Reedsport School District #105
Behavioral Threat Assessment & Management
Nothing matters more to us than the safety of the students and staff in our
buildings. This page explains how the district responds when someone shows
concerning behavior — what the process is, who is involved, and how you
can raise a concern. We know these conversations are difficult, and we
approach them with care.
A recognized, research-based process
Reedsport School District uses the Salem-Keizer Cascade Model
of student threat assessment, developed here in Oregon by school psychologist
John Van Dreal. It is peer-reviewed, used by districts across the state and the
country, and recognized by:
- The U.S. Department of Education
- The U.S. Department of Justice
- The Oregon Department of Education
Working from an established model means our response follows the same steps
every time, for every student. We are not improvising, and we are not singling
anyone out.
What a threat assessment actually is
A threat assessment is a structured review of a behavior or a statement that
has raised concern. A trained team looks at the whole picture — what was
said or done, what was happening around the student at the time, and what
support that student already has in place. The focus is the situation and the
context, not a single moment in isolation.
The process is built to answer three questions:
Is there real risk here?
The team weighs what is known and decides what level of response the
situation calls for.
What support is needed?
School and community resources are brought in for the student and the
family, often well before anything else happens.
How does everyone stay safe?
A plan is written that protects the school community while keeping the
student connected to learning.
A trauma-informed, collaborative approach
Our teams are trained to look for what sits behind a behavior. A student who
says something alarming may be carrying stress, grief, or trauma that no one at
school knows about yet. We gather context before we draw conclusions, and we
weigh psychological safety alongside physical safety. Decisions are made
together, by people who know the student, rather than by one adult acting
alone.
Two levels of review
Level 1
At the school
Led by the school’s own team — principal, counselor, and other
trained staff — with law enforcement consulted where it is
appropriate. The majority of concerns are understood and resolved at this
level.
Level 2
District and community
Used when a situation calls for more expertise. District leadership joins
the team along with outside partners: law enforcement, mental health
professionals, and child welfare agencies.
When a student returns to school following an assessment, the team writes an
individualized plan for that student. The plan sets out the supports,
check-ins, and any conditions needed so that the student — and everyone
around them — can be safe.
Reporting a concern
If someone is in immediate danger, call 911.
Make that call first. Tell the school afterward.
If something worries you, tell us. Reporting a concern is not getting someone in
trouble — it is how a student gets help before a situation grows into
something worse. Most serious incidents are prevented because one person decided
to speak up.
Tell us about
- A threat of violence — spoken, written, or posted online
- A weapon at school, or on the way to school
- Talk of suicide or self-harm
- Sexually aggressive behavior
- A sudden, worrying change in a student you know
Anonymous tip line
SafeOregon
SafeOregon is the statewide, confidential tip line for students, families,
and community members. Tips can be left anonymously and are reviewed by
trained staff.
- Call or text 844-472-3367
- Email tip@safeoregon.com
- Online safeoregon.com
You can also speak with any Reedsport teacher, counselor, or administrator.
What guides us
Collaborative
Several trained people at the table, never one person’s judgment call.
Consistent
The same process, in the same order, for every report we receive.
Responsive
We act quickly, and we keep acting until the situation is steady.
Supportive
The goal is a student who is safe and still in school — not removed from it.
Transparent
Plain language, and families included in the conversation.
Restorative
Accountability paired with repair, and a clear path back.
Every student deserves a school where they feel safe enough to learn. That takes
all of us — staff, students, and families — paying attention and
speaking up.
