Set Threat Level

- Simmons Parker
  
  Rydell High School
  
  9
- Simcox Shanley
  
  Rydell High School
  
  9
- Simmons Brown
  
  Rydell High School
  
  9
- Simmons Bolick
  
  Rydell High School
  
  9
- Simmons McLean
  
  Rydell High School
  
  9
- Simms Bolick
  
  Rydell High School
  
  9
Welcome ! Principal
Andrew

Welcome ! Principal

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Set Threat Level

1. WHAT ARE THE STUDENT’S MOTIVES AND GOALS?

What motivated the student to make the statements or take the actions that caused him or her to come to attention? *

Does the situation or circumstance that led to these statements or actions still exist? *

Does the student have a major grievance or grudge? Against whom? *

What efforts have been made to resolve the problem and what has been the result? Does the student of concern feel that any part of the problem is resolved or see any alternative? *

2. HAVE THERE BEEN ANY COMMUNICATIONS SUGGESTING IDEAS OR INTENT TO ATTACK?

What, if anything, has the student communicated to someone else (targets, friends, other students, teachers, family, others) or written in a diary, journal, or website concerning his or her ideas and/or intentions? *

3. HAS THE SUBJECT SHOWN INAPPROPRIATE INTEREST IN ANY OF THE FOLLOWING?

School attacks or attackers *

Weapons (including recent acquisition of any relevant weapon) *

Incidents of mass violence (terrorism, workplace violence, mass murderers) *

4. HAS THE STUDENT ENGAGED IN ATTACK-RELATED BEHAVIORS? THESE BEHAVIORS MIGHT INCLUDE:

Developing an attack idea or plan *

Making efforts to acquire or practice with weapons *

Casing or checking out possible sites and areas for attack *

Rehearsing attacks or ambushes *

5. DOES THE STUDENT HAVE THE CAPACITY TO CARRY OUT AN ACT OF TARGETED VIOLENCE?

How organized is the student’s thinking and behavior? *

Does the student have the means (e.g., access to a weapon) to carry out an attack? *

6. IS THE STUDENT EXPERIENCING HOPELESSNESS, DESPERATION, AND/OR DESPAIR?

Is there information to suggest that the student is experiencing desperation and/or despair? *

Has the student experienced a recent failure, loss, and/or loss of status? *

Is the student known to be having difficulty coping with a stressful event? *

Is the student now, or has the student ever been, suicidal? *

Has the student engaged in behavior that suggests that he or she has considered ending his or her life? *

7. DOES THE STUDENT HAVE A TRUSTING RELATIONSHIP WITH AT LEAST ONE RESPONSIBLE ADULT?

Does this student have at least one relationship with an adult where the student feels that he or she can confide in the adult, and believes that the adult will listen without judging or jumping to conclusions? *

Is the student emotionally connected to, or disconnected from, other students? *

Has the student previously come to someone’s attention, or raised concern in a way, that suggested he or she needs intervention or supportive services? *

8. DOES THE STUDENT SEE VIOLENCE AS ACCEPTABLE – OR DESIRABLE – OR THE ONLY WAY TO SOLVE PROBLEMS?

Does the setting around the student (friends, fellow students, parents, teachers, adults) explicitly or implicitly support or endorse violence as a way of resolving problems or disputes? *

Has the student been “dared” by others to engage in an act of violence? *

9. IS THE STUDENT’S CONVERSATION AND “STORY” CONSISTENT WITH HIS OR HER ACTIONS?

Does information from collateral interviews and from the student’s own behavior confirm or dispute what the student says is going on? *

10. ARE OTHER PEOPLE CONCERNED ABOUT THE STUDENT’S POTENTIAL FOR VIOLENCE?

Are those who know the student concerned that he or she might take action based on violent ideas or plans? *

Are those who know the student concerned about a specific target? *

Have those who know the student witnessed recent changes or escalations in mood and behavior? *

11. WHAT CIRCUMSTANCES MIGHT AFFECT THE LIKELIHOOD OF AN ATTACK?

What factors in the student’s life and/or environment might increase or decrease the likelihood that the student will attempt to mount an attack at school? *

What is the response of other persons who know about the student’s ideas or plan to mount an attack? (Do those who know about the student’s ideas actively discourage the student from acting violently, encourage the student to attack, deny the possibility of violence, passively collude with attack, etc.?) *

Low Risk Threat

Moderate Risk Threat

High Risk/Imminent Threat

Submit Back

General Misconduct: Uncooperative Behavior
STUDENT	ALLEN, Andrew Parker Grade 9, Rydell High
BY	Lindsay Acosta

Fighting Harassment : Horseplay or Shoving another student
STUDENT	ALLEN, Andrew Parker Grade 9, Rydell High
DESCRIPTION	Andrew Shoving another student
BY	Lindsay Acosta

BLOOM #	Date	Time	School	Type	Status	ODR	Staff Name	Student Name	Grade
60126	8/10/2017	2:00PM	Rosewood Middle	Discipline	Resolved		Lindsay Acosta ml-5 mr-5	Brown, Eva	6
60128	8/10/2017	2:00PM	Rosewood Middle	Discipline	Resolved		Lindsay Acosta	Allan, Andrew Parker	6

Alert Name	Condition	Alert Action	Available for School Admins	Active/Inactive	Action
ALLEN, Andrew Parker	Attendance : Absent	Email/Popup/Email-SMS
3 ODRs or more	Number of ODRs : 3+	Popup/Dashboard/Alert/Email/Email-SMS

Sequence	Comment	Action
1	Need Improvement on Analysis Need Improvement on Analysis
2	Completes work on time Completes work on time
3	Should provide more detail on assignments Should provide more detail on assignments
4	Very Focused Student Very Focused Student

ELT #	Name	Goal
1	ELT 1	87%
2	ELT 2	90%
3	ELT 3
4	ELT 4	95%
5	ELT 5	95%
6	ELT 6	87%
7	ELT 7	90%
8	ELT 8	88%
9	ELT 9
10	ELT 10	95%
11	ELT 11	89%
12	ELT 12	99%
13	ELT 13	88%
14	ELT 14	96%