JPRC

Learning From the Experiences of Texas Schools Implementing Behavioral Threat Assessment Programs

Report

Learning From the Experiences of Texas Schools Implementing Behavioral Threat Assessment Programs

by

The use of behavioral threat assessment (BTA) as a strategy for school safety is becoming more prevalent. However, there is limited information regarding its implementation and the necessary elements for a successful BTA program.

This report presents key findings from a study funded by the National Institute of Justice (NIJ), which examined the implementation of BTA in high schools throughout Texas. Texas is one of several states that have recently made BTA mandatory in K–12 schools. Additionally, this report provides an overview of BTA models implemented in schools and a review of existing literature on the implementation and outcomes of BTA.

Key Findings

  • Most BTA teams are multidisciplinary.
  • Central reporting mechanisms are in place, but students often report potential threats to teachers.
  • Threat assessments are conducted in line with key components of the BTA model.
  • It is difficult to find time for BTA team meetings.
  • Process tracking and data management are often decentralized, but software can be prohibitively expensive.
  • It can be difficult to connect students with community-based resources.
  • School and community resources play a significant role in facilitating BTA team success.
  • A positive school culture contributes to BTA team success.
  • Consistent communication is key to success.

Reflections on Applying Principles of Equitable Evaluation

by

Equitable evaluation is an approach that addresses the dynamics and practices that have historically undervalued the voices, knowledge, expertise, capacity, and experiences of all evaluation participants and stakeholders, particularly people of color and other marginalized groups.

The principles of equitable evaluation promise to add value to the research process and its outcomes. Significantly, the implementation of these principles comes with important decisions related to time, funding, and definitions for rigor in research.

This report, produced by the WestEd Justice & Prevention Research Center, is based on the authors’ experiences, as well as on many thoughtful conversations with the Annie E. Casey Foundation over the course of several years of collaborative work. The brief explores the following questions: