PISD welcomes parents and others to visit our district campuses. However, we ask that anyone visiting any of our campuses to check in at the front office of that campus. This provides safety for both our students and staff, and also eliminates any disruption of instruction. 

All campuses have a single entry access point with an Unifi Access. Visitors have to push the button on the Unifi Intercom to communicate with the front desk to be allowed access into the building. All visitors are asked to present a valid state or government issued photo identification card to the school’s receptionist. This ID is scanned into the Raptor Visitor Management System, which cross-references the visitor's personal information with a nationwide registered sex offenders' list. The Raptor system then sends text and email notifications to key personnel if a match is found. If a match is not found, the Raptor system prints a visitor’s pass, which includes the person’s name, photo, date of visit, time of visit, and destination within the building. 

In compliance with Texas Education Code §38.022, Poolville  ISD will impose reasonable restrictions to campus visitors in an effort to maintain order and the safety of our students. (See Lovern v. Edwards, 90 F.3d 648 (4th Cir. 1999)).  Individuals with court-ordered restrictions must self-report when visiting a campus, as well as provide government-issued identification for the District’s “Raptor” program (Tex. Educ. Code §38.022(c); Tex. Code Crim. Proc. Art 62.064(b)).

Individuals subject to child safety zone restrictions may not go in, on, or within a distance specified by the parole panel of premises where children commonly gather (Texas Government Code §§ 508.187(b),.225(a); Texas Code Criminal Procedures article 42A.453).

The District acknowledges child safety zones to be established at all real property and all buildings and appurtenances pertaining to the real property owned by the District.  Although the District does not intend to restrict parental rights to access student records any further than the law requires in an individual circumstance, court-ordered restrictions regarding proximity to our students may be extended by campus administrators.   Specifically, registered sex offenders not otherwise prohibited from being in a child safety zone may only visit the campus when chaperoned by an administrator or another employee.  Access to classrooms and other areas on campus where students might congregate is prohibited.  Upon request, a parent may request an administrator conduct a case-by-case assessment based on relevant and up-to-date information for special events to which the public is invited.  An administrator might then allow access to a parent’s own child in a cafeteria setting, but only in a designated area visible to and monitored by assigned staff members.  An administrator’s review cannot supersede a court order prohibiting access to a child safety zone. 

Registered sex offenders are not eligible to serve as volunteers.  Registered sex offenders may not drop off/pick up their students on a campus facility when prohibited from doing so by court order. 

All visitors are expected to comply with all District policies and procedures and to demonstrate the highest standards of courtesy and conduct. Disruptive behavior will not be tolerated. The District has the right to refuse entry to or eject a person from property under the District's control. See the link below regarding Refusal of Entry to or Ejection of an Individual.

NOTICE REGARDING THE REFUSAL OF ENTRY TO OR EJECTION OF AN INDIVIDUAL FROM DISTRICT PROPERTY 

FNG(LOCAL)

GF(LOCAL)

Thank you for your cooperation while visiting our district. 

PURPOSE - To support district policy that students will be safe and secure while attending school. The S.R.O. will serve all district campuses on a daily basis as required. This may include, but is not limited to: formal instruction, counseling in areas involving the law and/or law enforcement; and, as a general source of information regarding criminal law and its process.

PROCEDURE - To serve as a law enforcement officer and to be accessible to students and faculty in order to create a positive and desirable means by which people can report on-campus criminal matters or seek advice within their own environment.

• The S.R.O. shall be the reporting officer for criminal acts (to include violations of the Texas Penal Code, Texas Education Code, Texas Health and Safety Code, and Texas Traffic Laws) that occur while on an assigned campus.

• When immediate action is needed for reporting an offense and the S.R.O. is not available, a patrol officer shall be called.

• S.R.O.s are not to be considered agents of the campus principal to the extent that they assist with observation, recognition, and reporting of the school rule violations.

• S.R.O.s shall be included in all locker/vehicle/individual searches when it is believed that illegal substances or weapons are expected to be found, or the possibility of danger or violence exists toward any person or property.

• When necessary, S.R.O.s will make arrests for offenses committed in their presence. All pertinent reports will be completed in a timely manner and information shared with the appropriate school officials regarding the arrest.

• CONSULTATION - To meet with students on an individual or group basis when called upon.

  • S.R.O.s are not intended to replace any school counselor nor are they to conduct or offer any formal psychological counseling.

  • S.R.O.s will advise students on responsibilities and procedures concerning criminal matters.

  • S.R.O.s will help resolve, by advice, issues between students that involve criminal matters that may result in a criminal matter, disturbance, or disruption.

  • S.R.O.s will counsel and advise on substance abuse, sexual abuse, or any form of child abuse.

  • Student confidentiality shall be maintained unless the gravity of the situation dictates otherwise.

• JOB SPECIFICS

  • The S.R.O. offices are located in high school.

  • The S.R.O.s workday is eight hours.

  • The S.R.O.s work schedule is for both the fall and spring semesters.

  • The S.R.O.s campus assignments include all district campuses.

  • The S.R.O. files required reports in a timely manner as needed for specific programs.

To contact the Poolville ISD School Resource Officer, call the Poolville Administration Department at 817-594-4452. If it is an emergency call 911. 

HOW IT WORKS

Put simply it is a three part approach to solving the crime problem. Crime Stoppers relies on cooperation between the police, the media, and the general community to provide a flow of information about crime and criminals.

The Phone Call   -  817-599-5555 OR 1-800-942-STOP

URL Click HERE 

Calls are received at a Crime Stoppers Call Center in another town. Professionally train operators will take your call. Calls do not have caller ID and are not recorded. The Crime Stoppers Police Coordinator receiving the information completes the tips information form, makes initial inquiries and then passes the information to the investigating officer. Calls are accepted regarding any publicized request for information, such as "Crime of the Week" or such other crime(s) the caller has knowledge of.

By guaranteeing a caller's anonymity Crime Stoppers allows the caller to give information in a positive atmosphere without the prospect of retribution. By offering cash rewards for information leading to indictment or arrests, the program encourages otherwise reluctant callers to provide information.

The importance of anonymity cannot be overemphasized.  You will be anonymous unless YOU tell someone that you submitted a Crime Stoppers Tip.

 

 

Online WebTip - From Crime Stoppers

 

Tipsters now have the option of giving us tips online. The process is completely secure and anonymous and is a very effective and efficient means of safely communicating with us in today's world. Our WebTip process is powered by the world's leading online tip solution provider, Navigate 360 Software.  

The very unique integrated Two-Way Dialog capabilities allow the tipster to come back and provide additional information to their tip at any time, but also provides a secure means for the coordinator to ask questions or provide reward information back to the tipster through the same secure and encrypted interface.

 

Structure and Funding of Crime Stoppers

Crime Stopper Programs are organized as a not for profit organization (Charity). A civilian community board of directors provides direction as to the financial and promotional activities of the program. The board of directors enhances the community involvement aspect, and its function is vital to the programs success.

The Crime Stoppers program is funded by a percentage of Probation fees paid, private donations and fund raising. NO TAX DOLLARS are involved. The reward money paid out by the program is from the District Courts, allotting a percentage of probation fees paid to our local Crime Stoppers Program. 

A community board of directors, made up of persons from throughout the area, meets on a monthly basis to evaluate arrests and to decide on the size of rewards to be paid, up to $1,000. Rewards are then distributed in a private manner to the callers. Callers are eligible for rewards up to $1,000, but, despite this, many callers choose not to collect their rewards. You MUST keep up with your login information to receive a reward. 

 

See FAQ if you did not find your answer here.

Does Crime Stoppers Work?

The answer is quite simply yes. Since the start of Crime Stoppers, many calls have been received resulting in thousands of arrests and recovery of substantial amounts of property. Calls have included information about murder, robbery, rape, assaults, drug and firearm offenses.

The success of a Crime Stoppers program cannot be purely judged on statistics, however, other benefits have come to notice:

• A greater awareness in the community that there is a crime problem.

• A willingness by the community to fight back against crime if it is given the opportunity and motivation.

• Improved relationships between police, media, and the community.

 

Crime Stoppers is definitely here to stay. It has been accepted by police as a valid and effective investigative tool and the public, through its overwhelming response, appears to have accepted it as a more palatable alternative to traditional methods of giving information.

Flashing Lights: Creating Safe Interactions between Citizens and Law Enforcement (Video)

§74.39. Requirements for Instruction on Proper Interaction with Peace Officers (Curriculum)

Inclement Weather Procedures

Poolville ISD Emergency Communications

Please click on the following links to view PISD's Emergency Drill Definitions:

PISD Emergency Drill Definitions 

PISD Emergency Drill Definitions Spanish

Please click on the following links to view PISD's Standard Response Protocol (SRP):

SRP Poster

SRP Poster Spanish

Student/Parent Reunification

Click Here for Student/Parent Reunification Description

Reunification would be activated if there was a need to evacuate a campus to another location due to some type of crisis. Poolville ISD would use other district facilities if this process was needed as the first alternative. The district also has agreements with other locations if other district facilities were not available at the time of the crisis. 

 

Black Creek K-9 LLC shall provide canine detection services using properly trained and certified canine detection animals paired with qualified and proficient canine handlers. The detection method used by BCK9 to seek out the substances deemed undesirable by Poolville ISD is an open air, olfactory canine sniff. BCK9 will only utilize canine animals that are certified and deemed reliable by a national certifying body when applicable. A copy of pertinent records relating to a specific canine animal’s reliability will be made available to Poolville ISD upon request.

Black Creek K-9 LLC shall deploy canine teams on an unannounced basis under the auspices and direction of Poolville ISD with BCK9 acting as an agent of Poolville ISD during such deployments. All property owned or under the direct control of Poolville ISD shall be subject to a canine sniff. These areas include, but are not limited to the following: communal areas, lockers, gym areas, parking lots, vehicles, grounds and any other area designated by  Poolville  ISD. Poolville ISD agrees to provide a minimum of one (1) representative to escort the canine team throughout the respective campus. The representative(s) should, where available, be or include the school’s SRO (School Resource Officer). BCK9 will provide the Poolville ISD with a complete report documenting all of the action taken by the canine teams for the previous month upon demand. Additionally, BCK9 will provide an annual report to the Poolville ISD at the conclusion of each contract period that documents all of the activities of the canine teams during that contract cycle.

Should a substance or item, whether legal or illegal, be located as a result of a positive indication from a canine, that substance or item is the responsibility of Poolville ISD. BCK9 can, at the request of Poolville ISD, provide preliminary or presumptive field- testing of suspected narcotics in order to properly identify the substance. BCK9 may also be able to make recommendations on the handling of specific, non-narcotic threats when applicable.

Bullying and Harrassment

Bullying, harassment, and intimidation are serious offenses and will not be tolerated in our schools. In fact, Policy FFI and Policy FFH prohibit such activities. Bullying occurs when a student or group of students engage in written or verbal expression, expression through electronic means, or physical conduct that:

 

1. Will have the effect of physically harming a student, damaging a student's property, or placing a student in reasonable fear of harm to the student's person or of damage to the student's property; or
2. Is sufficiently severe, persistent, or pervasive that the action or threat creates an intimidating, threatening, or abusive educational environment for a student.

The conduct is considered bullying if it:

1. Exploits an imbalance of power between the student perpetrator and the student victim through written or verbal expression or physical conduct; and 
2. Interferes with a student's education or substantially disrupts the operation of a school.

The form below is used to report alleged harassment and intimidation (bullying) that occurred on school property, at a school-sponsored activity/event on or off of school property, on a bus, on the way to and/or from school, in the current school year. If you are a student victim, the parent/guardian of a student victim, or a close adult relative of a student victim, or a school staff member and wish to report an incident of alleged bullying, harassment, or intimidation, complete this form and return it to the principal or assistant principal at the student victim’s school.

 

Contact the school for additional information or assistance at any time. Reports of bullying should be made as soon as possible after the alleged act or knowledge of the alleged act. A failure to promptly report may impair the District’s ability to investigate and address the prohibited conduct.

 

Our Monarch Tip Line may also be used to report bullying, harassment and intimidation.

• Bullying Harassment Incident Reporting Form

Fentanyl Awareness

Dear Parents/Guardians/Caregivers,

There is a growing threat to the health and safety of our youth that we want to bring to your attention.  Fentanyl is a man-made, Schedule II narcotic that has reached a growing number of communities of all sizes across Texas and has impacted so many lives. According to the Centers for Disease Control (CDC), within the last two years, teen overdose deaths related to Fentanyl have tripled. Over half of all overdose deaths are related to Fentanyl use. Death from Fentanyl overdose happens when the respiratory system slows, or not enough oxygen gets to the brain.

Fentanyl is a manufactured opiate drug that is generally used in the medical field to treat severe pain. It is often used in emergency situations and given by paramedics and in emergency rooms. Sadly, an underground market has developed for this drug, and it is often marketed to youth. Fentanyl can come in many forms and even the smallest amount can be lethal. It is often mixed with other drugs such as cocaine and heroin. Prescription medications can also be laced with it. There have been some cases where the Fentanyl pills were made to look like candy. Oftentimes, the teen has no idea that what they are taking has Fentanyl in it.

What can you do as a parent to prevent your teen from falling prey to this deadly trend?

• Talk to your teen. Talk about the dangers that they may face at parties and social events. Let them know that they can talk to you about things that are concerning them.
• Monitor their social media and app usage. This is a common way that teens get access to this drug.
• Encourage your teen to get involved with extra-curricular activities, church, service projects, community, and school organizations. Keeping your teen involved can help battle loneliness, isolation, and hopelessness.
• Know how to access the district’s anonymous reporting tool. It can be found on the district’s website. Report any suspicion that Fentanyl use may be occurring in the schools or that someone may be abusing it. Encourage your child to do the same. You could save a life.
• Monitor your child’s behavior. Has their behavior changed lately? Do they have a new set of “friends”? Are they keeping to themselves more often than usual?
• Seek help if your child is facing a mental health challenge or if you suspect they are using any substance.

 

Together, we can help our youth make better choices to avoid this dangerous drug and to keep it out of our schools and communities. Please see the resources linked below for additional information. 

• fentanyl-awareness-one-pager
• fentanyl-crisis-emoji-drug-code-red-with-one-pill-kills
• fentanyl-pencil-tabloid
• fentanyl-fact-sheet-tabloid
• fentanyl-crisis-emoji-drug-code-red-with-one-pill-kills-es
• fentanyl-pencil-tabloid-es
• fentanyl-fact-sheet-tabloid-es
• fentanyl-awareness-one-pager-es

This page is intended to provide a partial list of actions, behaviors, and circumstances that may indicate greater risk for targeted violence.   We have developed a threat assessment process aimed at providing students with the help and support they need before unresolved issues, ideations of violence and concerning behaviors escalate.

 

If you have concerns please contact your child’s principal for further assistance. If you have concerns of imminent danger, contact Law Enforcement immediately by calling 911.

Risk Indicators Associated with Targeted Violence

 

Has there been a shift toward a threat of extreme aggression or violence?

Violence is aggressive behavior that is intended to, or results in, serious or lethal injury.

 

Have there been threatening communications suggesting a potential violent attack?

Is the communication an expression that suggests details of planning or ongoing consideration of an attack? Communications may include verbal expressions, artwork, email, internet messaging, texting, written language exercises, or any other medium of communication. Communication can also be made by indirect, veiled, or casual references to possible harmful events, warnings of potential harm, or references to previously occurring violent events such as school or community shootings.

 

Are there indications of a specific target or targets?

Is there an ongoing consideration or focus on a particular person or a group of people?

 

Are there indications of a motive, goal or justification for a serious or lethal attack?

While there can certainly be many motives for acting out violently or aggressively, the most common is the need to establish or re-establish control. It is often disguised as revenge or vendetta for lost love or humiliation and the desire to prove bravery after making a threat or taking a dare. Pay close attention to motive themes of loss, being wronged or excessive anger.

 

Are there any indications of behavior that increase the possibility of violence occurring? Such indications may include a plan, acquiring weapons, rehearsing or practicing the attack, scheduling the attack, or other preparations.

A communication that threatens an attack is only an expression and does not suggest a “posed threat” unless there are behaviors supporting the intent to carry out the attack. Many threats are not stated with clearly expressed language but are indicated by veiled threats and/or behavior that relates to a possible attack. Attack related behavior includes but is not limited to, the following:

• A plan to carry out a targeted act of aggression against a specific individual or group. A plan would have a sequence of actions necessary for its success. The more plausible the plan the greater the risk.
• Acquisition of a weapon, the attempted acquisition of a weapon, or research about how to acquire a weapon. If the threat is the use of physical force to the point of serious or lethal injury, then the physical force is the weapon.
• The rehearsal of the event or a similar event.  Rehearsal is like simulation or practice. Rehearsal can be indicated through art, fantasy games, writing, or film projects. It can also be indicated by the use of movies, internet sites, or video games that have themes and sequences of violence that can serve as a kind of simulation or practice. However, it must be noted that the use of such games or films as entertainment does not lead or cause students to act out violently.  Their use is only attack-related behavior when it serves as rehearsal or practice.
• Scheduling an attack. Scheduling the act can be indicated through vague communication or actually noted in clear detail. Sometimes the schedule is flexible, awaiting a triggering event (teasing, rejection, loss) that further justifies the violence and locks it in as the only solution.

 

Are actions and behaviors consistent with communications?

If threats are made but not accompanied by attack-related behaviors, motives, or a specific target(s) consistent with that threat, then the risk decreases.

 

Is there peer collaboration?

Are peers aware of, or concerned about, a potential attack?  Are peers encouraging the attack?

 

Are alternatives and emotional coping reserves decreasing?

For example, a person who is low on coping strategies or alternatives may consider violence to be the only option available to solve problems.

 

Are there indications of suicidal thoughts?

Is there a history of suicidal ideation, gestures, references, or intent? A desire to die, be killed by another, or commit suicide, combined with a threat to harm others, increases the overall risk. This is especially true if the suicidal behavior is one feature of a plan to kill others and carry out revenge or justice. If there is a risk of suicide, seek out advice and assessment from a doctor, mental health professional, or contact local available resources.

 

Are there personality or behavioral traits, family dynamics, school system issues, or social dynamics that lead to a more vulnerable and potentially dangerous situation?

Reckless and vindictive behavior, family dysfunction, academic failure, and social crisis are all risk factors that can aggravate an already at-risk situation.

Additional Local Resources:

 

PISD

Anonymous Information Sharing “Monarch Tip Line" App - Download our P3 App or visit our website at P3 tips.com to send your anonymous tip.

 

Safety and Security Department:                   817.594.4452

 

Law Enforcement    

Emergency Response Dial:                              911

Parker County Sheriff’s Office:                     817.594.8845

Child Abuse Hotline:                                           800.252.5400

 

Mental Health Services        

Safe Harbor:                                                            817.441.9345

Excel Center of Millwood:                              972.422.5939

Excel Center of Willow Park:                        817.678-8808

Mobile Crisis Outreach Team:                     877.422.5939

Suicide Prevention Lifeline:                          800.273.8255

 

Overview

• In the United States, youth use e-cigarettes, or vapes, more than any other tobacco product.
• No tobacco products, including e-cigarettes, are safe, especially for children, teens, and young adults.
• Most e-cigarettes contain nicotine, which is highly addictive. Nicotine can harm the parts of an adolescent's brain that control attention, learning, mood, and impulse control.
• E-cigarette marketing, the availability of flavored products, social influences, and the effects of nicotine can influence youth to start or continue vaping.
• Most middle and high school students who vape want to quit.
• Many people have an important role in protecting youth from vaping, including parents and caregivers, educators and school administrators, health care providers, and community partners.
• States and local communities can implement evidence-based policies, programs, and services to reduce youth vaping.

E-cigarette use among U.S. youth

In 2024, e-cigarettes were the most commonly used tobacco product among middle and high school students in the United States:

• 1.63 million (5.9%) students currently used e-cigarettes. This includes:
  • 410,000 (3.5%) middle school students.
  • 1.21 million (7.8%) high school students.
• Among students who had ever used e-cigarettes, 43.6% reported current use.
• Among students who currently used e-cigarettes:
  • 87.6% used flavored e-cigarettes.
  • 38.4% used an e-cigarette on at least 20 of the last 30 days.
  • 26.3% used an e-cigarette every day.
• Among students who currently used e-cigarettes:
  • 55.6% used disposable e-cigarettes, 15.6% used prefilled or refillable pods or cartridges, and 7.0% used tanks or mod systems.
  • The most commonly reported using the following brands: Elf Bar, Breeze, and Mr. Fog.

Most middle and high school students who vape want to quit and have tried to quit. In 2020:

• 63.9% of students who currently used e-cigarettes reported wanting to quit.
• 67.4% of students who currently used e-cigarettes reported trying to quit in the last year.

Most tobacco use, including vaping, starts and is established during adolescence. There are many factors associated with youth tobacco product use. These include:

• Tobacco advertising that targets youth.
• Product accessibility.
• Availability of flavored products.
• Social influences.
• Adolescent brain sensitivity to nicotine.

Some groups of middle and high school students use e-cigarettes at a higher percentage than others. For example, in 2024: 

• More females than males reported current e-cigarette use.
• Current use of e-cigarettes varied by race and ethnicity.
  • Non-Hispanic American Indian and Alaska Native students: 11.5%.
  • Non-Hispanic Black or African American students: 7.0%.
  • Non-Hispanic multiracial students: 6.6%.
  • Hispanic or Latino students: 6.1%.
  • Non-Hispanic White students: 5.9%.
  • Non-Hispanic Asian students: 2.3%.

Many young people who vape also use other tobacco products, including cigarettes and cigars. This is called dual use. In 2024:

• Among U.S. high school students who currently used a tobacco product, more than 1 in 3 (36.6%) used more than one type of product.
• Among U.S. middle school students who currently used a tobacco product, more than 1 in 3 (38.9%) used more than one type of product.

E-cigarettes can also be used to deliver other substances, including cannabis. In 2016, nearly one in three (30.6%) of U.S. middle and high school students who had ever used an e-cigarette reported using marijuana in the device.

Find more information here: VAPING INFORMATION

The Texas School Safety Center understands that school safety is a primary concern for parents and guardians. A Parent’s Guide to School Safety introduces key school safety topics, highlights relevant Texas laws, and provides specific information that you and your child need to know. The guidance and resources will equip you with how to best support your child and your child’s school. This toolkit is designed to be a resource in which you can read from start to finish, or you can utilize the Table of Contents to read more about specific safety topics. A Spanish version of this toolkit is coming soon.

 

If an emergency takes place at your child’s school, how you are notified depends on the district’s communication technology and infrastructure, and the school district’s policies on mass communication. Mass communication, or notifying all parents of what is taking place, can occur due to early release because of inclement weather, an active threat at the school, violent activity, or some other type of emergency. As a reminder, your child’s school needs to have current, working contact information for you, including your cell phone numbers and email addresses, so that they can quickly notify you of emergencies.

Understandably, in a school emergency, the first instinct is to rush up to the school to pick up your child. However, the best action you can take is to stay close to your phone and email and monitor local radio and TV reports for regular updates and instructions. Some school districts have a social media presence, which they may use during emergencies to push out information to followers or subscribers.

Does my child’s school have a streamlined notification system for communications? When are families notified of an imminent threat to student safety?

The Texas Education Code states that school districts must include in their EOP the communication measures they have in place and ensure that they are adequate both in technology and infrastructure. This technology and infrastructure must include the ability to provide immediate notification to parents and guardians involving a significant threat to the health or safety of their child.

TEA requires each district to adopt standards for mass notification to parents and guardians regarding violent activity that might take place or has occurred at a school district campus or district-sponsored activity. The standards must include electronic notification through text messaging and email, have an option for real-time notification, while also protecting student privacy.

What Should My Child Know?

You will be notified if there are any significant threats to their health or safety, and schools have plans in place to prevent school attacks.

The importance of your child reporting all concerning behaviors. (See Section 2.9 School Behavioral Threat Assessment and Management for more information.)

Their phone needs to be silent for any active threat situations, and that they should avoid contacting the media for safety reasons.

Will I be notified if my child is the subject of a school behavioral threat assessment?

Before a team conducts a school behavioral threat assessment, the team must notify the parent or guardian of their intent to conduct the assessment. The district must provide an opportunity for the parent or guardian to participate in the assessment process by providing information either in person or remotely. This opportunity to participate and provide information is met through the act of the parent or guardian being interviewed by the threat assessment team during the threat assessment process.

Other than choosing to participate in your own child’s interview, this law does not grant a parent or guardian the right to be present for any other part the threat assessment process, to ensure the confidentiality and safety all students and staff.

After completing the threat assessment, the team must provide the team’s findings and conclusions to the parent or guardian.

 

Who should be on the SSSP team conducting behavioral threat assessments?

The superintendent of the district is responsible for ensuring, to the greatest extent practicable, that the members appointed to each school SSSP team have expertise in:

• Counseling
• Behavior management
• Mental health and substance use
• Classroom instruction
• Special education
• School administration
• School safety and security
• Emergency management
• Law enforcement

Bringing together individuals with varied backgrounds, knowledge, and experience helps in assessing threats and risk levels of individuals and situations. The existence of multiple perspectives allows the team to reach a balanced decision about an individual’s risk of harm.

What training do team members receive?

The TxSSC, in coordination with TEA, developed model policies and procedures to assist school districts in establishing and training SSSP teams. Each team must receive training provided by the TxSSC or a regional education service center (ESC). The National Threat Assessment Center (NTAC) of the U.S. Secret Service offers an 8-step comprehensive targeted violence prevention plan to assist school districts in forming SSSP teams and creating behavioral threat assessment processes.

What behaviors merit action from the SSSP team?

The SSSP team is responsible for collecting and analyzing harmful, threatening, and violent behavior; assessing threat and risk levels; and determining appropriate interventions. The Texas Education Code lists the following as “harmful, threatening or violent” behaviors:

• Verbal threats
• Threats of self-harm
• Bullying
• Cyberbullying
• Fighting
• Use or possession of a weapon
• Sexual assault
• Sexual harassment
• Dating violence
• Stalking
• Assault

Is law enforcement always involved?

Concerns that are brought to the team’s attention may or may not warrant law enforcement intervention. However, an individual with law enforcement expertise is required to be on the threat assessment team. It is beneficial to have a law enforcement officer on the team, but the case will need to meet the threshold established by the team or by law to warrant immediate law enforcement intervention. Examples may include physical violence, threats of violence, a planned school attack, or behaviors involving weapons.

Beginning with the 2025-2026 school year, each school district and open-enrollment charter school must provide each classroom in the district or school with silent panic alert technology that allows for immediate contact with district or school emergency services and emergency services agencies, law enforcement agencies, health departments, and fire departments.

What are the outcomes of the school behavioral threat assessment process?

The SSSP team identifies available resources in their school, community, or through virtual technology that can be utilized as part of their intervention and risk reduction plans. When an individual or situation is brought to their attention, the team reviews the reported or observed behavior, investigates to determine whether it poses a threat, and decides what resources the individual might benefit from. Resources are identified for the person of concern and any targets or victims.

The team identifies interventions that are focused on the root cause of the factors that caused the individual to become a threat to self or others. The intervention plan may be short or long term based on the severity of the situation and may include a referral for mental health services or an initial request for special education services. Immediate, credible threats of self-harm or harm to others are considered prohibited behaviors and need to be reported to law enforcement to protect life.

If the team identifies a student who is at risk for suicide, they are to follow their district’s suicide prevention policies and procedures. If this student also makes a threat of violence to others, the team will conduct a threat assessment, in addition to following their district’s suicide prevention policies and procedures.

If the team identifies a student who is possessing or using tobacco, drugs, or alcohol, they are to follow their district’s substance use prevention and intervention policies and procedures.

When can (or will) information be shared?

The Family Educational Rights and Privacy Act (FERPA) protects the privacy of student educational records. It does not cover verbal communications, observations, or other information that team members may share. School officials such as teachers, counselors, or administrators with a legitimate educational interest may access FERPA-protected education records.

FERPA authorizes school officials to disclose information, without consent, in emergency situations where the health or safety of students is at risk. Relevant information can be released to law enforcement, public health, and medical officials.

Information obtained through a school official’s personal knowledge or observation can be disclosed. Specifically, notes, drawings, pictures, anonymous tips, security videos, and all investigating interviews are not protected under FERPA, and a threat assessment team is not violating anyone’s rights by collecting this data to drive their assessment of a reported threat or concern.

TEA requires each district to adopt standards for mass notification to parents and guardians regarding violent activity that might take place or has occurred at a school district campus or district-sponsored activity. The standards must include electronic notification through text messaging and email, have an option for real-time notification, while also protecting student privacy.

Does SBTA prevent all attacks?

The School Behavioral Threat Assessment process objectively identifies, assesses, and manages risks of violence to the school environment, focusing on intervention. Existence of a SSSP team does not guarantee the absence of active threats, but rather it requires the assistance of everyone in the school environment, students, and school staff, to report all concerning behaviors. School safety is a shared responsibility.

How does my child report behaviors?

The SSSP team provides guidance to staff and students on recognizing “harmful, threatening, or violent” behaviors which may pose a threat to safety. School districts are required by law to establish a clear procedure for a student to report concerning behaviors of another student. Talk with your child about reporting tools to communicate behaviors that make them feel unsafe or uncomfortable. Ask your district if you do not know what platform they use.

Will I be notified if my child is the subject of a school behavioral threat assessment?

Before a team conducts a school behavioral threat assessment, the team must notify the parent or guardian of their intent to conduct the assessment. The district must provide an opportunity for the parent or guardian to participate in the assessment process by providing information either in person or remotely. This opportunity to participate and provide information is met through the act of the parent or guardian being interviewed by the threat assessment team during the threat assessment process.

Other than choosing to participate in your own child’s interview, this law does not grant a parent or guardian the right to be present for any other part the threat assessment process, to ensure the confidentiality and safety all students and staff.

After completing the threat assessment, the team must provide the team’s findings and conclusions to the parent or guardian.

Districts will notify you according to district policy, unless the SSSP Team encounters the following situations:

Provision of Mental Health Services, Students Under the Age of 18. Students under the age of 18 cannot receive mental health services unless the parent signs a district-crafted form indicating their consent for mental health services. Parents may limit the timeframe of services.

Serious Risk of Violence. If a student poses an immediate risk, the team will contact the Superintendent who will immediately attempt to contact the student’s parents. School district staff may act immediately to prevent an imminent threat or respond to an emergency

If my child is the subject of a school behavioral threat assessment, what happens to the information?

Any materials and information collected during a threat assessment must be maintained in the student’s school record until their 24th birthday.

If my child moves to a new school district, the previous school district is responsible for sharing the child's disciplinary record and any threat assessments related to their behavior with the new school district. When enrolling my child in a public school or open-enrollment charter school, I am responsible for providing the school the following information:

• The child’s birth certificate or any other document that is proof of my child’s identity
• A copy of the child’s disciplinary record from the school most recently attended
• A copy of any threat assessment involving the child’s behavior from the previous school

What Should My Child Know?

School safety is a shared responsibility, and every person plays a part in keeping their school safe and free from violence and bullying.

Their school has a Safe and Supportive School Program whose purpose is to ensure your child’s safety at school.

The team investigates all concerns objectively and every report will be investigated.

It is not about getting someone in trouble. In fact, by telling someone, your child is getting help to the person who needs it and providing a way to prevent harm to self or others. Telling someone saves lives.

All safety concerns need to be reported. Your child can report concerns through the anonymous reporting system or through telling a school employee, parent, or guardian.

How to use the anonymous reporting system and that it is truly anonymous.

 

School districts are required to have an anonymous reporting system available for students to report instances of bullying, cyberbullying, harassment, or other student safety concerns. Threat assessment procedures must now also provide confidentiality for a district employee reporting a potential threat. However, the district must maintain a record of the identity of the reporting staff. The threat assessment team and law enforcement will have access to the reporting staff’s identity as needed to investigate the reported threat.

Anonymous reporting provides a tool, whether through a website, application, or phone number, in which a person can report concerning behaviors without having to identify themselves as the reporter. As a best practice, districts are encouraged to provide multiple reporting mechanisms, including anonymous reporting options, to encourage people to report concerning behaviors such as bullying, talk of or posts on suicide or self-harm, dating violence, and other dangerous, threatening behaviors. This ensures that all safety concerns are reported.

Will I be notified if my child is involved in bullying?

Parental notification regarding bullying incidents is required by law. The parent (or guardian) of the victim or target of the bullying is to be notified on or before the 3rd business day after the reporting date (when the school is notified). The parent or guardian of the child who has allegedly bullied is to be notified within a reasonable amount of time.

Where can I find my school district’s anonymous reporting system, and the district’s policy and procedures on bullying?

The policy and procedures adopted by the board must be included annually in the district’s student handbook and in the district improvement plan. They must include:

• How to report an incident of bullying, including anonymous reporting procedures.
• Procedures for investigating reports of bullying.
• Procedures for determining whether the reported incident of bullying occurred.

The procedure for reporting bullying, including anonymous reporting, must be posted on the district's internet website.

School safety is a shared responsibility. Although your child may have fears about reporting school safety concerns, it is important to have conversations with your child about the importance of reporting. During these conversations, you can alleviate their fears and concerns by talking about the truth behind each fear. Children are often resistant to reporting peer incidents for the following reasons:

• They fear retaliation. Anonymous reporting exists for this reason. Anonymous reporting systems are truly anonymous.
• They do not want to be labeled “a snitch.” It is not “snitching” when you are asking for help for yourself or for others. Asking for help saves lives. Intervention takes place when it is needed, and it provides much-needed help and resources to those who need it. Tell your child that they may be the only person who can help, and the only way they can help is by telling someone.
• They falsely believe that reporting is betraying a friend’s trust. Teach your children to never promise confidentiality. If someone wants them to promise not to tell, you can teach them to say, “I can’t promise you that I won’t tell anyone because I don’t know what you are going to tell me. I care about you, and if you tell me that you may hurt yourself or someone else, I have to tell someone because I care about you.” Teach your child that they may be the only person who can help them, and they can help them by telling someone. They may save their life or someone else’s life by telling.
• They think someone else already has reported or will report it. The right thing to do is report it anyway. They will never know whether someone else has or will. Even if a peer says they have reported it, they may just be saying that.
• They do not believe anything will be done about it. There are procedures and laws in place to investigate reports. Sometimes it may appear like nothing is being done, but that is because school staff must abide by privacy rules. They did their part by reporting it.
• They do not believe it is their responsibility to report it. “It’s not my problem.” School safety and school climate is everyone’s responsibility. They may be the only person who can provide intervention before it is too late.

Children and adults must be educated and empowered to report concerning, dangerous behaviors so that prevention and intervention efforts can be utilized when they are needed.

If you are not sure about the reporting options provided by your child’s district or charter school, contact the main administrative office for specific, detailed information, as there is no single, specific mechanism required in Texas schools.

What Should My Child Know?

Each district should have behavior reporting procedures in place to report concerning behaviors. It is important for your child to know what the anonymous reporting system is, and how to use it. Speak with your child about the importance of reporting all student safety concerns. If they see or hear something that concerns them, makes them feel unsafe, or that is dangerous, they need to say something. Ensure that your child knows that the anonymous reporting system is truly anonymous, as your child may be hesitant to use it, falsely believing that their identity will be revealed.

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