Early Warning Signs

It is not always possible to predict behavior that will lead to violence. In some situations and for some youth, different combinations of events, behaviors, and emotions may lead to aggressive rage or violent behavior toward self or others. School personnel and students as well as parents are often in a good position to observe these early warning signs.

None of these signs alone is sufficient for predicting aggression and violence. Moreover, it is inappropriate–and potentially harmful–to use the early warning signs as a checklist against which to match individual children. Rather, the warning signs are offered only as an aid in identifying and referring children who may need help. A good rule of thumb is to assume that these warning signs, especially when they are presented in combination, indicate a need for further analysis to determine an appropriate intervention.

It is the policy of the Liberty Central School District that staff and students use the early warning signs only for identification and referral purposes. Trained professionals should make diagnoses in consultation with the child’s parents or guardian.

The following early warning signs are cited by the United States Department of Education in its publication entitled Early Warning, Timely Response: A Guide to Safe Schools and are presented in brief with the following qualifications: they are not equally significant and they are not presented in order of seriousness. A more detailed explanation of them is available from the Superintendent, Principals, or Counselors. They include:

• Social withdrawal
• Excessive feelings of isolation and being alone
• Excessive feelings of rejection
• Being a victim of violence
• Feelings of being picked on and persecuted
• Low school interest and poor academic performance
• Expression of violence in writings and drawings
• Uncontrolled anger
• Patterns of impulsive and chronic hitting, intimidating, and bullying behaviors
• History of discipline problems
• Past history of violent and aggressive behavior
• Intolerance for differences and prejudicial attitudes
• Drug use and alcohol use
• Affiliation with gangs
• Inappropriate access to, possession and use of firearms
• Serious threats of violence

Identifying and Responding to Imminent Warning Signs

Unlike early warning signs, imminent warning signs indicate that a student is very close to behaving in a way that is potentially dangerous to self and/or to others. Imminent warning signs require an immediate response.

No single warning sign can predict that a dangerous act will occur. Rather, imminent warning signs usually are presented as a sequence of overt, serious, hostile behaviors or threats directed at peers, staff, or other individuals. Usually, imminent warning signs are evident to more than one staff member – as well as to the child’s family. Imminent warning signs may include:

• Serious physical fighting with peers or family members.
• Severe destruction of property.
• Severe rage for seemingly minor reasons.
• Detailed threats of lethal violence.
• Possession and/or use of firearms and other weapons.
• Other self-injurious behaviors or threats of suicide.

When warning signs indicate that danger is imminent, safety must always be the first and foremost consideration. Action must be taken immediately.

Immediate intervention by school authorities and possibly law enforcement officers is needed when a child:

• has presented a detailed plan (time, place, and method) to harm or kill others-particularly if the child
• has a history of aggression or has attempted to carry out threats in the past;
• is carrying a weapon, particularly a firearm.

In situations where students present other threatening behaviors, parents should be informed of the concerns immediately. The school shall seek assistance from appropriate agencies, such as child and family services and community mental health. These responses should reflect school board policies and be consistent with the district-wide safety plan.

Reporting Early Warning Signs

In the event that students and staff observe a student manifesting early warning signs, the following procedures should be followed:

Contact the school principal to report the information about the student manifesting such signs.

Principals shall maintain a record of each such report. In cases that do not pose imminent danger, the principal or counselor should contact a school psychologist or other qualified professional, who takes responsibility for addressing the concern immediately.

The child’s family should be contacted. The family should be consulted before implementing any interventions with the child. In cases where school-based contextual factors are determined to be causing or exacerbating the child’s troubling behavior, the school should act quickly to modify them.

It is important to avoid inappropriately labeling or stigmatizing individual students because they appear to fit a specific profile or set of early warning indicators. None of these signs alone is sufficient for predicting aggression and violence. Moreover, it is inappropriate, and potentially harmful, to use the early warning signs as a checklist against which to match individual children.

Threat Assessment

A threat is an expression of intent to do harm or act out violently against someone or something. A threat can be written, spoken, or symbolic – as in motioning with one’s hands as though shooting or strangling another person. A threat is an explicit or implied demonstration or declaration of intent to inflict harm, punishment, injury, loss or death on an individual; an express or implied indication that violence, injury, loss or pain will be inflicted on another. There are principally four types of threats:

• Direct,
• Indirect,
• Veiled, and
•  Conditional.

Threats are made for a variety of reasons: as a warning signal, a reaction to fear of punishment, anxiety, demand for attention or as retribution for a perceived or actual slight or affront. Threats may be intended to taunt, intimidate, assert power, punish, manipulate, coerce, frighten, terrorize, to compel desired behavior, to strike back for an injury, injustice or slight; to be disruptive, to challenge authority or to protect oneself.

Individuals who make threats normally manifest other behaviors or emotions that are indicative of a problem. These can include: signs of depression, prolonged brooding, evidence of frustration or disappointment; fantasies of destruction or revenge in conversations, writings, drawings or other actions; expressions of intense love, fear, rage, revenge, excitement or pronounced desire for recognition. Use of alcohol or drugs can be an aggravating factor, as can a romantic breakup, failing grades or conflicts with parents or friends.

The following factors must be considered in assessing a threat:

• The specific, plausible details of the threat.
• The identity of the victim(s).
•  The reasons for making the threat.
•  The means (weapon) and method for carrying it out.
• The date, time and place for carrying it out.
• Any concrete information about plans or preparations already in place.
• Are the details logical and plausible or unrealistic?
•  The emotional content of the threat (emotionally charged or not).
• Any evidence of precipitating stressors that brought on the threat.

Specific details can be a manifestation of a high level of planning and thought and should heighten concern. Lack of detail may indicate that the threat has not actually taken steps to carry it out.

Levels of Risk

Low Level of Threat: A threat that poses a minimal risk to the victim and public safety:

• Threat is vague and indirect.
• Information in the threat is not consistent, is implausible or is vague.
• The threat lacks realism.
•  Content of threat suggests the person is unlikely to carry it out.

Medium Level of Threat: A threat that could be carried out, although it may not appear entirely realistic:

• Threat is more direct and more concrete.
• Content of threat suggests the person has given thought to means and method.
• There is a general indication of possible place and time (though plan is not detailed).
• There is no strong indication of preparatory steps.
• There may be a specific statement seeking to convey the seriousness of the threat.

High Level of Threat: A threat that appears to pose an imminent and serious danger to the safety of others:

• Threat is direct, specific and plausible.
• Content of threat suggests that concrete, specific steps have been taken to implement it.

Procedures to be Followed in Response to a Threat and/or Threat of Violence

The following procedures will be followed in case of receipt of a threat:

• Any student who receives a threat or hears or observes one being made, shall immediately notify a member of the staff, faculty or administration.
• Any member of the staff or faculty who is informed of, or hears or observes a threat on another, or who receives a threat, shall immediately notify the building administrator.
• Any building administrator who is informed of a threat, or hears or observes a threat on another, or who receives a threat, will conduct an immediate and thorough investigation of the matter. This will include conferences with those alleging that a threat was made and the individual(s) who allegedly made such threat. Appropriate efforts will be made to separate and/or monitor the students involved in the threat while the investigation is ongoing.
• If after such investigation, it appears reasonably certain that the allegation is true, the building administrator will immediately consult with the school guidance counselor, psychologist, social worker and/or child study team. These consultations may lead the building administrator to contact county agencies, including those concerned with mental health, social services and child protection. If necessary, arrangements will be made for an emergency mental health evaluation.
• The building administrator will, before the start of the next school day, call the parents or guardians of all students involved in the incident. He or she will also maintain records of the incident.
• Unless otherwise required by law, school district policy or as a reasonable and prudent response to an imminent threat to health and safety, the building administrator will consult with the Superintendent as to whether law enforcement officials should be contacted.
• The behavior of a student found to have made a threat will be addressed in accordance with the school code of conduct. If the student behavior is not proscribed by the code of conduct, the building administrator or superintendent will take reasonable measures to provide an appropriate school response to the behavior consistent with federal, state and local due process requirements.
  The results of all findings and actions taken shall be communicated in a timely manner to the parents of all students involved.

Providing Medical Assistance

If a person is in need of medical assistance, the school nurse shall be contacted. In addition specific district employees hold CPR, EMT or First Aid certification. The Building Level Safety Plan states procedures to be followed for medical emergencies, accidents, and bus accidents.

The Role of Local Governments

Local law enforcement agencies shall be contacted at the discretion of the Superintendent of Schools or building principals according to the steps specified in the District-wide Safety Plan. In addition there is a School Resource Officer assigned to the district.

Availability and Coordination of District Resources

The following procedures and resources as described in the District-Wide Safety Plan shall be used to coordinate the use of district resources during an emergency.

Procedure for Contacting Those in Parental Relation

The School Messenger service will be utilized by school personnel for contacting those in parental relation in case of an emergency, including a violent incident or early dismissal are included in the District-Wide Safety Plan.

Annual Emergency Drills

At least once per school year, the district shall conduct drills and other exercises to test and evaluate the effectiveness of the district emergency response plan. These drills shall be coordinated with and include the participation of county and local emergency response providers. The results of such drills and exercises shall be assessed by the superintendent of schools and reported to the board of education.

Public Information and Media Relations:

The following individuals shall be designated to deal with the news media in the event of a school emergency:

Superintendent, the Board President or the Communication and Media Specialist, Members of the media shall not be allowed on school grounds except by invitation of the Superintendent or the Superintendent’s designee.

Evacuation of Buildings and Grounds

Each school building in the district shall develop safe evacuation policies and procedures to be utilized in the event of a “serious violent incident” or other emergency.

Intergovernmental Coordination

Building plans shall be coordinated with the local police, state police, sheriff departments, fire departments, etc. to ensure school access to federal, state and local mental health resources in the event of a violent incident at a school building.

Commission of a Crime

In the event of the commission of a crime on school property, the following procedures shall be implemented to preserve evidence:

Once authorities have been contacted and the situation turned over to them, they assume all responsibility.

Procedures to preserve evidence

• All evidence should be left in place and not touched by anyone unless there is a chance of the evidence being destroyed.
• Prior to law enforcement authorities arriving, assign a staff or faculty member to ensure any potential evidence is not touched, disturbed or damaged.
• Wait for law enforcement to properly secure it.

If there is a chance of the evidence being destroyed prior to law enforcement’s arrival due to weather or other circumstances, the evidence should be secured by a person wearing gloves.  That person should maintain custody until the item is turned over to authorities.

Post-incident Response Team

Each school building shall have a post-incident response team appointed by the building principal, subject to the approval of the superintendent. Each team shall be comprised of appropriate school and medical personnel, mental health counselors and such others as the principal may deem necessary and appropriate. That team may include but not be limited to the personnel stated in the District-wide Safety Plan.