pecific responsibilities include 1. Delivery of no less than seven (7) “Level I”, or Introductory-level School Behavioral Threat Assessment Trainings a. Level I training must be designed to provide basic information about the key concepts, philosophies, and procedures used in School BTA. Introductory training must include, at minimum: i. Overview on the prevalence and history of school violence: This section of the training familiarizes participants with different types of school violence as well as the distinction between impulsive violence and targeted violence. This section reviews the major findings of the Safe School Initiative as well as recent research by the FBI on active shooter incidents in schools, and includes relevant statistics on the prevalence of school violence and is tailored to Vermont. Participants should understand key distinctions between impulsive violence and targeted violence and learn the prevalence of various types of school violence, and should be able to dispel myths about school shootings and will understand the pre-incident behaviors that many school shooters have exhibited, that could allow for prevention. ii. Implications for school safety and violence prevention: This section reviews the implications for prevention arising from the findings of the Safe School Initiative and from recent FBI research on active shooter incidents in schools. The “Pathway to Violence” concept will be introduced as a logical, and potentially detectable, progression of behavior. Discussion will focus on why school shooters typically get on a pathway to violence and what works to get them off that pathway, keep them off the pathway, and redirect them. Participants should understand the pathway to violence and be able to identify the four steps along the pathway, and strategies to redirect someone away from a pathway to violence, even if they were close to implementing a violent plan. iii. Brief review of related federal and state laws requiring school behavior threat assessment management. High-level summary of school shooterrelated incidents that have occurred in and around the northeastern U.S. states. iv. Basic principles of school threat assessment: This section covers the basic principles that guide school threat assessment inquiries and investigations. Participants should be able to identify all principles of school threat assessment v. Components of school threat assessment programs: This section reviews the major components of school threat assessment programs, to include a team and team membership, efforts to encourage reporting, school threat assessment procedures, and ways to access resources for intervention. Participants should be able to compare program components already in place at their schools with the full list of program components presented. vi. Steps in the school threat assessment process: This section reviews the step-by-step procedures for assessing threats and other troubling behavior, including: 1. Identifying cases of concern 2. Gathering additional information 3. Analyzing information 4. Making an assessment 5. Situational action planning
