF JARED School Counselor Volleyball Coach Athletic Trainer School Nurse Friend Teacher Anger issues Sarah and Jared have been dating for 6 months Cuts on leg Threatened to kill Sarah and attempt suicide Easily distracted by Sarah s presence Argues with Sarah in the hallways Very angry when he heard Sarah left school early Referred to school counselor multiple times Rushing out of school in a panic Visibly depressed at school Tuesday Reserved, quiet, and acts depressed without Sarah SLIDE 18
REFLECTION The categories across the top represent each of the different individuals/groups that have contact with Adam. Information from one of those entities may not be overly concerning, but once we put the total picture together, a potential threat emerges. SLIDE 19
AFTER ACTION REPORT After Action Improvement Plan Template Note: click the above link and use pages 2-4 for your after action report SLIDE 20
WHAT DID YOU DISCOVER? What did you discover during your After-Action Review? Does any part of your threat assessment process or practices need altered? Is additional training warranted to facilitate the proper execution of this process? Do we need to look at gathering more resources for educational, training, or referral purposes in the event this actually occurred at our school? If any of the answers to the above questions are, "yes", identify who will be responsible and the timeline to make the changes identified. SLIDE 21
THANK YOU! Please remember that schools must complete a functional, full-scale, and tabletop exercise during the three-year period between resubmission of an annual emergency operation plan, and each type of test can only be used once. SLIDE 22
THANK YOU! Sample tabletop exercise tool kits are available on the Ohio School Safety Center Website. Please engage your school safety team when planning your test. After completion, don't forget to document the test and after-action report in OH|ID. Step-by-step instructions for submitting your after- action report can be found here. SLIDE 23
