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Behavior Threat Assessment & Management (BTAM): A Collaborative Framework for Preventing School Violence

Nicholas Miller, LPC., EdS., NCSC

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Behavioral Threat Assessment & Management (BTAM)

Learning Objectives

Understand BTAM as a prevention and support framework.
Identify how BTAM aligns with GaMTSS and SEL systems.
Promote collaboration, safety, and early intervention.

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Threat vs. Risk

A threat expresses intent to harm; risk is the likelihood of harm occurring.
Transient Threat: Heat-of-the-moment, resolved quickly.
Substantive Threat: Indicates planning or serious intent to harm.
BTAM is a fact-based process, not profiling.

Explain the difference between a threat and a risk. BTAM distinguishes transient threats, which are impulsive and resolved quickly, from substantive threats that involve planning or sustained intent. Emphasize that BTAM is fact-based and avoids profiling. Its goal is understanding behavior in context and responding proportionally.

Begin by clarifying that not every student who makes a threat poses an actual risk of violence, and not every student at risk of violence will necessarily make a threat. BTAM helps teams distinguish between transient threats, which are impulsive and easily resolved, and substantive threats, which suggest sustained intent or planning. Discuss the importance of evaluating behavior in context, using facts rather than assumptions or stereotypes. Highlight that BTAM is about understanding behavior, not labeling students. This helps teams respond proportionally, ensuring safety while preserving student dignity and support systems.

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The Pathway to Violence

Grievance or perceived injustice
Ideation and planning
Research and preparation
Implementation
BTAM intervenes early to disrupt this pathway through support and connection.

Discuss the 'Pathway to Violence' model, showing how acts of targeted violence develop through identifiable stages: grievance, ideation, research, preparation, and implementation. Reinforce that the goal of BTAM is to interrupt this progression early through supportive, proactive intervention.

Use this slide to explain the well-documented “pathway to violence” framework from the U.S. Secret Service and NASP. Every serious act of targeted school violence is preceded by identifiable behaviors—grievance, ideation, planning, preparation, and implementation. Explain that BTAM’s purpose is early disruption of this pathway. When educators recognize grievances or changes in thinking patterns and bring them forward early, schools can intervene with support—helping students feel heard, reducing isolation, and addressing the root causes of distress before a plan for violence ever develops.

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BTAM Team Structure

Administrator (Chair)
School Resource Officer (SRO)
Mental Health Specialist / Counselor
Psychologist & Social Worker
Teacher or staff representative
The team collaboratively assesses behavior, creates management plans, and monitors progress.

Describe the multidisciplinary nature of the BTAM team. Each member brings unique expertise: administrators, SROs, counselors, psychologists, social workers, and teachers collaborate to assess, plan, and monitor. Stress confidentiality, factual documentation, and the shared responsibility of all team members.

Here, review who typically serves on a BTAM team and why each role matters. Administrators provide decision-making authority; the SRO ensures safety and law enforcement coordination; the counselor or mental health specialist provides insight into emotional and developmental factors; the psychologist and social worker assist with assessment and community linkage; and teacher representatives offer valuable observations of classroom behavior.�Stress that the BTAM team works collaboratively, not hierarchically. Each perspective contributes to a comprehensive picture of the student’s needs and risk factors. Confidentiality and ethical communication are crucial—information should be shared on a need-to-know basis and documented factually.

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The BTAM Process

Identification – Recognize and report behavior of concern.
Screening – Determine transient vs. substantive threat.
Assessment – Collect data, interviews, and records.
Management – Develop support/safety plans.
Monitoring – Track progress, update plans regularly.

Walk through the five-step BTAM process: identification, screening, assessment, management, and monitoring. Explain how this cycle is ongoing and adaptive, evolving as new information arises. Emphasize the need for objective data, collaboration, and clear documentation at each phase.

Walk through each stage of the process step by step:

Identification – Staff, parents, or peers report a behavior or statement of concern. All reports are taken seriously.
Screening – The team determines if the behavior is transient or substantive, using the district’s BTAM screening tool.
Assessment – For substantive cases, the team gathers contextual data such as academic performance, stressors, social media, and interviews.
Management – The team develops an action plan to reduce risk and meet the student’s needs, possibly including counseling, parent meetings, or safety plans.
Monitoring – Regular follow-ups ensure the plan remains effective.�Reinforce that the BTAM process is dynamic, not a one-time event—it evolves as circumstances change.

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Multi-Tiered Interventions

Tier I: Universal prevention – SEL lessons, awareness campaigns, clear reporting systems.
Tier II: Early intervention – Check-ins, behavior contracts, small group counseling.
Tier III: Intensive management – Safety plan, law enforcement collaboration, re-entry support.

Tiered BTAM Support Chart- Quick Reference

Connect BTAM interventions to GaMTSS tiers. Tier I includes universal prevention efforts like SEL lessons and awareness campaigns. Tier II involves early interventions like mentoring or small groups. Tier III provides intensive management, such as safety plans and law enforcement collaboration. Highlight that all interventions must be supportive and culturally responsive.

This slide connects BTAM to the Multi-Tiered System of Supports (MTSS). At Tier I, universal prevention strategies like SEL lessons and awareness campaigns help all students develop emotional regulation and conflict resolution skills. At Tier II, targeted supports like check-ins, behavior plans, or small group counseling address early warning signs. At Tier III, intensive interventions are provided for high-risk students, often involving mental-health professionals, law enforcement, and ongoing monitoring.�Emphasize that interventions must be culturally responsive and focus on restoring safety, connection, and trust rather than exclusion or punishment.

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Case Examples for Discussion

Student posts violent song lyrics online – what’s the response?
Student says “you’ll all be sorry” after suspension – who’s notified?
Child draws repeated violent images – how do we intervene?

Use these scenarios to prompt staff reflection. Encourage discussion on what actions and referrals would be appropriate for each case: social media leakage, retaliatory threats, or concerning artwork. Reinforce the value of early identification, teamwork, and reporting systems.

These examples are designed to spark conversation. For each, prompt staff to think through: What behaviors are concerning? What tier of intervention applies? Who should be notified or involved?

The first scenario (social media post) highlights online leakage and emotional distress.
The second (student after suspension) involves potential retaliation and requires administrative and BTAM attention.
The third (violent drawings) might indicate underlying trauma or exposure to violence.�Encourage participants to discuss how early reporting and multidisciplinary review can change outcomes.

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Documentation & Communication

Use standard forms: Triage, Inquiry, Full Assessment.
Document behaviors objectively and store securely.
Share information on a need-to-know basis only.

Stress the importance of documentation and ethical communication. All reports and actions must be factual, objective, and confidential. FERPA compliance and ethical boundaries protect both students and staff. Consistent documentation ensures accountability and effective coordination across systems.

Discuss the critical role of clear documentation in BTAM practice. Every step, from referral to resolution, should be written factually and stored securely. Avoid opinion-based statements or emotional language; stick to observable behaviors and actions taken. Reinforce FERPA and ethical standards: only share BTAM-related information with those who need it to ensure safety or provide support. Consistent documentation not only supports student continuity of care but also protects the district legally and ethically.

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Supporting the Student

BTAM prioritizes rehabilitation and connection over exclusion.
Engage family and community supports.
Refer to counseling or mental-health services.
Implement structured check-ins and mentoring.

Reinforce that BTAM focuses on support, not punishment. Students who make threats often have unmet emotional or social needs. Discuss interventions like counseling, family meetings, mentoring, and re-entry planning. Collaboration with external partners such as APEX or DFCS can ensure long-term stability and safety.

Emphasize that BTAM’s ultimate goal is not discipline, t’s support and connection. Students who make threats often experience stress, fear, or unmet emotional needs. Effective support plans include parent meetings, counseling referrals, skill-building interventions, and consistent check-ins.�Discuss the importance of creating a re-entry plan after an incident or suspension that includes both accountability and care. Highlight collaboration with external partners such as APEX, DFCS, or private therapists. A caring, consistent adult relationship is often the strongest protective factor.

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Roles for All Staff

All staff share responsibility for identifying and reporting concerns.
Observe and document objective behaviors.
Report concerns promptly to administration or BTAM team.
Build a culture of trust and safety across the school.

Emphasize that every staff member has a role in BTAM. Teachers are often the first to notice warning signs including changes in mood, fixation on violence, or social withdrawal. Encourage objective reporting and reassure staff that raising concerns is a proactive, caring act that protects students and staff alike.

Remind staff that BTAM is everyone’s responsibility. Teachers and support staff are often the first to notice changes in student behavior—withdrawal, fixations on violence, or increased agitation. Encourage them to document objective facts, not opinions, and to report concerns promptly.�Reiterate that safety culture depends on trust. Students and staff must believe their concerns will be taken seriously and addressed constructively. When adults model calm, consistent reporting, students learn that seeking help is a strength, not a weakness.

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Resources & References

U.S. Secret Service NTAC – Protecting America’s Schools (2019).
NASP Framework for Safe and Successful Schools.
GaDOE Behavioral Threat Assessment Resources.
PREPaRE Model – Crisis Prevention & Intervention.

Review key national and state-level BTAM resources: Secret Service NTAC, NASP frameworks, GaDOE resources, and the PREPaRE model. Encourage staff to explore these further for continued learning and to use them for consistency in language and practice across the district.

Use this slide to briefly review the foundational resources that inform your district’s BTAM model:

The U.S. Secret Service NTAC research emphasizes prevention and early intervention.
NASP’s Framework for Safe and Successful Schools integrates mental health and safety.
The GaDOE BTAM Resources provide guidance for compliance and structure.
The PREPaRE Model offers trauma-informed strategies for crisis prevention and intervention.�Encourage participants to review these resources after training and to contact you for follow-up consultation.

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Closing Message

Effective BTAM practice is collaborative, preventative, and student-centered.
By focusing on behaviors of concern, not labels, schools protect safety while promoting belonging and well-being.