Assessment and Evaluation
What is the purpose of the assessment?
To provide the Case Management Team with information to assist in making decisions about student safety.
To determine risk of harm to self, students and/or staff.
To help develop individual safety plans or other supports to keep all students safe.
To support student needs.
How long will it take?
Approximately 2 hours.
Who needs to attend?
At least one parent/guardian and the student must attend.
Both the student and parent will be asked to complete checklists and meet with staff.
If you have access to the internet and email, you may be asked to complete selected checklists through a web site to help save time or for convenience.
You may also call before the evaluation if you have questions.
Who is generally assessed?
Students who have safe school violations.
Students who are victims of a safe school violation.
Occasionally, students who need general psychological assessment, as requested by the Student and Family Resources Department or local administrators.
What is a safe school violation?
Violations of the district safe school policy, including harm to others or self, weapons, fire setting, harassment, sexual misconduct, drug/alcohol use, threats, theft, etc.
What happens to the Summary Notes?
After clinical review by the Safe Schools Clinical Team (SSCT) staff, a copy of the SSCT assessment summary notes is sent to the District Case Management Team for case review.
Results may be discussed with the Local Case Management Team (LCMT).
Results are discussed with parents, as requested.
There are to be no copies in the student's regular or special education files, although test copies may be.
Permission from parents is obtained before anyone other than the school district, courts, or the SSCT staff and consultants may review the results. If you would like a copy of the results sent to a physician, counselor or others, please bring the contact information when you keep the appointment.
Remember that the SSCT does not decide placement or consequences. That is under the purview of the District Case Management Team and/or Local Special Education Team.
What is included in the evaluation?
Review of educational history (grades, discipline, absences, special services, etc.).
School behavioral observations and checklists.
Statements from students, parents and educators regarding the incident.
Student and parent interviews and checklists.
Other assessments related to concerns of the district.
Input is welcome from your personal health and mental health provider if they release information with your permission.
You are encouraged to follow up for evaluation feedback.
List of Testing Instruments Available through Safe Schools Clinical Team
Adolescent Life Stress Scale
Antisocial Process Screening Device (teacher and parent)
Asperger Syndrome Diagnostic Scale
Autism Spectrum Rating Scale
Attitude Toward Guns and Violence Questionnaire
Achenbach System of Empirically Based Assessment (child, parent, teacher
checklists) Available online and in Spanish
Beck Depression Inventory 2nd Edition
Beck Youth Inventories 2nd Edition
Behavior Assessment System for Children 3rd Edition (child, parent, teacher, checklists) Also available in Spanish
Bullying Victimization Scale
Child Abuse Potential Inventory 2nd Edition
Children's Aggression Scale
Child and Adolescent Risk Evaluation 2nd Edition (for violent behavior)
Child Sexual Behavior Inventory
Childhood Autism Rating Scale
Childhood Sexual Behavior – 21 Problematic Characteristics Checklist (Shaw, 1999)
Children’s Depression Inventory 2 (child and parent)
Children’s Inventory of Anger
Children's Measure of Obsessive-Compulsive Symptoms
COMPU-15 (Alcohol and drug assessment)
Conduct Disorder Scale
Conner's 3rd Edition Short Form (adolescent, parent)
Early Assessment Risk List for Boys
Early Assessment Risk List for Girls
Eating Disorders Inventory - 3rd Edition
Emotional Disturbance Decision Tree
Firesetter’s Protocol (based on F.E.M.A. Interview form)
Hare Psychopathy SCAN
Hare Psychopathy Checklist: Youth Version
Inventory of Suicide Orientation for Adolescents
Juvenile Sexual Offense Recidivism Risk Assessment Tool-2nd Edition
Multidimensional Anxiety Scale for Children - 2
Pervasive Developmental Disorder Behavior Inventory
Psychosocial Evaluation & Threat Risk Assessment
Sleep Disorders Inventory for Students
State-Trait Anger Expression Inventory-2nd Edition
Structured Assessment of Violence Risk in Youth
Substance Abuse Subtle Screening Inventory-Adolescent II (Online), The SASSI-A3 research version also available
Suicide Probability Scale
Trauma Symptom Checklist for Children
Trauma Symptom Checklist for Young Children
UCLA PTSD Reaction Index
Virginia Risk Level Guidelines for Youth Sexual Offenses
BSI- Behavioral Symptoms Index
CD- Conduct Disorder
CPS- Child Protective Services
Critical Items: S-Sometimes, O- Often, AA- Almost Always, T- True
D/A or A/D- drugs and alcohol or vice versa
DSD- Developmental Social Disorders
DT- Juvenile Detention
ESI- Emotional Symptoms Index
GAD- General Anxiety Disorder
HI- Homicidal Ideation
NS- Not Significant
OCD- Obsessive Compulsive Disorder
ODD- Oppositional Defiant Disorder
PF- Protective Factor
PTSD- Post Traumatic Stress Disorder
RF- Risk Factor
R/O- Rule Out
SA- Suicide Attempt
SI- Suicide Ideation
SIB- Self-Injurious Behavior
SP- Spanish Version of the Test
TBI- Traumatic Brain Injury
WNL- Within Normal Limits
Alcohol and Drugs
General Risk Factors to Consider
Some of this information will require parent permission before asking, but you may know it already, and it then can be used in decision making. When in doubt, refer for an A/D evaluation, especially if it is a safe school violation. Remember that any time A/D issues are present it makes the student more likely to engage in other risky behavior such as harm to self or others. All safe school violations must be reported to the District Case Management Team.
1. A family history of A/D abuse.
2. A family history of criminality.
3. Discipline problems in the family,i.e. poorly defined rules, inconsistent discipline and/or discipline that is either too harsh or too lax.
4. Conduct Disorder and general rule-breaking. This is magnified when other personal challenges such as impulsiveness, shyness (especially in males), in inattentiveness or general negativity are present. Look at the Intervention Screen. Poll teachers.
5. Look at the pattern of grades and U s. Any sudden changes? Is there a long standing pattern of poor school performance? Of course, this can be due to any number of factors, but important for A/D risk assessment just the same.
6. Alienation and general lack of social bonding with family, prosocial friends or institutions (clubs or sports teams, for example, in which there is a competent, consistent, caring and available adult). The beginning or ending of a significant relationship can portend a high relapse risk.
7. A significant factor, and a good predictor of relapse as well - friends who are using. This one is magnified if the friends are also in difficulty with the legal system or school. AND, are older. AND, if there is a corresponding lack of prosocial friends. AND, if the parents have abdicated their responsibilities as parents, for whatever reason.
8. Other behaviors, such as sensation seeking, bizarre behavior, poor social skills. Oh, and another significant factor for relapse is the presence of a mood disorder, in particular depression (especially in females).
There are any number of additional risk factors and, when in doubt, it is generally better to follow through on a safe school violation so that a more complete assessment can proceed. Many times what seems like a minor incident involving A/D turns out to include more serious problems with drugs or other mental health issues. Keep in mind that personalities vary among A/D users and the field has not been very successful in teasing out a consistent A/D personality.
Here are a couple of questions you can ask to help determine current substance excess (yes, we know that ANY use is a problem in teens, but a "Yes" answer to either of these two questions may indicate a more serious concern).
1. In the last year have you ever used more alcohol or drugs than you meant to?
2. In the last year, have you ever felt you wanted or needed to cut down on your drinking or drug use?
This research was conducted with adults (18+), but it may apply to older adolescents as well. There are important follow-up questions more appropriate to a diagnostic interview, so again, refer when in doubt.
Teen Drug Abuse Resource – drugrehab.com/teens/
Brown, et.al.(2001). A two-item conjoint screen for alcohol and other drug problems. Journal of the American Board of Family Practice. 12(2):95-106.
Boswell, B. (1989).Predictors of Addiction, Adolescent Counselor, Feb./Mar.,p 10.