School Threat Assessment and Restorative Practices OSPI Clock Hours evaluation

Course Learning Objectives: After course, educational leader/counselor/teacher will be able to:

1. Understand background information about threat assessment and restorative practices

2. Conceptualize new opportunities for integrating threat assessment and restorative practices in their school

3. Increase their knowledge about the latest research evaluating threat assessment and restorative practices in schools

4. Be presented with threat assessment and restorative practice case studies 

Standards 

1. Professional Standards for Educational Leadership

   1. Standard 1c: Articulate, advocate, and cultivate core values that define the school’s culture and stress the imperative of child-centered education; high expectations and student support; equity, inclusiveness, and social justice; openness, caring, and trust; and continuous improvement

   2. Standard 3a: Ensure that each student is treated fairly, respectfully, and with an understanding of each student’s culture and context

   3. Standard 3d: Develop student policies and address student misconduct in a positive, fair, and unbiased manner

   4. Standard 5a: Build and maintain a safe, caring, and healthy school environment that meets that the academic, social, emotional, and physical needs of each student

2. ASCA Ethical Standards for School Counselors

   1. A.6.a. : Collaborate with all relevant stakeholders, including students, school faculty/staff and parents/guardians, when students need assistance, including when early warning signs of student distress are identified.

   2. A.9. Serious and Foreseeable Harm to Self and Others 

   3. Inform parents/guardians and school administration when a student poses a serious and foreseeable risk of harm to self or others. This notification is to be done after careful deliberation and consultation with appropriate professionals, such as other school counselors, the school nurse, school psychologist, school social worker, school resource officer or child protective services. Even if the danger appears relatively remote, parents/guardians must be notified. The consequence of the risk of not giving parents/guardians a chance to intervene on behalf of their child is too great. 

   4. Collaborate with school administration to ensure a student has proper supervision and support. If parents/guardians will not provide proper support, the school counselor takes necessary steps to underscore to parents/guardians the necessity to seek help and, at times, may include a report to child protective services. 

   5. Provide culturally responsive mental health resources to parents/guardians. 

   6. Report to administration and/or appropriate authorities (e.g., law enforcement) when a student discloses a perpetrated or a perceived threat to another person’s physical or mental well-being. This threat may include but is not limited to verbal abuse, physical abuse, sexual abuse, dating violence, bullying or harassment. The school counselor follows applicable federal and state laws and school and district policy.

Clock Hour Provider Course Evaluation requirements:

• The extent to which the written objectives have been met
  • Participant perception of relevance and quality of the course
  • The extent to which the activities identified in the clock hour standards addressed by the course have been met
  • The extent to which the course provided the opportunity for participants to reflect on next steps or implementation of the learning in their practice
  • Suggestions for improving the course if repeated (WAC 181-85-200)