Behavioral Threat Assessment and Management (BTAM)
School violence is preventable. School-based threat assessment teams are an effective intervention practice and one of the key components to comprehensive school safety. Behavioral threat assessment and management (BTAM) is a fact-based, systematic process designed to identify, assess, and manage potentially dangerous or violent situations. Threat assessment can be defined as the process of evaluating behavior, and the circumstances surrounding the behavior, to uncover any facts or evidence that someone poses a threat to themselves or others. The process of assessing risks to a particular target, individual, or group of individuals, and designing and implementing intervention and management strategies to reduce the risk or threat is the definition of threat management. It is notable that BTAM is not a tool for predicting future violence, nor is it a foolproof method of assessing a person’s risk of harm to others. Rather, this process is preventative in nature. It can help schools identify potential threats of harm or violence and assist in development of an intervention and management plan that addresses both physical and psychological safety of all students.
The Office of School Safety offers training, protocols, consultation, and resources in the area school-based Threat Assessment and Management.
WSTAMP-R24 Guidebook and Forms
To skip to a section, please use the links below:
WSTAMP R-24 Core Forms | WSTAMP R-24 Supplemental Forms
Flowchart and Guidebook for the WSTAMP R-24 Process
The threat assessment process involves identifying, assessing, and managing individuals who might pose a risk of violence. Decades of research has helped to identify themes to be explored when conducting threat assessments. These themes have been incorporated into the WSTAMP-R24 and serve as a framework to aid the BTAM team in analyzing collected information and understanding the individual's behavior, the context, and ultimately the level of concern that is posed. A more complete understanding of the concern can result in the BTAM team identifying potential intervention opportunities and developing a supportive management plan.
Triage - Every concerning or threatening behavior warrants consideration in the context in which the behavior occurred. Initiating the BTAM triage process aids in documenting behaviors, identifying patterns of repeat behavior, documenting the school response to a behavior and systematically guiding BTAM team members through appropriate steps relevant to a specific concern. At a minimum, two trained members of the BTAM team should confer and determine if the available information warrants further action by the BTAM team. See the Guidebook for additional information about using the Triage form.
Inquiry - An Inquiry may be warranted when BTAM members analyze and discuss presenting information and based on the potential for harm, the seriousness of the behavior, or a lack of an accurate understanding of the problem decide more information or further action is needed. Information gathering for the Inquiry may include formal or informal methods with the goal of obtaining an accurate understanding of the behavior/situation and helps the BTAM determine the level of concern the student poses, and identifies needed response and interventions. See the Guidebook for additional information about using the Inquiry form.
Assessment Completed Following Inquiry - If an inquiry cannot be used to determine with a reasonable degree of confidence that the alleged behavior is not a threat, or is a low concern of violence, or the team determines further action is warranted to fully/accurately understand the concerning behavior and develop an effective intervention and support plan for safety, then a more in-depth assessment is to be undertaken by the threat assessment team. See the Guidebook for additional information about using the Assessment form.
Assessment Completed Following Triage-- No Inquiry - Teams may decide to proceed directly from the Triage to Assessment when it is suspected that the seriousness or complexity of a situation may make it difficult to fully/accurately understand the situation or concerning behavior, determine with a reasonable degree of confidence the level of concern posed, and develop an effective intervention and support plan for safety, without a more comprehensive and structured assessment. See the Guidebook for additional information about using the Assessment form.
Intervention and Support Plan - The focus of developing an ISP is to connect a student of concern with services and supports that reduce the likelihood of future concerning behavior. It should be developed regardless of the identified "level of concern". The purpose of the plan is to provide management of the situation, to protect and help possible targets, and to provide support and intervention for the student when displaying concerning behavior(s). The ISP will include developed strategies and interventions to be implemented throughout the intervention process, communicated to appropriate parties, and monitored by the BTAM team.
Intervention and Support Plan - Monitoring - Progress monitoring is a part of ongoing case management. Through monitoring of a student's response to intervention and support, the BTAM team can determine the effectiveness of the plan. This form is available for teams to review and make adjustments to the plan. This form may need to be downloaded individually/separately as monitoring will be ongoing after the Inquiry/Assessment is completed and downloaded by the school team.
WSTAMP R-24 Supplemental Forms
The Supplemental forms include the structured interview forms and additional forms that support information gathering, plan development and management, response and case monitoring.
Student of Concern Interview - Interviews with a student of concern provide critical information in a threat assessment with the primary purpose of gaining an understanding of the student's thinking, motives and behavior. The tone of the interview is intended to be professional, non-judgmental, and non-confrontational, with care and consideration given to leaving the student's dignity intact. Ultimately, this interview may help assess the level of concern posed by the student, give opportunity for the student to be heard, and assist in developing a plan of support and intervention to direct the student to a more positive path.
Parent/Guardian Interview - This form can be used with interviewee's who may have peripheral involvement/knowledge of the student of concern or in the situation. The focus of the interview is factual, but also includes questions about whether any of the behaviors or statements have been concerning or worrisome, or if there have been changes in the student's behavior or state of mind.
Target Interview - A student's parent(s) or guardian(s) is often best positioned in understanding their child's actions and interests, and therefore can be a valuable source of information. It is important the BTAM team explains the objective of the process is to ensure safety of all, and to provide assistance and support to hteir student. Who and where this interview is conducted warrants careful consideration, with the recommendation that it be a person with a positive relationship or good interviewing technique.
Additional Interviewee - Students/witnesses who know the subject or may have observations of or involvement in the situation can be asked about communications or other behaviors that may give insight to the student of concern's desire and intents. The focus of the interview is factual, but also includes questions about whether any of the behaviors or statements have been concerning or worrisome, or if there have been changes in the student's behavior or state of mind.
Teacher/Staff Interview - Teachers/staff (past or present) who know the subject or may have observations of or involvement in the situation can be asked about communications or other behaviors that may give insight to the student of concern's desire and intents. The focus of the interview is factual, but also includes questions about whether any of the behaviors or statements have been concerning or worrisome, or if there have been changes in the student's behavior or state of mind.
Witness Interview - When conducting interviews with a potential target(s), special care and sensitivity is recommended. The focus of the interview is to obtain information about the relationship with the student of concern, recent interactions with the student, and understand any potential grievances between students. The goal is to gather information without causing undue alarm, however, if the threat assessment team believes there may be risk of violence to a student or staff, the target must be offered assistance and support.
Student of Concern Interview, Younger Child - This interview form was developed with simplified language when needed for students of younger age or those with developmental and/or language differences. The primary purpose is to gain an understanding of the student's thinking, motives and behavior. Ultimately, this interview may help assess the level of concern posed by the student, give opportunity for the student to be heard, and assist in developing a plan of support and intervention to direct the student to a more positive path.
Witness Interview, Younger Child - This interview form was developed with simplified language when needed for younger students or those with developmental and/or language differences. The focus of the interview is to obtain information about the relationship with the student of concern, recent interactions with the student, and understand any potential grievances between students or others. The goal is to gather information without causing undue alarm, however, if the threat assessment team believes there may be risk of violence to a student or staff, the target must be offered assistance and support.
Additional Sources of Information - A comprehensive school threat assessment includes a review of information from various sources. This form provides a list of multiple sources that could provide relevant background, context or insight to the process.
Plan to Protect Targeted Person - This form can be used to document the plan to support a target or potential target.
Restorative Contract - This survey can be used to gather information to provide an update about the student's progress and current functioning as well as identify any ongoing needs related to monitoring their ISP.
Task Assignment Sheet - This form is provided for BTAM teams to document persons responsible for gathering needed information or completing specific tasks, when it is due, and when the task is completed.
Ongoing Monitoring Survey - This form can be used to document a plan that includes using restorative practices.
Behavioral Threat Assessment and Management Resources
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BEHAVIOR THREAT ASSESSMENT AND MANAGEMENT: BEST PRACTICE CONSIDERATIONS FOR K-12 SCHOOLS. Guidance from National Association of School Psychologists. National Association of School Psychologists
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ENHANCING SCHOOL SAFETY USING A THREAT ASSESSMENT MODEL: AN OPERATIONAL GUIDE FOR PREVENTING TARGETED SCHOOL VIOLENCE. Guidance from the U.S. Secret Service National Threat Assessment Center providing actionable steps schools can take to develop comprehensive targeted violence prevention plans for conducting threat assessments in schools.
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NATIONAL CENTER FOR SCHOOL SAFETY (NCSS). SCHOOL THREAT ASSESSMENT TOOLKIT. Guidance from NCSS, a multidisciplinary, multi-institutional training and technical assistance center focused on improving school safety and preventing school violence.
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THE FINAL REPORT AND FINDINGS OF THE SAFE SCHOOL INITIATIVE: IMPLICATIONS FOR THE PREVENTION OF SCHOOL ATTACKS IN THE UNITED STATES. This document applies the findings of the Safe School Initiative to help schools prevent targeted violence and facilitate learning through the creation of safe environments for all students, faculty, and staff.
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THREAT ASSESSMENT IN SCHOOLS: A GUIDE TO MANAGING THREATENING SITUATIONS AND TO CREATING SAFE SCHOOL CLIMATES. This document takes the findings from The Final Report and Findings of the Safe School Initiative: Implications for the Prevention of School Attacks in the United States one step further by setting forth a process for identifying, assessing, and managing students who may pose a threat of targeted violence in schools.
Mandatory Reporting of Threats of School Violence
Provided by the Wisconsin Department of Public Instruction.
Threat Assessment Consultation
The Office of School Safety (OSS) Resource Center provides Threat Assessment Consultation upon request from a school. Schools can contact the OSS Resource Center two ways:
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A toll-free number: 1-800-MY-SUSO-1 (1-800-697-8761)
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Email address: schoolsafety@wisdoj.gov
Websites, Organizations, and Training
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Foundations of Targeted Violence eLearning Module - One-hour eLearning training is designed to educate staff, parents, and community members about how to recognize threats or potentially concerning behaviors, and where to report concerning information.
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National Center for School Safety (NCSS) - Multidisciplinary, multi-institutional training and technical assistance center focused on improving school safety and preventing school violence.
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Safer Schools Together - Comprehensive training programs to empower schools in managing digital threats.
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The U.S. Secret Service's National Threat Assessment Center (NTAC). Provides research, guidance, and training on threat assessment and targeted violence prevention.
