Vermont § 1485 - Behavioral threat assessment teams

§ 1485. Behavioral threat assessment teams

• (a) Legislative intent. (1) It is the intent of the General Assembly that behavioral threat assessment teams be
  used for the purpose of preventing instances of severe and significant targeted violence
  against schools and school communities, such as threats related to weapons and mass
  casualties and bomb threats. The goal of these teams is to assess and appropriately
  respond to potential reported threats to school communities. (2) It is the intent of the General Assembly that use of behavioral threat assessment
  teams shall not contribute to increased school exclusion or unnecessary referrals
  of students to the criminal justice and school discipline systems and shall not disproportionately
  impact students from historically marginalized backgrounds, including students with
  disabilities. (b) Policy. (1) As used in this section, “behavioral threat assessment” means a fact-based, systematic
  process designed to identify, gather information about, assess, and manage dangerous
  or violent situations. (2) The Secretary of Education, in consultation with stakeholder groups, including the
  Commissioner of the Department for Children and Families, Vermont School Boards Association,
  and Vermont Legal Aid Disability Law Project, shall develop, and from time to time
  update, a model behavioral threat assessment team policy and procedures. In developing
  the model policy and procedures, the Secretary shall follow guidance issued by the
  Vermont School Safety Center on best practices in the use of behavioral threat assessment
  teams. The model policy and procedure shall require law enforcement contact in the
  case of imminent danger to individuals or the school community and shall address the
  following: (A) the criteria that shall be used to assess a student’s threatening behavior; (B) the process for reporting threatening behavior; (C) the civil rights and due process protections to which students are entitled in school
  settings; (D) when and how to refer to or involve law enforcement in the limited instances when
  such referral is appropriate, which shall not include student behavior that is a violation
  of the school conduct code but that is not also a crime; and (E) the support resources that shall be made available, including mental health first
  aid, counseling, and safety plans. [Subdivision (b)(3) effective October 1, 2025.] (3) Each school district and each approved or recognized independent school shall develop,
  adopt, and ensure implementation of a policy and procedures for use of behavioral
  threat assessment teams that is consistent with and at least as comprehensive as the
  model policy and procedures developed by the Secretary. Any school board or independent
  school that fails to adopt such a policy shall be presumed to have adopted the most
  current model policy published by the Secretary. Any superintendent or independent
  school that fails to adopt such procedures shall be presumed to have adopted the most
  current model procedures published by the Secretary. (4) The Vermont School Safety Center shall issue guidance on the best practices of behavioral
  threat assessment teams. The guidance shall include best practices on bias and how
  to reduce incidents of bias, developed in consultation with the Office of Racial Equity. (c) Discipline and student support. (1) Consistent with the legislative intent in subsection (a) of this section, if a behavioral
  threat assessment team recommends, in addition to providing support resources, any
  action that could result in removal of a student from the student’s school environment
  pending or after a behavioral threat assessment, the recommendation shall only be
  carried out in a manner consistent with existing law, regulation, and associated procedures
  on student discipline pursuant to section 1162 of this title and Agency of Education, Pupils (CVR 22-000-009), as well as federal and State law
  regarding students with disabilities or students who require additional support. (2) Behavioral threat assessments shall be structured and used in a way that is intended
  to minimize interaction with the criminal justice system. Law enforcement referral
  and involvement may be appropriate only in cases involving threats, which shall not
  include student behavior that is a violation of the school conduct code but that is
  not also a crime. (d) Training. (1) Each supervisory union, supervisory district, and approved or recognized independent
  school shall ensure behavioral threat assessment team members receive training at
  least annually in best practices of conducting behavioral threat assessments, as well
  as bias training. The annual training shall include the following topics: (A) the rules governing exclusionary discipline, Agency of Education, Pupils (CVR 22-000-009); (B) the purpose, use, and proper implementation of the manifestation determination review
  process; (C) Section 504 of the Rehabilitation Act of 1973, 29 U.S.C. § 794; the Americans with Disabilities Act of 1990, 42 U.S.C. § 12101 et seq.; and other civil rights laws; (D) the negative consequences of exclusion from school; (E) the impact of trauma on brain development; and (F) group bias training, specifically focused on bias in carrying out the duties of the
  behavioral threat assessment team. (2) The Agency of Education, in consultation with the Department of Public Safety, shall
  develop guidance and resources to assist supervisory unions, supervisory districts,
  and independent schools in providing the annual training required under this subsection.
  In developing the guidance on bias training for behavioral threat assessment teams,
  the Agency and Department shall consult with the Vermont Office of Racial Equity. [Subsection (e) effective July 1, 2027.] (e) Data reporting and collection. Annually, each supervisory union, supervisory district, and approved or recognized
  independent school shall report data related to completion of and outcomes of all
  behavioral threat assessments and manifestation determination reviews to the Agency
  in a format approved by the Secretary. At a minimum, the annual report shall include: (1) the names of the members of the behavioral assessment team; (2) the number of behavioral threat assessments and manifestation determination reviews
  conducted in the preceding year and for each assessment or review conducted: (A) a description of the behavior requiring an assessment; (B) the age, grade, race, gender, disability status, and eligibility for free or reduced-price
  school meals of the student requiring the assessment; and (C) the results of each assessment or review; (3) the number of students subjected to more than one behavioral threat assessment or
  manifestation determination review; (4) the amount of time a student is out of school pending completion of a behavioral threat
  assessment; (5) information regarding whether a student subject to a behavioral threat assessment
  was also subject to exclusionary discipline for the same behavior, including the length
  of such discipline; (6) information regarding whether law enforcement was involved in a behavioral threat
  assessment; (7) information regarding whether the threatening behavior was also reported to law enforcement;
  and (8) any additional data the Secretary of Education determines may be necessary. (Added 2023, No. 29, § 4; amended 2025, No. 72, § 2, eff. June 27, 2025.)