College Student Posts Threats on Reddit Averted Date Number of Suspects Education Level Type of School Population Density City State Weapons Involved Gender Disability/Disorder 3/24/25 College/University Public Suburban Orlando Florida Emotional & Mental Health Summary Full \How was this incident averted?\ Would-be attacker had social media post/entry/video reported \What type of weapon(s) was the suspect plotting to use?\ Firearm \How many suspects were involved with the plot?\ 1 \Lessons Learned\ 1. Delay due to required court orders for social media providers, then identifying IP addresses belonging to students involved. Turn around was not fast. 2. Students reported anonymously to school and police email. A direct hotline would expedite this process. \What recommendations would you make so that an attack or planned attack can be avoided in the future?\ The school would benefit from a direct report hotline for school violence. Faster procedures in place, from a legal perspective, to obtain information about the identity of social media users who issue threats. If authorities are informed about threats issued through social media, they must act immediately to obtain a search warrant for the social media posts. Students who encounter threats via social media should take screen shots and immediately share them with campus police. \What recommendations would you make so that an attack or planned attack can be avoided in the future?\ Expansion of Student of Concern Team. College Student Posts Threats on Reddit \School Information\ \What best describes the area where the school is located?\ Suburban \Type of School\ Public \Grade/education level\ College/University Select the type of program Undergraduate \How many students are currently enrolled in the college/university as a whole?\ Above 40,001 \Does the school have a counselor/counselors?\ Yes \Did the counselor have knowledge of or engage in previous interventions/ discipline with the suspect(s)?\ No \Describe the security system at the school\ Behavior threat \Assessment\ team Blue Light college security systems School police department Security officers or police officers at/ in school \Approximately what percentage of classrooms have locks that can be operated from the inside?\ 100% \Describe any response protocols or trainings that occur at the school\ Active shooter trainings All hazards drills CIT trainings How do administration personnel, staff, and teachers communicate during an emergency? Community alerts via PA; text, email, and social media updates. Was the Crisis Management Team activated for this incident? Yes \Event Information\ \Was this event:\ Averted \Approximate date plot was discovered:\ Unknown \Approximate date plot was discovered:\ 03/05/2018 Date of Arrest/Intervention 03/05/2018 1. 02/12/2018 On 02/12/2018 The university police department and university crisis team begin receiving notice of a person identifying themself as a student of the university and posting on Reddit about admiring school shooters and the like. The student also posted about getting the courage to be a shooter. 2. 03/05/2018 On 03/05/2018 The university identified the student posting on Reddit after sending search warrants to Reddit. The student was brought to the university police department where he confessed to creating the posts. He admitted that he had homicidal thoughts and wanted to feel the thrill of committing a school shooting. He indicated that he had the money and if he wanted to commit a shooting, he would buy an AR15. Student also admitted to having access to a handgun through his father. Student was involuntarily committed and taken for mental health treatment. At no time did he show any emotion while talking with detectives or being involuntarily committed. \What was the plan to gain access to the school?\ Normal entry \How was the plot initially discovered?\ mentioned plans on social media/an online platform \The attack was initially discovered by\ Peer \How was this incident averted?\ had social media post/entry/video reported \The attack was averted by\ Other Law enforcement Peer School administrator \How was law enforcement notified of (or how did they discover) the plot?\ In-person Describe any other details on how the plot was discovered University received many reports of the suspect's postings from university students and staff. \What type of weapon(s) was the suspect plotting to use?\ Firearm \What type of weapon(s) was the suspect plotting to use?\ - Firearm Rifle \Suspect Information\ \How many suspects were involved with the plot?\ 1 Suspect #1 Information Suspect's name Male suspect Suspect's age at the time of the plot discovery or attack 21 Suspect's sex Male Race/Ethnicity Native American/Alaska Native What was the suspect’s affiliation with the targeted school? Current Student What grade/ educational program was he/she in at the time of the plot discovery or attack? Undergraduate Please describe the suspect’s academic history Unknown Within 6 months prior to the attack, did the suspect exhibit any of the following academic issues? Unknown Please describe the suspect’s disciplinary history Unknown Suspect characteristics Lacking empathy, guilt, remorse Was the suspect every formally treated (hospitalized, prescribed medication) for a mental illness/developmental disorder? Unknown Did the suspect suffer from addiction or substance abuse (formally diagnosed or not)? Unknown Was the suspect involved in bullying? (Either as bully or victim) Yes, was bullied Did the suspect experience a life-changing event/ traumatic experience, other than bullying, at any point in their life? Unknown What reason(s) did the suspect give for the planned attack or attack? Other What reason(s) did the suspect give for the planned attack or attack? - Other - Explain Wanted the thrill Describe the reasons the suspect gave for the planned attack (or attack) in more detail Suspect indicated he wanted the thrill of a school shooting. Emphasized location being former schools due to bullying. Did the suspect tell/threaten anyone directly and overtly about his/her school violence plans prior to the discovery of the attack or the attack itself (other than co-conspirators)? Yes Did the suspect tell/threaten anyone directly and overtly about his/her school violence plans prior to the discovery of the attack or the attack itself (other than co-conspirators)? - Yes Social Media \Assessment\ \Lessons Learned\ 1. Delay due to required court orders for social media providers, then identifying IP addresses belonging to students involved. Turn around was not fast. 2. Students reported anonymously to school and police email. A direct hotline would expedite this process. \What recommendations would you make so that an attack or planned attack can be avoided in the future?\ A direct report hotline for school violence. Faster procedures in place, from a legal perspective, to obtain information about the identity of social media users who issue threats. If authorities are informed about threats issued through social media, they must act immediately to obtain a search warrant for the social media posts. Students who encounter threats via social media should take screen shots and immediately share them with campus police. \What recommendations would you make so that an attack or planned attack can be avoided in the future?\ Expansion of Student of Concern Team. How was this incident averted? Would-be attacker had social media post/entry/video reported What type of weapon(s) was the suspect plotting to use? Firearm How many suspects were involved with the plot? 1 Lessons Learned 1. Delay due to required court orders for social media providers, then identifying IP addresses belonging to students involved. Turn around was not fast. 2. Students reported anonymously to school and police email. A direct hotline would expedite this process. What recommendations would you make so that an attack or planned attack can be avoided in the future? The school would benefit from a direct report hotline for school violence. Faster procedures in place, from a legal perspective, to obtain information about the identity of social media users who issue threats. If authorities are informed about threats issued through social media, they must act immediately to obtain a search warrant for the social media posts. Students who encounter threats via social media should take screen shots and immediately share them with campus police. What recommendations would you make so that an attack or planned attack can be avoided in the future? Expansion of Student of Concern Team. College Student Posts Threats on Reddit School Information What best describes the area where the school is located? Suburban Type of School Public Grade/education level College/University Select the type of program Undergraduate How many... School Information Enrollment: 40,001+ Counselors on staff: Yes Behavior Threat Assessment team: Yes Security protocols in place: Blue Light emergency phones Campus police department Security cameras 100% of classrooms have inside-operable locks Emergency protocols and training conducted at school: Active shooter trainings All-hazards drills Crisis Intervention Team (CIT) trainings Communication via PA, text, email, social-media alerts Crisis Management Team activated for this incident Event Information Date plot was discovered: March 5, 2018 Event Summary 1. On February 12, 2018, the university police department and university crisis team begin receiving notice of a person identifying themself as a student of the university and posting on Reddit about admiring school shooters and the like. The student also posted about getting the courage to be a shooter. 2. On March 5, 2018, the university identified the student posting on Reddit after sending search warrants to Reddit. The student was brought to the university police department where he confessed to creating the posts. He admitted that he had homicidal thoughts and wanted to feel the thrill of committing a school shooting. He indicated that he had the money and if he wanted to commit a shooting, he would buy an AR-15. The suspect also admitted to having access to a handgun through his father. Student was involuntarily committed and taken for mental health treatment. At no time did he show any emotion while talking with detectives or being involuntarily committed. Suspect Information & Warning Signs Age: 21 Sex: Male Race/Ethnicity: Native American/Alaska Native Affiliation with targeted school: Current undergraduate student Warning Signs Bullying involvement: Yes (victim; targeted at former schools) Characteristics: Lacking empathy, guilt, or remorse Reason(s) given: Sought “the thrill” of a school shooting; revenge for past bullying Lessons Learned 1. Delay due to required court orders for social media providers, then identifying IP addresses belonging to students involved. Turn around was not fast. 2. Students reported anonymously to school and police email. A direct hotline would expedite this process. What recommendations would you make so that an attack or planned attack can be avoided in the future? A direct report hotline for school violence. Faster procedures in place, from a legal perspective, to obtain information about the identity of social media users who issue threats. If authorities are informed about threats issued through social media, they must act immediately to obtain a search warrant for the social media posts. Students who encounter threats via social media should take screen shots and immediately share them with campus police. Next Item Previous Item

Student Threatened Killing Young School Children in English Class Journal Entries Averted Date Number of Suspects Education Level Type of School Population Density City State Weapons Involved Gender Disability/Disorder 3/24/25 Elementary School Public Suburban Queensbury New York Emotional & Mental Health Summary Full \How was this incident averted?\ Suspect was arrested. \What type of weapon(s) was the suspect plotting to use?\ Firearm \How many suspects were involved with the plot?\ 1 \Lessons Learned\ Learned there was a disconnect between BIT and staff. As a result of this incident, staff works much more closely with BIT. \What recommendations would you make so that an attack or planned attack can be avoided in the future?\ Staff members need to be more aware of issues with students. As soon as faculty or staff encounter violent intentions through stories, art, etc., they must pass their concerns to the appropriate authorities, in this instance the BIT, without hesitation. Relatedly, all college faculty and staff need to know who the appropriate authorities are for their college/university. Police recognized the danger of the threat and acted instantly. Like in this case, police must not hesitate to launch an investigation once they are contacted by the college’s authorities about disturbing or threatening material. \What recommendations would you make so that an attack or planned attack can be avoided in the future?\ During the investigation it was revealed that the student’s writings were becoming increasingly violent. It is important for faculty and staff to alert the BIT, or other relevant authority, even in the early stages of violent writings. Student Threatened Killing Young School Children in English Class Journal Entries \School Information\ \What best describes the area where the school is located?\ Suburban \Type of School\ Public \Grade/education level\ College/University Select the type of program Two-year program (Community college) \How many students are currently enrolled in the college/university as a whole?\ 1001 to 5000 \Does the school have a counselor/counselors?\ Yes \Did the counselor have knowledge of or engage in previous interventions/ discipline with the suspect(s)?\ Unknown \Describe the security system at the school\ Behavior threat \Assessment\ team Blue Light college security systems School police department Security cameras used to monitor the school \Approximately what percentage of classrooms have locks that can be operated from the inside?\ 75% \Describe any response protocols or trainings that occur at the school\ Lockdown drills \Describe any response protocols or trainings that occur at the school\ - Lockdown drills - How often do they occur? Annually How do administration personnel, staff, and teachers communicate during an emergency? Text and emails Was the Crisis Management Team activated for this incident? Yes - follow NIMS protocols \Event Information\ \Approximate date plot was discovered:\ Unknown \Approximate date plot was discovered:\ 10/26/2015 1. Suspect makes journal entries The suspect made several journal entries as part of an English class project. These entries became increasingly violent. His last entries discussed killing his mother and father as well as young school children (his mother is a teacher at a local Headstart). The suspect's campus also has a Headstart, but she does not work there. The suspect also described his fascination and admiration of Adam Lanza. Statements from the suspect include: “The more depressed I am the more I want to kill myself. No killing myself is worth nothing. I’d rather kill others right before I kill. I’d rather be like another Adam Lanza; wanting to kill young school children and have revenge, make a new name, then when it’s all over, then I could commit suicide. I hate people. I don’t need help. People think I’m weird because I’m different. I’m glad I’m different. It makes me a unique j a unique killing machine. My theme is revenge, revenge on my parents, especially my mom, who’s a school teacher, and maybe my dad, somebody who works all the time, and (unknown) (unknown) pay attention, same with my mom, but the more I live with arguments, the more I want revenge.” 2. 10/25/2015 Instructor sends email to Behavior Intervention Team (BIT) On the 25th of October the suspect's instructor sent an email to BIT and asked that they review the writings. In addition to providing copies of the journal entries, she asked that the suspect not be allowed back in class and that an officer be assigned her class. 3. 10/26/17 Law enforcement called The Assistant Director of Public Safety (ADPS), also a member of BIT, opened the email at 6:00 AM with the request from the instructor and immediately recognized the danger the subject expressed. The ADPS contacted the Sheriff of the county in which the suspect lives, which is different from the county in which the college is located. The ADPS then contacted the state police and provided them the same information. 4. 10/26/2017 Suspect arrested by state police The state police picked up the suspect at his home and took him to their barracks for an interview. During the interview, the suspect admitted wanting to kill his parents and young children and further admitted that he was going to purchase the gun that day and commit the attack either that day or the next. Suspect was arrested and charged with terrorist threats with bail set at $100,000. 5. Follow up information Further review of his writing showed disturbing entries weeks before the incident. Entries referred to his hospitalization in the summer, where he learned to hide his true self and to fool the doctors into thinking he was okay. These writings should have been brought to BIT when they were first written. \What was the plan to gain access to the school?\ Normal entry \How was the plot initially discovered?\ wrote about about plans \The attack was initially discovered by\ School teacher SRO \How was this incident averted?\ Other \How was this incident averted?\ - Other - Explain arrested \The attack was averted by\ Other Law enforcement School administrator SRO \How was law enforcement notified of (or how did they discover) the plot?\ Phone call \What type of weapon(s) was the suspect plotting to use?\ Firearm \Suspect Information\ \How many suspects were involved with the plot?\ 1 Suspect #1 Information Suspect's age at the time of the plot discovery or attack 20 Suspect's sex Male Race/Ethnicity Caucasian, Non-Hispanic What was the suspect’s affiliation with the targeted school? Current Student What grade/ educational program was he/she in at the time of the plot discovery or attack? Community College Please describe the suspect’s academic history Unknown Within 6 months prior to the attack, did the suspect exhibit any of the following academic issues? Unknown Please describe the suspect’s disciplinary history No known disciplinary issues Suspect characteristics Impaired social/emotional functioning Social withdrawal/isolation from peers Was the suspect every formally treated (hospitalized, prescribed medication) for a mental illness/developmental disorder? Yes Select the illness/disorder Schizophrenia Did the suspect suffer from addiction or substance abuse (formally diagnosed or not)? Unknown Was the suspect involved in bullying? (Either as bully or victim) No Did the suspect experience a life-changing event/ traumatic experience, other than bullying, at any point in their life? No Was the suspect known to the criminal justice system? (As an offender or victim) No Did the suspect engage frequently with violent media/entertainment or written materials (either by consuming or producing the materials)? Yes Did the suspect engage frequently with violent media/entertainment or written materials (either by consuming or producing the materials)? - Yes Stories/ Journals Did the suspect engage frequently with violent media/entertainment or written materials (either by consuming or producing the materials)? - Yes - Stories/ Journals - Explain Wrote violent journal entries. What reason(s) did the suspect give for the planned attack or attack? Grudge/seeking revenge Resentment Did the suspect tell/threaten anyone directly and overtly about his/her school violence plans prior to the discovery of the attack or the attack itself (other than co-conspirators)? Yes Did the suspect tell/threaten anyone directly and overtly about his/her school violence plans prior to the discovery of the attack or the attack itself (other than co-conspirators)? - Yes School Employee \Assessment\ \Lessons Learned\ Learned there was a disconnect between BIT and staff. As a result of this incident, staff works much more closely with BIT. \What recommendations would you make so that an attack or planned attack can be avoided in the future?\ Staff members need to be more aware of issues with students. As soon as faculty or staff encounter violent intentions through stories, art, etc., they must pass their concerns to the appropriate authorities, in this instance the BIT, without hesitation. Relatedly, all college faculty and staff need to know who the appropriate authorities are for their college/university. Police recognized the danger of the threat and acted instantly. Like in this case, police must not hesitate to launch an investigation once they are contacted by the college’s authorities about disturbing or threatening material. \What recommendations would you make so that an attack or planned attack can be avoided in the future?\ During the investigation it was revealed that the student’s writings were becoming increasingly violent. It is important for faculty and staff to alert the BIT, or other relevant authority, even in the early stages of violent writings. How was this incident averted? Suspect was arrested. What type of weapon(s) was the suspect plotting to use? Firearm How many suspects were involved with the plot? 1 Lessons Learned Learned there was a disconnect between BIT and staff. As a result of this incident, staff works much more closely with BIT. What recommendations would you make so that an attack or planned attack can be avoided in the future? Staff members need to be more aware of issues with students. As soon as faculty or staff encounter violent intentions through stories, art, etc., they must pass their concerns to the appropriate authorities, in this instance the BIT, without hesitation. Relatedly, all college faculty and staff need to know who the appropriate authorities are for their college/university. Police recognized the danger of the threat and acted instantly. Like in this case, police must not hesitate to launch an investigation once they are contacted by the college’s authorities about disturbing or threatening material. What recommendations would you make so that an attack or planned attack can be avoided in the future? During the investigation it was revealed that the student’s writings were becoming increasingly violent. It is important for faculty and staff to alert the BIT, or other relevant authority, even in the early stages of violent writings. Student Threatened Killing Young School Children in English Class Journal Entries School... School Information Current enrollment: 1,001–5,000 Counselors on staff: Yes Security protocols in place: Behavior Threat Assessment Team Blue Light campus security School police department Security cameras Classroom Door Locks: 75% operable from inside Response protocols and training conducted at schools: Annual lockdown drills Staff communicate via text/email Crisis Management Team follows NIMS Event Information Date plot was discovered: October 26, 2015 Event Summary 1. The suspect made several journal entries as part of an English class project. These entries became increasingly violent. His last entries discussed killing his mother and father as well as young school children (his mother is a teacher at a local Headstart). The suspect's campus also has a Headstart, but she does not work there. The suspect also described his fascination and admiration of Adam Lanza. Statements from the suspect include: “The more depressed I am the more I want to kill myself. No killing myself is worth nothing. I’d rather kill others right before I kill myself. I’d rather be like another Adam Lanza; wanting to kill young school children and have revenge, make a new name, then when it’s all over, then I could commit suicide. I hate people. I don’t need help. People think I’m weird because I’m different. I’m glad I’m different. It makes me a unique, a unique killing machine. My theme is revenge, revenge on my parents, especially my mom, who’s a school teacher, and maybe my dad, somebody who works all the time, and (unknown) (unknown) pay attention, same with my mom, but the more I live with arguments, the more I want revenge.” 2. On the 25th of October the suspect's instructor sent an email to BIT and asked that they review the writings. In addition to providing copies of the journal entries, she asked that the suspect not be allowed back in class and that an officer be assigned her class. 3. The Assistant Director of Public Safety (ADPS), also a member of BIT, opened the email at 6:00 AM with the request from the instructor and immediately recognized the danger the subject expressed. The ADPS contacted the Sheriff of the county in which the suspect lives, which is different from the county in which the college is located. The ADPS then contacted the state police and provided them the same information. 4. The state police picked up the suspect at his home and took him to their barracks for an interview. During the interview, the suspect admitted wanting to kill his parents and young children and further admitted that he was going to purchase the gun that day and commit the attack either that day or the next. Suspect was arrested and charged with terrorist threats with bail set at $100,000. 5. Further review of his writing showed disturbing entries weeks before the incident. Entries referred to his hospitalization in the summer, where he learned to hide his true self and to fool the doctors into thinking he was okay. These writings should have been brought to BIT when they were first written. Suspect Information & Warning Signs Age: 20 Sex: Male Race/Ethnicity: Caucasian, Non-Hispanic Affiliation: Current student in community college program Warning Signs Warning Signs: Impaired social/emotional functioning Social withdrawal/isolation Worsening violent journal entries Mental Health Treatment: Hospitalized (summer 2015) and diagnosed with schizophrenia Media Consumption: Regularly produced violent journal content Motive: Grudge, resentment toward parents and “people different from him” Threat Disclosure: Told a school employee through his writing; did not directly threaten in person Lessons Learned Learned there was a disconnect between BIT and staff. As a result of this incident, staff works much more closely with BIT. What recommendations would you make so that an attack or planned attack can be avoided in the future? Staff members need to be more aware of issues with students. As soon as faculty or staff encounter violent intentions through stories, art, etc., they must pass their concerns to the appropriate authorities, in this instance the BIT, without hesitation. Relatedly, all college faculty and staff need to know who the appropriate authorities are for their college/university. Police recognized the danger of the threat and acted instantly. Like in this case, police must not hesitate to launch an investigation once they are contacted by the college’s authorities about disturbing or threatening material. What recommendations would you make so that an attack or planned attack can be avoided in the future? During the investigation it was revealed that the student’s writings were becoming increasingly violent. It is important for faculty and staff to alert the BIT, or other relevant authority, even in the early stages of violent writings. Next Item Previous Item

Middle School - Threat of Violence - 8th Grade Student Averted Date Number of Suspects Education Level Type of School Population Density City State Weapons Involved Gender Disability/Disorder 3/24/25 Middle School Public Urban Hawthorne California Emotional & Mental Health Summary Full \How was this incident averted?\ The perpetrator had his conversation about plans/violent threats reported \What type of weapon(s) was the suspect plotting to use?\ Firearm, Knives \How many suspects were involved with the plot?\ 2 \Lessons Learned\ "Our school instituted a 'See Something, Say Something' policy two years prior to this incident. We continually reinforce this policy with students. We highlight the difference between "Snitching" and keeping each other safe. We make connections to our families outside of school to "Humanize" staff members. This policy worked well and students immediately informed staff of the violent statements. They did not feel it was "Snitching" because the act was targeted at the school and student would be victims. After this event, we strengthened this program and worked harder with teachers to ensure that they were reinforcing this in class." "I personally spoke with every classroom on campus and made sure to reference my family and my desire to go home safely at the end of each school day. I asked students if they wanted the same and overwhelmingly they responded affirmingly. The students who turned in the information were students that I have a strong rapport with." PF SME: Utilize social media and school media to reinforce the necessity of providing a safe environment. \What recommendations would you make so that an attack or planned attack can be avoided in the future?\ "Leakage is extremely important. We regularly discuss this at site meetings with staff. We have all teachers forward any questionable work to the office for immediate evaluation. Although it may appear that we are at times hypervigilant, it keeps the issue at the forefront of the staff's attention. Assessing student work and monitoring for Leakage has become a regular part of our school's routines." \What recommendations would you make so that an attack or planned attack can be avoided in the future?\ "We are limited in what we can do financially, but we constantly review issues related to school violence at site meetings and site leadership collaborations. This topic cannot be addressed once at the beginning of the year and then forgotten." PF SME: It is key to have all stakeholders involved. Middle School - Threat of Violence - 8th Grade Student \School Information\ \What best describes the area where the school is located?\ Urban \Type of School\ Public \Grade/education level\ Middle School \How many students are currently enrolled in the school?\ 501 to 1000 \Does the school have a counselor/counselors?\ Yes \Did the counselor have knowledge of or engage in previous interventions/ discipline with the suspect(s)?\ Yes - This student was generally disruptive in class, but not known to be violent. We worked with the student on a regular basis to improve classroom behavior. This student displayed odd behavior for several years prior to this event. We made several attempts to assess the student for special needs and/or a mental health referral. All of our attempts were halted by the student's mother. The student's mother was believed to be mentally ill as well. She was verbally abusive to teachers, office staff, and administration. On two separate occasions, we called the police to have the mother removed from campus. She often constructed bizarre conspiracy theories about the school, "Framing" her son. She did not allow any testing of her son and felt it was an attempt to remove her son from both the school setting and her custody. Additionally, we attempted to file a complaint with child services, but after a welfare check, she was deemed competent to care for her newborn and the student. The student has moved on to a high school district and we are unaware of any further mental health evaluations. The case is currently being followed by juvenile probation. \Describe the security system at the school\ Controlled access to grounds during school hours Locked entrance or exit doors School staff monitoring hallways Security cameras used to monitor the school Visitors required to sign in Visitors required to wear badges/ID \Approximately what percentage of classrooms have locks that can be operated from the inside?\ 100% \Describe any response protocols or trainings that occur at the school\ Active shooter trainings Lockdown drills \Describe any response protocols or trainings that occur at the school\ - Active shooter trainings - How often do they occur? 3-4 times a year. We practice classroom drills, passing period drills, and lunch time drills. How do administration personnel, staff, and teachers communicate during an emergency? We communicate with and All Call system, site radios and text messaging. We have attempted to institute a district tip line but it has not been very successful. The district is in an urban setting and has a strong culture against reporting. We found, at my site, that building relationships with students produced a larger amount of information. Was the Crisis Management Team activated for this incident? Yes - District personnel, site administration, site counselor, site Dean of Students, site security team. \Event Information\ \Was this event:\ Averted \Approximate date plot was discovered:\ Unknown \Approximate date plot was discovered:\ 2/26/2018 Date of Arrest/Intervention 2/26/2018 \What was the plan to gain access to the school?\ Normal entry \How was the plot initially discovered?\ was overheard talking about his/her plans \The attack was initially discovered by\ Peer \How was this incident averted?\ had conversation about plans/violent threats reported Other \How was this incident averted?\ - Other - Explain The students initially reported this information to the classroom teacher verbally. While she did make an effort to contact the office, she did not state the reason why the student needed to be picked up. The reporting students then came to the to the office to report the information to me. We immediately responded with school security and took the students into our control. The student was mostly a loner. He did have a possible co-conspirator. The students who reported him were table mates that overheard him and the other student talking about weapons, shooting, and the desire to die. \The attack was averted by\ Peer School administrator School teacher \How was law enforcement notified of (or how did they discover) the plot?\ Phone call \What type of weapon(s) was the suspect plotting to use?\ Firearm Knives \What type of weapon(s) was the suspect plotting to use?\ - Firearm Unknown \Suspect Information\ \How many suspects were involved with the plot?\ 2 Suspect #1 Information Suspect's name Male Suspect #1 Suspect's age at the time of the plot discovery or attack 14 Suspect's sex Male Race/Ethnicity Black/African American What was the suspect’s affiliation with the targeted school? Current Student What grade/ educational program was he/she in at the time of the plot discovery or attack? Grade 8 Please describe the suspect’s academic history Historically average academic performance Within 6 months prior to the attack, did the suspect exhibit any of the following academic issues? No known academic issues Please describe the suspect’s disciplinary history History of disciplinary problems at school, with other students/teachers Suspect characteristics Does not take responsibility for consequences Impaired social/emotional functioning Social withdrawal/isolation from peers Was the suspect every formally treated (hospitalized, prescribed medication) for a mental illness/developmental disorder? No Did the suspect suffer from addiction or substance abuse (formally diagnosed or not)? No Was the suspect involved in bullying? (Either as bully or victim) No Did the suspect experience a life-changing event/ traumatic experience, other than bullying, at any point in their life? Unknown Was the suspect known to the criminal justice system? (As an offender or victim) No Did the suspect engage frequently with violent media/entertainment or written materials (either by consuming or producing the materials)? Yes Did the suspect engage frequently with violent media/entertainment or written materials (either by consuming or producing the materials)? - Yes Videogames What reason(s) did the suspect give for the planned attack or attack? Did not provide a reason Did the suspect tell/threaten anyone directly and overtly about his/her school violence plans prior to the discovery of the attack or the attack itself (other than co-conspirators)? Yes Did the suspect tell/threaten anyone directly and overtly about his/her school violence plans prior to the discovery of the attack or the attack itself (other than co-conspirators)? - Yes Other Peer Suspect #2 Information Suspect's name Male Suspect #2 Suspect's age at the time of the plot discovery or attack 14 Suspect's sex Male Race/Ethnicity Latino/a What was the suspect’s affiliation with the targeted school? Current Student What grade/ educational program was he/she in at the time of the plot discovery or attack? Grade 8 Please describe the suspect’s academic history Historically poor academic performance (low grades, repeating a grade, etc.) Within 6 months prior to the attack, did the suspect exhibit any of the following academic issues? Unknown Please describe the suspect’s disciplinary history No known disciplinary issues Suspect characteristics Depressed mood Impaired social/emotional functioning Other Suspect characteristics - Other - Explain Both of the students were loner types, however, when they met they immediately formed a bond. The friendship started in the 7th grade and continued until the incident in the 8th Grade. Initially, we thought this might be good for both of them in terms of social development. They would often converse and engage in socially awkward behavior. They seemed more immature than fellow classmates and lacked age-appropriate conversational skills. The co-conspirator then moved to a different state and the subject again went back to being a loner with very little social contact. The co-conspirator returned to school the following year and that is when they began to discuss weapons and shooting guns. The co-conspirator stated that his relatives had firearms and that they would shoot them often. This in itself is not uncommon, but he seemed to talk about shooting not as a recreational sport, but as a means to hurt others. This is what initially caught our attention. Was the suspect every formally treated (hospitalized, prescribed medication) for a mental illness/developmental disorder? Unknown Did the suspect suffer from addiction or substance abuse (formally diagnosed or not)? No Was the suspect involved in bullying? (Either as bully or victim) Unknown Did the suspect experience a life-changing event/ traumatic experience, other than bullying, at any point in their life? Yes Was the suspect known to the criminal justice system? (As an offender or victim) No Did the suspect engage frequently with violent media/entertainment or written materials (either by consuming or producing the materials)? Yes Did the suspect engage frequently with violent media/entertainment or written materials (either by consuming or producing the materials)? - Yes Videogames What reason(s) did the suspect give for the planned attack or attack? Did not provide a reason Describe the reasons the suspect gave for the planned attack (or attack) in more detail Claims against this student could not be substantiated. He was released from custody. Did the suspect tell/threaten anyone directly and overtly about his/her school violence plans prior to the discovery of the attack or the attack itself (other than co-conspirators)? Unknown Assessment \Lessons Learned\ "Our school instituted a 'See Something, Say Something' policy two years previous to this incident. We continually reinforce this policy with students. We highlight the difference between "Snitching" and keeping each other safe. We make connections to our families outside of school to "Humanize" staff members. This policy worked well and students immediately informed staff of the violent statements. They did not feel it was "Snitching" because the act was targeted at the school and student would be victims. After this event, we strengthened this program and worked harder with teachers to ensure that they were reinforcing this in class." "I personally spoke with every classroom on campus and made sure to reference my family and my desire to go home safely at the end of each school day. I asked students if they wanted the same and overwhelmingly they responded affirmingly. The students who turned in the information were students that I have a strong rapport with." PF SME: Utilize social media and school media to reinforce the necessity of providing a safe environment. \What recommendations would you make so that an attack or planned attack can be avoided in the future?\ "Leakage is extremely important. We regularly discuss this at site meetings with staff. We have all teachers forward any questionable work to the office for immediate evaluation. Although it may appear that we are at times hypervigilant, it keeps the issue at the forefront of the staff's attention. Assessing student work and monitoring for Leakage has become a regular part of our school's routines." \What recommendations would you make so that an attack or planned attack can be avoided in the future?\ "We are limited in what we can do financially, but we constantly review issues related to school violence at site meetings and site leadership collaborations. This topic cannot be addressed once at the beginning of the year and then forgotten." PF SME: It is key to have all stakeholders involved. How was this incident averted? The perpetrator had his conversation about plans/violent threats reported What type of weapon(s) was the suspect plotting to use? Firearm, Knives How many suspects were involved with the plot? 2 Lessons Learned "Our school instituted a 'See Something, Say Something' policy two years prior to this incident. We continually reinforce this policy with students. We highlight the difference between "Snitching" and keeping each other safe. We make connections to our families outside of school to "Humanize" staff members. This policy worked well and students immediately informed staff of the violent statements. They did not feel it was "Snitching" because the act was targeted at the school and student would be victims. After this event, we strengthened this program and worked harder with teachers to ensure that they were reinforcing this in class." "I personally spoke with every classroom on campus and made sure to reference my family and my desire to go home safely at the end of each school day. I asked students if they wanted the same and overwhelmingly they responded affirmingly. The students who turned in the information were students that I have a strong rapport with." PF SME: Utilize social media and school media to reinforce the necessity of providing a safe environment. What recommendations would you make so that an attack or planned attack can be avoided in the future? "Leakage is extremely... School Information Current enrollment: 501–1000 Counselors on staff: Yes Suspect previously known to counselors: Yes - The suspect was chronically disruptive; evaluations were attempted but blocked by parent. Security protocols in place: Controlled access to grounds & buildings Inside-operable classroom locks (100% of classrooms) Hallway monitoring & security cameras Visitor sign-in and badge requirements Emergency response preparations conducted by the school: Active-shooter drills (quarterly) Lockdown drills (quarterly) Emergency communications protocols: All-call system, site radios, text messaging Event Information Date plot was discovered: February 26, 2018 Date of intervention: February 26, 2018 Event Summary The students initially reported this information to the classroom teacher verbally. While she did make an effort to contact the office, she did not state the reason why the student needed to be picked up. The reporting students then came to the to the office to report the information to me. We immediately responded with school security and took the students into our control. The student was mostly a loner. He did have a possible co-conspirator. The students who reported him were table mates that overheard him and the other student talking about weapons, shooting, and the desire to die. Suspect Information & Warning Signs Suspect #1 Age: 14 Sex: Male | Ethnicity: Black/African American Grade: 8th Academic history: Historically average performance Disciplinary history: Repeated classroom disruptions Warning behaviors: Pathway (planning) & Leakage (direct threats) Characteristics: Impaired social/emotional functioning, avoids responsibility, social withdrawal Mental health treatment: None reported Bullying involvement: None reported Media engagement: Videogames Threat disclosure: Made overt threats to peers Suspect #2 Age: 14 Sex: Male | Ethnicity: Latino/a Grade: 8th Academic history: Historically poor performance Disciplinary history: None known Warning behaviors: Pathway (planning) & Fixation (obsession) Characteristics: Depressed mood, social withdrawal Mental health treatment: Unknown Bullying involvement: None reported Media engagement: Videogames Threat disclosure: Details unclear, both suspects discussed weapons and violence Lessons Learned “Our ‘See Something, Say Something’ policy truly works when it’s reinforced regularly and staff humanize themselves—sharing that they, too, want to go home safely. Students must understand that reporting threats isn’t ‘snitching’ but protecting each other and the school.” “Our ‘See Something, Say Something’ policy truly works when it’s reinforced regularly and staff humanize themselves—sharing that they, too, want to go home safely. Students must understand that reporting threats isn’t ‘snitching’ but protecting each other and the school.” Recommendations Monitor for Leakage Train every teacher to forward any student work, art, or spoken concerns suggesting violence to the office immediately. Keep “leakage” front of mind at every staff meeting. Sustain Reinforcement Use school announcements, social media, and classroom visits to remind students and staff about reporting procedures throughout the year, not just at the start. Build Trust Have staff share personal stakes (e.g., “My family is waiting for me tonight”) to deepen student rapport and encourage coming forward. Engage All Stakeholders Maintain a broad threat-assessment team (administrators, counselors, security, parents, students) and publicize clear, anonymous reporting channels (hotline, email, apps). Next Item Previous Item

Student Arrested for Possible Planned Shooting Averted Date Number of Suspects Education Level Type of School Population Density City State Weapons Involved Gender Disability/Disorder 3/24/25 High School Charter Urban Stockton California Emotional & Mental Health Summary Full \How was this incident averted?\ Would-be perpetrator had conversation about plans/violent threats reported \What type of weapon(s) was the suspect plotting to use?\ Firearm \How many suspects were involved with the plot?\ 1 \Lessons Learned\ Cooperation and relationships with local schools is paramount. School officials must take immediate action for all threats. Upon obtaining information about the threat, school staff immediately detained the student and called the police. Students should report any and all threats that they encounter. The student shared his intentions with a friend (possibly in writing), who then reported to school authorities. Police must investigate without delay once they are called by school personnel about a potential school attack. This was demonstrated in this incident, because when police were called, they came immediately, talked with the suspect, notified his parents, and searched his house. Although nothing illegal was found in the house, the juvenile was charged with making terroristic threats. \What recommendations would you make so that an attack or planned attack can be avoided in the future?\ Talk to school staff on signs to look for. The school should continue to speak with students about the importance of speaking up. Schools need to foster an environment in which students feel comfortable reporting threats; students must report threats to trusted adults, and the school and police must respond without delay. \What recommendations would you make so that an attack or planned attack can be avoided in the future?\ Schools must develop a culture in which students will report threats or other concern about violence. Schools then need clear plans in place for responding to reported threats. Student Arrested for Possible Planned Shooting \School Information\ \What best describes the area where the school is located?\ Urban \Type of School\ Charter \Grade/education level\ High School \How many students are currently enrolled in the school?\ 1001 to 2000 \Does the school have a counselor/counselors?\ Yes \Did the counselor have knowledge of or engage in previous interventions/ discipline with the suspect(s)?\ Unknown Was the Crisis Management Team activated for this incident? Unknown \Event Information\ \Approximate date plot was discovered:\ Unknown \Approximate date plot was discovered:\ 02/26/18 Date of Arrest/Intervention 02/26/18 \How was the plot initially discovered?\ told somebody about plans (includes threats) wrote about about plans \The attack was initially discovered by\ Peer \How was this incident averted?\ had conversation about plans/violent threats reported \The attack was averted by\ Other Law enforcement School administrator \How was law enforcement notified of (or how did they discover) the plot?\ School administration told law enforcement about the threats. \What type of weapon(s) was the suspect plotting to use?\ Firearm \Suspect Information\ \How many suspects were involved with the plot?\ 1 Suspect #1 Information Suspect's name Male Suspect Suspect's age at the time of the plot discovery or attack 14 Suspect's sex Male Race/Ethnicity Latino/a What was the suspect’s affiliation with the targeted school? Current Student What grade/ educational program was he/she in at the time of the plot discovery or attack? Grade 9 Please describe the suspect’s academic history Unknown Within 6 months prior to the attack, did the suspect exhibit any of the following academic issues? Unknown Please describe the suspect’s disciplinary history Unknown Suspect characteristics Impaired social/emotional functioning Was the suspect every formally treated (hospitalized, prescribed medication) for a mental illness/developmental disorder? Unknown Did the suspect suffer from addiction or substance abuse (formally diagnosed or not)? Unknown Was the suspect involved in bullying? (Either as bully or victim) Unknown Did the suspect experience a life-changing event/ traumatic experience, other than bullying, at any point in their life? Unknown Was the suspect known to the criminal justice system? (As an offender or victim) No Did the suspect engage frequently with violent media/entertainment or written materials (either by consuming or producing the materials)? Unknown What reason(s) did the suspect give for the planned attack or attack? Did not provide a reason Did the suspect tell/threaten anyone directly and overtly about his/her school violence plans prior to the discovery of the attack or the attack itself (other than co-conspirators)? Yes Did the suspect tell/threaten anyone directly and overtly about his/her school violence plans prior to the discovery of the attack or the attack itself (other than co-conspirators)? - Yes Friend \Assessment\ \Lessons Learned\ Cooperation and relationships with local schools is paramount. School officials must take immediate action for all threats. Upon obtaining information about the threat, school staff immediately detained the student and called the police. Students should report any and all threats that they encounter. The student shared his intentions with a friend (possibly in writing), who then reported to school authorities. Police must investigate without delay once they are called by school personnel about a potential school attack. This was demonstrated in this incident, because when police were called, they came immediately, talked with the suspect, notified his parents, and searched his house. Although nothing illegal was found in the house, the juvenile was charged with making terroristic threats. \What recommendations would you make so that an attack or planned attack can be avoided in the future?\ Talk to school staff on signs to look for. The school should continue to speak with students about the importance of speaking up. Schools need to foster an environment in which students feel comfortable reporting threats; students must report threats to trusted adults, and the school and police must respond without delay. \What recommendations would you make so that an attack or planned attack can be avoided in the future?\ Schools must develop a culture in which students will report threats or other concern about violence. Schools then need clear plans in place for responding to reported threats. How was this incident averted? Would-be perpetrator had conversation about plans/violent threats reported What type of weapon(s) was the suspect plotting to use? Firearm How many suspects were involved with the plot? 1 Lessons Learned Cooperation and relationships with local schools is paramount. School officials must take immediate action for all threats. Upon obtaining information about the threat, school staff immediately detained the student and called the police. Students should report any and all threats that they encounter. The student shared his intentions with a friend (possibly in writing), who then reported to school authorities. Police must investigate without delay once they are called by school personnel about a potential school attack. This was demonstrated in this incident, because when police were called, they came immediately, talked with the suspect, notified his parents, and searched his house. Although nothing illegal was found in the house, the juvenile was charged with making terroristic threats. What recommendations would you make so that an attack or planned attack can be avoided in the future? Talk to school staff on signs to look for. The school should continue to speak with students about the importance of speaking up. Schools need to foster an environment in which students feel comfortable reporting threats; students must report threats to trusted adults, and the school and police must respond... School Information Current enrollment: 1,001–2,000 Counselors on staff: Yes Event Information Date plot was discovered: February 26, 2018 Date of arrest/intervention: February 26, 2018 How was the plot initially discovered: The suspect told a peer about his plans and had written about them How was this incident averted: Conversations about the plans/violent threats were reported to school authorities The attack was averted by: School administration and law enforcement How was law enforcement notified of the plot: School administration alerted police What type of weapon(s) was the suspect plotting to use: Firearm Suspect Information Age: 14 Sex: Male Race/Ethnicity: Latino Affiliation with targeted school: Current student Grade: 9 Warning Signs Suspect characteristics: Impaired social/emotional functioning Reason(s) given: Did not provide a reason Direct threats made against peers or school: Yes - Told a friend about his plans Lessons Learned Cooperation and relationships with local schools is paramount. School officials must take immediate action for all threats. Upon obtaining information about the threat, school staff immediately detained the student and called the police. Students should report any and all threats that they encounter. The student shared his intentions with a friend (possibly in writing), who then reported to school authorities. Police must investigate without delay once they are called by school personnel about a potential school attack. This was demonstrated in this incident, because when police were called, they came immediately, talked with the suspect, notified his parents, and searched his house. Although nothing illegal was found in the house, the juvenile was charged with making terroristic threats. What recommendations would you make so that an attack or planned attack can be avoided in the future? Talk to school staff on signs to look for. The school should continue to speak with students about the importance of speaking up. Schools need to foster an environment in which students feel comfortable reporting threats; students must report threats to trusted adults, and the school and police must respond without delay. What recommendations would you make so that an attack or planned attack can be avoided in the future? Schools must develop a culture in which students will report threats or other concern about violence. Schools then need clear plans in place for responding to reported threats. Next Item Previous Item

Parents Find Concerning Notes in Son's Room, Notify Police Averted Date Number of Suspects Education Level Type of School Population Density City State Weapons Involved Gender Disability/Disorder 3/24/25 High School Public Suburban Topeka Kansas Emotional & Mental Health Summary Full \Event Narrative\ Student plots school violence: A male student plans to shoot two assistant principals, a police officer, and a school district police officer. On Dec 12 he asks for help from three others in his plot. He has a small group of friends and is described as a class clown, and he jokes around with his friends and others that he is going to blow up the school, according to a classmate. Nobody takes him seriously. Police called to school: Police receive a call from his mom and stepdad, after they find threatening notes in their son’s room. Police respond to the high school, and search the locations consistent with locations mentioned in the notes. They evacuate the school, but find no weapons. He is later diagnosed with Bipolar disorder, ADD, and anxiety disorder. \How was this incident averted?\ Parents found threatening notes in child’s room and called police. \The attack was averted by\ Parent of suspect \What type of weapon(s) was the suspect plotting to use?\ Firearms, explosives \How many suspects were involved with the plot?\ 1 \Assessment\ \Lessons Learned\ Students: Students heard of the plot but did not take them seriously because the suspect was known as the “class clown.” Parents: In this case, it was the parents who brought the plot to the attention of authorities, after they found threatening notes in their son’s bedroom. School: The school cooperated when the police showed up for their investigation, by evacuating a part of the school while police searched for weapons. Police: Police responded to the mother’s information by immediately going to the school. \What recommendations would you make so that an attack or planned attack can be avoided in the future?\ Students: Students need to be taught to take all threats seriously, even if they are made by popular or “class clown” students. They should report all threats to parents, an adult at school, or the police. Parents: Parents need to be aware of what their children are involved with. In this case, they were not afraid to search their son’s room and call the police when they found troubling notes. Police: Develop working relationships with the schools, which will aid in investigations and searches. \What recommendations would you make so that an attack or planned attack can be avoided in the future?\ Encourage students to report all threats or concerns – students are not the best to decide if a threat is serious or not. Parents Find Concerning Notes in Son's Room, Notify Police \Basic Information\ \Information Sources\ News \Who is submitting this information?\ Police Foundation Staff \School Information\ \What best describes the area where the school is located?\ Suburban \Type of School\ Public \Grade/education level\ High School \How many students are currently enrolled in the school?\ 501 to 1000 \Does the school have a counselor/counselors?\ Yes \Describe the security system at the school\: Security officers or police officers at/ in school \Event Information\ \Was this event:\ Averted \Approximate date plot was discovered:\ Unknown \Approximate date plot was discovered:\ 12/12/2013 \Date of Arrest/Intervention\ 01/02/2014 \Event Narrative\ Student plots school violence A male student plans to shoot two assistant principals, a police officer, and a school district police officer. On Dec 12 he asks for help from three others in his plot. He has a small group of friends and is described as a class clown, and he jokes around with his friends and others that he is going to blow up the school, according to a classmate. Nobody takes him seriously. Police called to school Police receive a call from his mom and stepdad, after they find threatening notes in their son’s room. Police respond to the high school, and search the locations consistent with locations mentioned in the notes. They evacuate the school, but find no weapons. He is later diagnosed with Bipolar disorder, ADD, and anxiety disorder.. \How was the plot initially discovered?\ The would-be perpetrator told somebody about plans (includes threats) \The attack was initially discovered by\ Peer \How was this incident averted?\ Would-be perpetrator Had written plans reported \The attack was averted by\ Parent of suspect \Who notified law enforcement of the plot?\ Parent \How was law enforcement notified of (or how did they discover) the plot?\ Phone call Describe any other details on how the plot was discovered Parents found threatening notes in child’s room and called police. \What type of weapon(s) was the suspect plotting to use?\ Firearms, explosives \How many suspects were involved with the plot?\ 1 \Suspect Information\ Suspect's age at the time of the plot discovery or attack 17 Suspect’s sex Male Race/Ethnicity Caucasian, Non-Hispanic What was the suspect’s affiliation with the targeted school? Current Student What grade/ educational program was he/she in at the time of the plot discovery or attack? 11 Suspect Behavior: Did the suspect exhibit any of the below warning signs before the attack or planned attack? Pathway Warning Behavior: Any behavior that is part of research, planning, preparation, or implementation of an attack. Energy Burst Warning Behavior: An increase in the frequency or variety of any noted activities related to the target, even if the activities themselves are relatively innocuous, usually in the days or weeks before the attack. Leakage Warning Behavior: The communication to a third party of an intent to do harm to a target through an attack. Suspect characteristics Class clown/ described as jokester/prankster Was the suspect known to the criminal justice system? (As an offender or victim) No What reasons did the suspect give for the planned attack or attack? Did not provide a reason Did the suspect tell/threaten anyone directly and overtly about his/her school violence plans prior to the discovery of the attack or the attack itself (other than co-conspirators)? Yes Who did they tell? Friend Please describe He commanded, encouraged, or requested that at least three friends take part in the plot. \Lessons Learned\ \Lessons Learned\ Students: Students heard of the plot but did not take them seriously because the suspect was known as the “class clown.” Parents: In this case, it was the parents who brought the plot to the attention of authorities, after they found threatening notes in their son’s bedroom. School: The school cooperated when the police showed up for their investigation, by evacuating a part of the school while police searched for weapons. Police: Police responded to the mother’s information by immediately going to the school. \What recommendations would you make so that an attack or planned attack can be avoided in the future?\ Students: Students need to be taught to take all threats seriously, even if they are made by popular or “class clown” students. They should report all threats to parents, an adult at school, or the police. Parents: Parents need to be aware of what their children are involved with. In this case, they were not afraid to search their son’s room and call the police when they found troubling notes. Police: Develop working relationships with the schools, which will aid in investigations and searches. \What recommendations would you make so that an attack or planned attack can be avoided in the future?\ Encourage students to report all threats or concerns – students are not the best to decide if a threat is serious or not. Event Narrative Middle school student goes to counselor’s office after first period: A student goes to see the school counselor after his first period class, and tells her that she is the only one that can talk him out of something. According to the County Sheriff, the student tells the counselor that he is going to kill some teachers and a police officer, but not students. He mentions that he is having problems at school, and asks other “alarming” questions that prompt the counselor to ask him if he has a gun. Counselor talks student out of shooting: She asks him if he has a gun, and he shows her the gun in his waistband. She attempts to text coworkers and the SRO while she continues to talk with the teen, but due to technical issues, she is unable to immediately notify others via text. She talks to the student for 45 minutes, and he ultimately gives her the gun. The SRO arrives after the student hands the gun to the counselor. The student is arrested and expelled, with charges pending. Middle school and local high school placed on lockout: The middle school and local high school are placed on "lockout" status as a precautionary measure the day of the averted attack. The middle school sends automated calls to parents informing them of the incident, but provides few details. It is later discovered that the student had a list of the teachers and officers he planned to kill. How was this incident averted? The would-be... School Information Current enrollment: 501–1,000 Counselors on staff: Yes Security protocols in place: School resource officers on campus Event Information Plot discovered: December 12, 2013 Intervention/Arrest: January 2, 2014 Event Summary A male student plans to shoot two assistant principals, a police officer, and a school district police officer. On December 12, the suspect asks for help from three others in his plot. He has a small group of friends and is described as a class clown, and he jokes around with his friends and others that he is going to blow up the school, according to a classmate. Nobody takes him seriously. Police receive a call from his mom and stepdad, after they find threatening notes in their son’s room. Police respond to the high school, and search the locations mentioned in the notes. They evacuate the school, but find no weapons. The suspect is later diagnosed with Bipolar Disorder, ADD, and Anxiety Disorder. Suspect Information & Warning Signs Age: 17 Sex: Male Race/Ethnicity: Caucasian, Non-Hispanic Affiliation with targeted school: Current student Grade: 11 Warning Signs Pathway Warning Behavior: Drafted written plans naming targets and asking for co-conspirators. Energy Burst Warning Behavior: Escalating talk of violence immediately preceding discovery. Leakage Warning Behavior: Communicated intent directly to friends—though dismissed as humor. Lessons Learned Students heard of the plot but did not take them seriously because the suspect was known as the “class clown.” In this case, it was the parents who brought the plot to the attention of authorities, after they found threatening notes in their son’s bedroom. The school cooperated when the police showed up for their investigation, by evacuating a part of the school while police searched for weapons. Police responded to the mother’s information by immediately going to the school. What recommendations would you make so that an attack or planned attack can be avoided in the future? Students: Students need to be taught to take all threats seriously, even if they are made by popular or “class clown” students. They should report all threats to parents, an adult at school, or the police. Parents: Parents need to be aware of what their children are involved with. In this case, they were not afraid to search their son’s room and call the police when they found troubling notes. Police: Develop working relationships with the schools, which will aid in investigations and searches. What recommendations would you make so that an attack or planned attack can be avoided in the future? Encourage students to report all threats or concerns – students are not the best to decide if a threat is serious or not. Next Item Previous Item

Concerned Citizen Reports Alarming Photos Averted Date Number of Suspects Education Level Type of School Population Density City State Weapons Involved Gender Disability/Disorder 3/24/25 College/University Public Suburban Cupertino California Emotional & Mental Health Summary Full \How was this incident averted?\ Took photos of his arsenal that alarmed a worker at the drugstore where he dropped the photos off to be developed. \What type of weapon(s) was the suspect plotting to use?\ Bomb/Explosive, Firearm \How many suspects were involved with the plot?\ 1 \Lessons Learned\ The primary lesson is that alert citizens can prevent mass destruction. A woman at a drugstore was concerned by photographs that were dropped off to be developed, notified the police, and prevented an attack that was scheduled for the next day. Another lesson is that parents need to be more aware of what their teenagers have in their rooms. The suspect had gathered multiple firearms, 2000 rounds of ammunition, 18 propane tanks, Molotov cocktails, and pipebombs. There is no indication that the parents had any knowledge of his arsenal, which was all in his bedroom. Concerned Citizen Reports Alarming Photos \School Information\ \What best describes the area where the school is located?\ Suburban \Type of School\ Public \Grade/education level\ College/University Select the type of program Undergraduate \How many students are currently enrolled in the college/university as a whole?\ 10,001 to 20,000 \Does the school have a counselor/counselors?\ Unknown \Describe the security system at the school\ School police department \Event Information\ \Approximate date plot was discovered:\ \Known Date of Attack\ January 30, 2001 \Approximate date plot was discovered:\ January 29, 2001 \What was the plan to gain access to the school?\ Normal entry \How was the plot initially discovered?\ Other \How was the plot initially discovered?\ - Other - Explain Took photos of his arsenal that alarmed a worker at the drugstore where he dropped the photos off to be developed. \The attack was initially discovered by\ Other \The attack was initially discovered by\ - Other - Explain Drugstore employee \How was this incident averted?\ Other \How was this incident averted?\ - Other - Explain Photographs raised concern. \The attack was averted by\ Other Other Law enforcement \The attack was averted by\ - Other - Explain Drugstore employee \How was law enforcement notified of (or how did they discover) the plot?\ Phone call \What type of weapon(s) was the suspect plotting to use?\ Bomb/Explosive Firearm \What type of weapon(s) was the suspect plotting to use?\ - Firearm Rifle Shotgun \Suspect Information\ \How many suspects were involved with the plot?\ 1 Suspect #1 Information Suspect's name Male suspect Suspect's age at the time of the plot discovery or attack 19 Suspect's sex Male Race/Ethnicity Asian/Asian American What was the suspect’s affiliation with the targeted school? Current Student What grade/ educational program was he/she in at the time of the plot discovery or attack? Undergraduate Please describe the suspect’s academic history Unknown Within 6 months prior to the attack, did the suspect exhibit any of the following academic issues? Unknown Please describe the suspect’s disciplinary history No known disciplinary issues Suspect characteristics Depressed mood Was the suspect every formally treated (hospitalized, prescribed medication) for a mental illness/developmental disorder? No Did the suspect suffer from addiction or substance abuse (formally diagnosed or not)? Yes - Alcohol. Got drunk at times with peers. Was the suspect involved in bullying? (Either as bully or victim) No Did the suspect experience a life-changing event/ traumatic experience, other than bullying, at any point in their life? Unknown Was the suspect known to the criminal justice system? (As an offender or victim) No Did the suspect engage frequently with violent media/entertainment or written materials (either by consuming or producing the materials)? Yes Did the suspect engage frequently with violent media/entertainment or written materials (either by consuming or producing the materials)? - Yes Stories/ Journals Social Media/ Websites/Youtube Did the suspect engage frequently with violent media/entertainment or written materials (either by consuming or producing the materials)? - Yes - Stories/ Journals - Social Media/Websites/Youtube - Explain He wrote lengthy journals about his hatred and violent fantasies. He seemed obsessed with the attack at Columbine and presumably read about it. He posted violent writings on his website. What reason(s) did the suspect give for the planned attack or attack? Hates people Describe the reasons the suspect gave for the planned attack (or attack) in more detail The suspect wrote: "I don't seem to care about anything anymore except having a [expletive] of guns, liking people who are politically incorrect, revolution, and having people get the [expletive] kicked out of them." Did the suspect tell/threaten anyone directly and overtly about his/her school violence plans prior to the discovery of the attack or the attack itself (other than co-conspirators)? No Did the suspect make vague but disconcerting references to aspects of ideas for violence, plans, or preparations prior to the discovery of the attack or the attack itself (other than to co-conspirators)? Yes - He posted violent writings online. \Assessment\ \Lessons Learned\ The primary lesson is that alert citizens can prevent mass destruction. A woman at a drugstore was concerned by photographs that were dropped off to be developed, notified the police, and prevented an attack that was scheduled for the next day. Another lesson is that parents need to be more aware of what their teenagers have in their rooms. The suspect had gathered multiple firearms, 2000 rounds of ammunition, 18 propane tanks, Molotov cocktails, and pipebombs. There is no indication that the parents had any knowledge of his arsenal, which was all in his bedroom. How was this incident averted? Took photos of his arsenal that alarmed a worker at the drugstore where he dropped the photos off to be developed. What type of weapon(s) was the suspect plotting to use? Bomb/Explosive, Firearm How many suspects were involved with the plot? 1 Lessons Learned The primary lesson is that alert citizens can prevent mass destruction. A woman at a drugstore was concerned by photographs that were dropped off to be developed, notified the police, and prevented an attack that was scheduled for the next day. Another lesson is that parents need to be more aware of what their teenagers have in their rooms. The suspect had gathered multiple firearms, 2000 rounds of ammunition, 18 propane tanks, Molotov cocktails, and pipebombs. There is no indication that the parents had any knowledge of his arsenal, which was all in his bedroom. Concerned Citizen Reports Alarming Photos School Information What best describes the area where the school is located? Suburban Type of School Public Grade/education level College/University Select the type of program Undergraduate How many students are currently enrolled in the college/university as a whole? 10,001 to 20,000 Does the school have a counselor/counselors? Unknown Describe the security system at the school School police department Event Information Approximate date plot was discovered: Known Date of Attack January 30, 2001 Approximate date plot was discovered:... School Information Current enrollment: 10,001 – 20,000 Security protocols in place: Dedicated campus police department Event Information Date plot was discovered: January 29, 2001 Planned Date of Attack: January 30, 2001 Event Summary How Plot Was Initially Discovered: A drugstore employee grew alarmed by photographs the student dropped off for development—images of his weapons arsenal. Discovered By: Concerned drugstore worker How Incident Was Averted: Upon notification by the employee, law enforcement executed a search warrant on the student’s residence the next day, uncovering his stockpile of weapons and explosives. Averted By: Drugstore employee & campus/local law enforcement Law Enforcement Notified Via: Phone call from the drugstore Suspect Information & Warning Signs Age: 19 Sex: Male Race/Ethnicity: Asian/Asian American Affiliation with targeted school: Current undergraduate student Warning Signs Suspect characteristics Depressed mood; occasional alcohol use Frequent engagement with violent media: Yes - Kept lengthy journals of hatred and violent fantasies and posted violent writings online; influenced by the Columbine attack Weapons Planned: Multiple firearms (rifle, shotgun), Bomb/explosive devices (Molotov cocktails, pipe bombs), 2,000 rounds of ammunition & 18 propane tanks Reason given for the planned attack: The suspect wrote: "I don't seem to care about anything anymore except having a [expletive] of guns, liking people who are politically incorrect, revolution, and having people get the [expletive] kicked out of them." Leakage: No direct threats communicated in person; violent writings posted online Lessons Learned The primary lesson is that alert citizens can prevent mass destruction. A woman at a drugstore was concerned by photographs that were dropped off to be developed, notified the police, and prevented an attack that was scheduled for the next day. Another lesson is that parents need to be more aware of what their teenagers have in their rooms. The suspect had gathered multiple firearms, 2000 rounds of ammunition, 18 propane tanks, Molotov cocktails, and pipebombs. There is no indication that the parents had any knowledge of his arsenal, which was all in his bedroom. Next Item Previous Item

Parents help avert child's attack Averted Date Number of Suspects Education Level Type of School Population Density City State Weapons Involved Gender Disability/Disorder 3/24/25 High School Public Rural Chesterfield South Carolina Emotional & Mental Health Summary Full \What type of weapon(s) was the suspect plotting to use?\ Bomb/Explosive \How many suspects were involved with the plot?\ 1 \Lessons Learned\ The lesson here is that parents can prevent attacks. The suspect's mother and stepfather were alarmed by the shipment of ammonium nitrate, searched his room and found more evidence of planning a bombing, and immediately contacted law enforcement. Also, the police acted quickly, responding promptly to the parents' concerns and taking swift action. Parents help avert child's attack \School Information\ \What best describes the area where the school is located?\ Rural \Type of School\ Public \Grade/education level\ High School \How many students are currently enrolled in the school?\ 501 to 1000 \Does the school have a counselor/counselors?\ Unknown \Event Information\ \Approximate date plot was discovered:\ Unknown \Approximate date plot was discovered:\ April 19, 2008 \What was the plan to gain access to the school?\ Normal entry \How was the plot initially discovered?\ Other \How was the plot initially discovered?\ - Other - Explain Parents found a package of ammonium nitrate that the suspect had ordered. \The attack was initially discovered by\ Parent of suspect \How was this incident averted?\ Other \How was this incident averted?\ - Other - Explain Police arrested him after being alerted by the parents and seeing evidence of an impending attack. \The attack was averted by\ Other Law enforcement Parent of suspect \How was law enforcement notified of (or how did they discover) the plot?\ Phone call \What type of weapon(s) was the suspect plotting to use?\ Bomb/Explosive \Suspect Information\ \How many suspects were involved with the plot?\ 1 Suspect #1 Information Suspect's name Male student Suspect's age at the time of the plot discovery or attack 18 Suspect's sex Male Race/Ethnicity Unknown What was the suspect’s affiliation with the targeted school? Current Student What grade/ educational program was he/she in at the time of the plot discovery or attack? Grade 12 Please describe the suspect’s academic history Historically above average academic performance Within 6 months prior to the attack, did the suspect exhibit any of the following academic issues? No known academic issues Please describe the suspect’s disciplinary history No known disciplinary issues Suspect characteristics Other Social withdrawal/isolation from peers Suspect characteristics - Other - Explain Reportedly had "a temper" but no incidents of acting out in anger were reported. Was the suspect every formally treated (hospitalized, prescribed medication) for a mental illness/developmental disorder? Yes Select the illness/disorder Other Select the illness/disorder - Other - Explain Two days before his arrest he was taken to a hospital, but no details are known regarding \Assessment\ or treatment. Did the suspect suffer from addiction or substance abuse (formally diagnosed or not)? Unknown Was the suspect involved in bullying? (Either as bully or victim) Unknown Did the suspect experience a life-changing event/ traumatic experience, other than bullying, at any point in their life? Yes Describe the event He had a stepfather; it is not known if this was a result of the death of his father, divorce, etc. Was the suspect known to the criminal justice system? (As an offender or victim) Yes - Other - Two days before his arrest he was taken by police to the hospital. Did the suspect engage frequently with violent media/entertainment or written materials (either by consuming or producing the materials)? Yes Did the suspect engage frequently with violent media/entertainment or written materials (either by consuming or producing the materials)? - Yes - Other - Explain He was apparently obsessed with the Columbine killers. What reason(s) did the suspect give for the planned attack or attack? Envy Hates people Describe the reasons the suspect gave for the planned attack (or attack) in more detail According to the police chief (perhaps based on the suspect's journal and/or audio-tape), "He seemed to hate the world. He hated people different from him--the rich boys with good-looking girlfriends." Did the suspect tell/threaten anyone directly and overtly about his/her school violence plans prior to the discovery of the attack or the attack itself (other than co-conspirators)? No Did the suspect make vague but disconcerting references to aspects of ideas for violence, plans, or preparations prior to the discovery of the attack or the attack itself (other than to co-conspirators)? No \Assessment\ \Lessons Learned\ The lesson here is that parents can prevent attacks. The suspect's mother and stepfather were alarmed by the shipment of ammonium nitrate, searched his room and found more evidence of planning a bombing, and immediately contacted law enforcement. Also, the police acted quickly, responding promptly to the parents' concerns and taking swift action. What type of weapon(s) was the suspect plotting to use? Bomb/Explosive How many suspects were involved with the plot? 1 Lessons Learned The lesson here is that parents can prevent attacks. The suspect's mother and stepfather were alarmed by the shipment of ammonium nitrate, searched his room and found more evidence of planning a bombing, and immediately contacted law enforcement. Also, the police acted quickly, responding promptly to the parents' concerns and taking swift action. Parents help avert child's attack School Information What best describes the area where the school is located? Rural Type of School Public Grade/education level High School How many students are currently enrolled in the school? 501 to 1000 Does the school have a counselor/counselors? Unknown Event Information Approximate date plot was discovered: Unknown Approximate date plot was discovered: April 19, 2008 What was the plan to gain access to the school? Normal entry How was the plot initially discovered? Other How was the plot initially discovered? - Other - Explain Parents found a package of ammonium nitrate that the suspect had ordered. The attack was initially discovered by Parent of suspect How was this incident averted? Other How was this incident averted? - Other - Explain Police arrested him after being alerted by the parents and seeing evidence of an impending attack. The attack was averted by Other Law enforcement Parent of suspect How... School Information Current enrollment: 501–1,000 Event Information Date plot was discovered: April 19, 2008 Plan to Gain Access: Normal entry How Plot Was Discovered: Parents found a package of ammonium nitrate the student had ordered and searched his room Initial Discovery By: Parent of suspect How Incident Was Averted: Parents alerted police, who swiftly arrested the student before he could act Averted By: Parent of suspect; law enforcement How Law Enforcement Was Notified: Phone call from suspect’s mother/stepfather Weapon Planned: Bomb/Explosive Number of Suspects: 1 Suspect Information & Warning Signs Age: 18 Sex: Male Affiliation with targeted school: Current student Grade: 12 Warning Signs Academic History: Historically above-average academic performance Warning Indicators: Social withdrawal/isolation from peers “Temper,” though no prior violent incidents at school Mental Health: Hospitalized by police two days before arrest (details unspecified) Media Consumption: Obsessed with the Columbine shooters Motive: Envy and hatred of “rich boys with good-looking girlfriends” Lessons Learned The lesson here is that parents can prevent attacks. The suspect's mother and stepfather were alarmed by the shipment of ammonium nitrate, searched his room and found more evidence of planning a bombing, and immediately contacted law enforcement. Also, the police acted quickly, responding promptly to the parents' concerns and taking swift action. Next Item Previous Item

Middle School Counselor Talks Armed Student Out of Violent Attack Averted Date Number of Suspects Education Level Type of School Population Density City State Weapons Involved Gender Disability/Disorder 3/24/25 Middle School Public Suburban Pleasant View Tennessee Emotional & Mental Health Summary Full \Event Narrative\ Middle school student goes to counselor’s office after first period: A student goes to see the school counselor after his first period class, and tells her that she is the only one that can talk him out of something. According to the County Sheriff, the student tells the counselor that he is going to kill some teachers and a police officer, but not students. He mentions that he is having problems at school, and asks other “alarming” questions that prompt the counselor to ask him if he has a gun. Counselor talks student out of shooting: She asks him if he has a gun, and he shows her the gun in his waistband. She attempts to text coworkers and the SRO while she continues to talk with the teen, but due to technical issues, she is unable to immediately notify others via text. She talks to the student for 45 minutes, and he ultimately gives her the gun. The SRO arrives after the student hands the gun to the counselor. The student is arrested and expelled, with charges pending. Middle school and local high school placed on lockout: The middle school and local high school are placed on "lockout" status as a precautionary measure the day of the averted attack. The middle school sends automated calls to parents informing them of the incident, but provides few details. It is later discovered that the student had a list of the teachers and officers he planned to kill. \How was this incident averted?\ The would-be perpetrator was talked out of committing the attack \What type of weapon(s) was the suspect plotting to use?\ Firearm \How many suspects were involved with the plot?\ 1 \Assessment\ \Lessons Learned\ The main recommendations from this incident are (1) to have school-wide training for crises, (2) have counselors and others trained in crisis communications, (3) counselors (and others) need to develop the kinds of relationships with all students that they will come to them if they are in crisis, and (4) schools need to install emergency alert buttons in offices so as to avoid technical difficulties of cell phone usage. \What recommendations would you make so that an attack or planned attack can be avoided in the future?\ The main recommendations from this incident are (1) to have school-wide training for crises, (2) have counselors and others trained in crisis communications, (3) counselors (and others) need to develop the kinds of relationships with all students that they will come to them if they are in crisis, and (4) schools need to install emergency alert buttons in offices so as to avoid technical difficulties of cell phone usage. \What recommendations would you make so that an attack or planned attack can be avoided in the future?\ As highlighted in this case, training works. Schools need to make sure that they not only practice lockdown and active shooter drills, but also train counselors and other staff/administrators in crisis communication and de-escalation skills. Schools also need to assure that they have redundancy in their emergency alerting systems in case one method (e.g., cell phone) does not work. Middle School Counselor Talks Armed Student Out of Violent Attack \Basic Information\ \Information Sources\ News \Who is submitting this information?\ Police Foundation Staff \School Information\ \What best describes the area where the school is located?\ Suburban \Type of School\ Public \Grade/education level\ Middle School \How many students are currently enrolled in the school?\ 501-1000 \Does the school have a counselor/counselors?\ Yes \Describe the security system at the school\ Security officers or police officers at/in school Describe any security drills or training that occurs at the school Teachers and staff receive training for school shooting situations. \Event Information\ \Was this event:\ Averted \Approximate date plot was discovered:\ 9/28/16 \Approximate date plot was discovered:\ 9/28/16 \Date of Arrest/Intervention\ 9/28/16 \Event Narrative\ Middle school student goes to counselor’s office after first period A student goes to see the school counselor after his first period class, and tells her that she is the only one that can talk him out of something. According to the County Sheriff, the student tells the counselor that he is going to kill some teachers and a police officer, but not students. He mentions that he is having problems at school, and asks other “alarming” questions that prompt the counselor to ask him if he has a gun. Counselor talks student out of shooting She asks him if he has a gun, and he shows her the gun in his waistband. She attempts to text coworkers and the SRO while she continues to talk with the teen, but due to technical issues, she is unable to immediately notify others via text. She talks to the student for 45 minutes, and he ultimately gives her the gun. The SRO arrives after the student hands the gun to the counselor. The student is arrested and expelled, with charges pending. Middle school and local high school placed on lockout The middle school and local high school are placed on "lockout" status as a precautionary measure the day of the averted attack. The middle school sends automated calls to parents informing them of the incident, but provides few details. It is later discovered that the student had a list of the teachers and officers he planned to kill. \What was the plan to gain access to the school?\ Normal entry \How was the plot initially discovered?\ The would-be perpetrator told somebody about plans (includes threats) \The attack was initially discovered by\ School counselor \How was this incident averted?\ The would-be perpetrator was talked out of committing the attack \The attack was averted by\ School counselor \Who notified law enforcement of the plot?\ School counselor \How was law enforcement notified of (or how did they discover) the plot?\ Text message Describe any other details on how the plot was discovered: Upset student approached school counselor in her office. Counselor asked the student if he had a gun and he said yes. \What type of weapon(s) was the suspect plotting to use?\ Firearm \How many suspects were involved with the plot?\ 1 \Suspect Information\ Suspect's age at the time of the plot discovery or attack 14 Suspect’s sex Male What was the suspect’s affiliation with the targeted school? Current Student What grade/ educational program was he/she in at the time of the plot discovery or attack? 8 Suspect Behavior: Did the suspect exhibit any of the below warning signs before the attack or planned attack? Pathway Warning Behavior: Any behavior that is part of research, planning, preparation, or implementation of an attack. Leakage Warning Behavior: The communication to a third party of an intent to do harm to a target through an attack. Last resort Warning Behavior: Evidence of a “violent-action imperative” or “time imperative”; increasing desperation or distress through words/actions. The subject feels trapped, with no other alternative than violence. Was the suspect known to the criminal justice system? (As an offender or victim) No What reasons did the suspect give for the planned attack or attack? Did not provide a reason. Did the suspect tell/threaten anyone directly and overtly about his/her school violence plans prior to the discovery of the attack or the attack itself (other than co-conspirators)? Yes Who did they tell? School counselor Please describe Approached school counselor and told her about his plans for violence. \Assessment\ \Lessons Learned\ Students: Follow this young man’s example – when a student is in crisis they must feel secure enough to go and talk to somebody. School: The school counselor was well-trained in crisis communication and used her training to de-escalate the student. As noted, schools should have emergency call buttons installed in offices – the counselor was not initially able to text out to the SRO. Police: The SRO arrived after the student had surrendered his weapon, and placed him under arrest. He was delayed due to technical difficulties in the school counselor’s ability to send a text message. \What recommendations would you make so that an attack or planned attack can be avoided in the future?\ The main recommendations from this incident are (1) to have school-wide training for crises, (2) have counselors and others trained in crisis communications, (3) counselors (and others) need to develop the kinds of relationships with all students that they will come to them if they are in crisis, and (4) schools need to install emergency alert buttons in offices so as to avoid technical difficulties of cell phone usage. \What recommendations would you make so that an attack or planned attack can be avoided in the future?\ As highlighted in this case, training works. Schools need to make sure that they not only practice lockdown and active shooter drills, but also train counselors and other staff/administrators in crisis communication and de-escalation skills. Schools also need to assure that they have redundancy in their emergency alerting systems in case one method (e.g., cell phone) does not work. Event Narrative Middle school student goes to counselor’s office after first period: A student goes to see the school counselor after his first period class, and tells her that she is the only one that can talk him out of something. According to the County Sheriff, the student tells the counselor that he is going to kill some teachers and a police officer, but not students. He mentions that he is having problems at school, and asks other “alarming” questions that prompt the counselor to ask him if he has a gun. Counselor talks student out of shooting: She asks him if he has a gun, and he shows her the gun in his waistband. She attempts to text coworkers and the SRO while she continues to talk with the teen, but due to technical issues, she is unable to immediately notify others via text. She talks to the student for 45 minutes, and he ultimately gives her the gun. The SRO arrives after the student hands the gun to the counselor. The student is arrested and expelled, with charges pending. Middle school and local high school placed on lockout: The middle school and local high school are placed on "lockout" status as a precautionary measure the day of the averted attack. The middle school sends automated calls to parents informing them of the incident, but provides few details. It is later discovered that the student had a list of the teachers and officers he planned to kill. How was this incident averted? The would-be... School Information Enrollment: 501–1,000 Counselors on staff: Yes Security protocols in place: School resource officer(s) on site Drills & Training: Teachers and staff receive regular training for school shooting situations Event Information Date plot was discovered: September 28, 2016 Date of intervention: September 28, 2016 Event Summary A student goes to see the school counselor after his first period class, and tells her that she is the only one that can talk him out of something. According to the County Sheriff, the student tells the counselor that he is going to kill some teachers and a police officer, but not students. He mentions that he is having problems at school, and asks other “alarming” questions that prompt the counselor to ask him if he has a gun. The counselor asks him if he has a gun, and he shows her the gun in his waistband. She attempts to text coworkers and the SRO while she continues to talk with the teen, but due to technical issues, she is unable to immediately notify others via text. She talks to the student for 45 minutes, and he ultimately gives her the gun. The SRO arrives after the student hands the gun to the counselor. The student is arrested and expelled, with charges pending. The middle school and local high school are placed on "lockout" status as a precautionary measure the day of the averted attack. The middle school sends automated calls to parents informing them of the incident, but provides few details. It is later discovered that the student had a list of the teachers and officers he planned to kill. Suspect Information & Warning Signs Age: 14 Sex: Male Affiliation: Current student Grade: 8 Warning Signs Warning Behaviors: Pathway: Planning/preparation behaviors Leakage: Communicated intent to harm Last-Resort: Expressed a “no other choice” mindset Lessons Learned Students: Follow this young man’s example – when a student is in crisis they must feel secure enough to go and talk to somebody. School: The school counselor was well-trained in crisis communication and used her training to de-escalate the student. As noted, schools should have emergency call buttons installed in offices – the counselor was not initially able to text out to the SRO. Police: The SRO arrived after the student had surrendered his weapon, and placed him under arrest. He was delayed due to technical difficulties in the school counselor’s ability to send a text message. What recommendations would you make so that an attack or planned attack can be avoided in the future? The main recommendations from this incident are (1) to have school-wide training for crises, (2) have counselors and others trained in crisis communications, (3) counselors (and others) need to develop the kinds of relationships with all students that they will come to them if they are in crisis, and (4) schools need to install emergency alert buttons in offices so as to avoid technical difficulties of cell phone usage. What recommendations would you make so that an attack or planned attack can be avoided in the future? As highlighted in this case, training works. Schools need to make sure that they not only practice lockdown and active shooter drills, but also train counselors and other staff/administrators in crisis communication and de-escalation skills. Schools also need to assure that they have redundancy in their emergency alerting systems in case one method (e.g., cell phone) does not work. Next Item Previous Item

SCHOOL INCIDENTS Disability or Disorder Emotional & Mental Health Neurodevelopmental & Behavioral None Unknown Total Entries: 313 NUMBER OF RESULTS Percent of Total: 100.00% Incident Outcome Select Report Type of School Type of School State Select State Education Level Education Level RESET FILTER SEARCH THE DATABASE Filter by Weapon(s) Involved Select Weapon(s) Involved 4/19/18 3-Year Plot for School Violence Prevented California View 5/16/18 Student in Off-Campus Program Returns to High School With Gun Illinois View 10/25/18 Out-of-state Mother Helps Avert Planned School Shootings Kentucky View 8/17/16 Larceny Unveils Potential School Violence Plot New York View 3/21/17 Twitter Threat Proposes Columbine-Style Attack California View 1/26/18 Student Reports Threats Overheard on School Bus Pennsylvania View 1/21/18 Student Hurts Sister, Makes Threats Against His College Missouri View 2/22/18 18 Year Old High School Student Threatens to Shoot up School, Hold Hostages Pennsylvania View 12/14/17 Student Threatens Violence at School the Following Day Louisiana View 9/7/17 High School Student Makes Threats of Violence Kentucky View 10/25/17 Two Students Develop "Columbine-like" Plan for Violence Georgia View 1/23/18 Italy High School 2018 Shooting Texas View 1/10/14 Berrendo Middle School Shooting 2014 New Mexico View 8/19/19 International Student With a Hit List and Illegal Firearm New Mexico View 11/26/19 FBI tip leads to student with bomb-making materials in his home and floor plan of his high school Illinois View 1/21/09 Virginia Tech 2009 Stabbing Virginia View 4/16/07 Virginia Tech 2007 Shooting Virginia View 12/4/09 Binghamton University Professor Stabbing 2009 New York View 3/5/01 Santana High School 2001 Shooting California View 3/21/05 Red Lake High School 2005 Shooting Minnesota View 9/27/06 Platte Canyon High School 2006 Attack Colorado View 10/8/10 Kelly Elementary School 2010 Shooting California View 12/6/99 Fort Gibson Middle School 1999 Shooting Oklahoma View 1/16/02 Appalachian School of Law 2002 Shooting Virginia View 10/24/14 Marysville-Pilchuk High School 2014 Attack Washington View 5/20/99 Heritage High School 1999 Shooting Georgia View 2/2/01 North Hopewell-Winterstown Elementary School 2001 Machete Attack Pennsylvania View 12/13/13 Arapahoe High School 2013 Shooting Colorado View 10/2/06 West Nickel Mines School 2006 Shooting Pennsylvania View 4/24/03 Red Lion Area Junior High School 2003 Shooting Pennsylvania View 2/29/16 Madison Junior Senior High School 2016 Shooting Ohio View 5/9/03 Case Western Reserve University 2003 Shooting Ohio View 2/27/12 Chardon High School 2012 Shooting Ohio View 4/9/14 Franklin Regional High School 2014 Stabbings Pennsylvania View 9/24/03 Rocori High School 2003 Shooting Minnesota View 5/23/14 University of California, Santa Barbara 2014 Rampage California View 6/10/14 Reynolds High School Shooting 2014 Oregon View 12/14/12 Sandy Hook Elementary School 2012 Shooting Connecticut View 8/28/00 University of Arkansas Fayetteville 2000 Shooting Arkansas View 6/1/16 UCLA Shooting 2016 California View 2/14/08 Northern Illinois University 2008 Shooting Illinois View 4/26/09 Hampton University 2009 Shooting Virginia View 12/12/12 Peer Reports Student's Violent Threats Oklahoma View 12/11/16 Parent Discovers and Reports Violent Threats Made to His Child Oklahoma View 2/12/18 High School Student Hides Rifle in Guitar Case Washington View 2/19/18 Felon in Possession of a Firearm Makes School Threats California View 3/14/18 Former Student Prepares to Attack High School SRO and Students Vermont View 5/2/14 Staff on Staff Targeted Violence Delaware View 12/2/11 Community College - Terrorist Nexus California View 3/12/18 International Student Amasses Weapon Accessories New York View 11/14/17 Student Making Explosives with Guns in Dorm Arkansas View 11/1/17 Former College Student Threatens Retaliation California View 8/7/18 College Student Plans Mass Casualty Attack with 3D Printed Gun Utah View 3/18/13 Perpetrator Pulls Fire Alarm to Ambush Students in Dorm Florida View 2/27/18 Tip Line Receives Report of Twitter Threat to Shoot Up College Campus Oregon View 5/1/19 Michigan Tip Line (OK2SAY) Works Michigan View 6/22/04 Student Turns Himself in to Counselor before Attack NewJersey View 3/23/17 Father Finds Daughter's Journal with Plot for Violence Maryland View 2/22/18 Young Student Makes Bomb Threat at Middle School Pennsylvania View 2/16/18 SRO Overhears a Student Threat California View 12/8/18 Frustrated Student Makes Threats at High School Virginia View 2/16/18 Student Makes Threats to Peer Colorado View 2/22/18 Online Bullying Almost Results in High School Attack California View 2/21/18 Student Brings Knife and Kill List to School Florida View 9/12/14 Parent Alerts School to Son's Potentially Violent Attack Ohio View 9/30/15 Student Reports Peers' Plan for Mass Shooting California View 4/29/14 Woman Alerts Police to Strange Activity, Materials for Violent School Attack Uncovered Minnesota View 6/13/14 Students' Violent Plot Overheard and Reported by School Counselor Tennessee View 1/31/17 Parent Overhears and Reports Students' Violent Plot California View 12/12/13 Parents Find Concerning Notes in Son's Room, Notify Police Kansas View 2/15/17 Students Report Fellow Student's Violent Plot to Assistant Principal Indiana View 3/30/16 Two Students Post Photo Holding Firearms on Instagram Michigan View 9/16/15 Two Students Threaten Violence at Homecoming Events Indiana View 11/2/14 Student Steals Gun to Use in School Attack, Changes His Mind Maryland View 10/12/15 Students Alert SRO to Fellow Student's Violent Social Media Posts Virginia View 9/28/16 Middle School Counselor Talks Armed Student Out of Violent Attack Tennessee View 3/16/16 Student Alerts Police to School Violence Threat on Snapchat Michigan View 4/19/08 Parents help avert child's attack South Carolina View 10/26/15 Student Threatened Killing Young School Children in English Class Journal Entries New York View 2/26/18 Student Arrested for Possible Planned Shooting California View 3/5/18 College Student Posts Threats on Reddit Florida View 4/1/10 Averted School Bombing Plot Alabama View 1/29/01 Concerned Citizen Reports Alarming Photos California View 3/7/08 High School Student and Friend Plan Attack New Jersey View 4/20/06 Potential School Attacker Posts Concerning Message on MySpace Kansas View 4/22/06 Plot for Violence Involving Many Students Uncovered Alaska View 4/30/07 Former College Student Found Near Campus with Weapons Pennsylvania View 5/2/08 Former Student Plans Attack on High School, Parents Intervene Alabama View 2/26/18 Middle School - Threat of Violence - 8th Grade Student California View 11/15/16 Active Assailant Attack Averted Utah View 4/2/07 University of Washington 2007 Shooting Washington View 4/2/12 Oikos University 2012 Shooting California View 4/20/99 Columbine High School 1999 Shooting Colorado View 1/10/13 Taft Union High School 2013 Shooting California View 5/6/09 Wesleyan University 2009 Targeted Shooting Connecticut View 10/1/15 Umpqua Community College 2015 Attack Oregon View 9/29/06 Weston High School 2006 Shooting Wisconsin View 11/20/14 Florida State University 2014 Shooting Florida View 4/23/16 Antigo High School Prom 2016 Shooting Wisconsin View 1/3/07 Henry Foss High School 2007 Attack Washington View Send

Former College Student Found Near Campus with Weapons Averted Date Number of Suspects Education Level Type of School Population Density City State Weapons Involved Gender Disability/Disorder 3/24/25 College/University Public Rural Schuylkill Haven Pennsylvania Emotional & Mental Health Summary Full \How was this incident averted?\ Perpetrator was arrested \What type of weapon(s) was the suspect plotting to use?\ Firearm \How many suspects were involved with the plot?\ 1 \Lessons Learned\ The police played an essential role in preventing this attack, coordinating the various pieces of the puzzle including the break-in to his parents' house, the fire, and the student barred from campus. Though the attack was prevented, this case shows the danger in simply prohibiting a student from campus without any monitoring. If he already had guns or obtained them in some other way than breaking into his parent's home and stealing them, he would not have signaled his intention and might have flown under the radar of the police and the university. Kicking a student out often results in increased rage and a lack of monitoring which can be a very dangerous combination. Because details about his disturbing behavior and writings are not available, it is hard to know what other options might have been viable. Former College Student Found Near Campus with Weapons \School Information\ \What best describes the area where the school is located?\ Rural \Type of School\ Public \Grade/education level\ College/University Select the type of program Undergraduate \How many students are currently enrolled in the college/university as a whole?\ 1000 or less \Does the school have a counselor/counselors?\ Unknown \Event Information\ \Was this event:\ Averted \Approximate date plot was discovered:\ Unknown \Approximate date plot was discovered:\ May 2007 Date of Arrest/Intervention May 2007 1. Prohibited from campus Male Suspect #1 was a student at a university but about two weeks prior to his arrest he was kicked off the campus for "behavior which was alarming and frightening to other students." Even after being prohibited from campus, he reportedly was seen there. Students said that at times he would freeze in a position for up to twenty minutes and also that he appeared unbathed. His unacceptable behavior included following female students and "rambling writings," though the details of the writings has not been made public. 2. Attempt to return to school Three days after withdrawing from classes on a medical leave, he decided he wanted to return. This was not allowed because he reportedly had not met several of the conditions that had been set as requirements for his returning to campus. 3. Break-in and theft He broke into his parents' home and stole guns. Police suspected that he was the perpetrator and began searching for his vehicle. There was concern that he was a threat to the campus and the school was put on lockdown. 4. Burning his vehicle A fire was spotted in a nearby area and was investigated. He had set his car on fire and this had started a brush fire that spread to over seven acres. 5. Apprehended He was found about a mile from the fire with multiple firearms. He admitted to stealing guns from his parents and "related that he was going to shoot people." He was charged with disorderly conduct, harassment, felony arson, and agricultural vandalism. For the break-in at his parents' home he was charged with burglary, trespass, and theft. \What was the plan to gain access to the school?\ Other - How he planned attack is not known \How was the plot initially discovered?\ Other \How was the plot initially discovered?\ - Other - Explain He engaged in erratic behavior that frightened people, disregarded a prohibition from being on campus, and then was the prime suspect for stealing guns from his parents. \The attack was initially discovered by\ Other Other Law enforcement \The attack was initially discovered by\ - Other - Explain The school prohibited him from campus due to his behavior, but at that point there apparently was no known threat or plan to attack the school. The actual discovery of his plan to kill people was not found until he had been apprehended by police. \How was this incident averted?\ Other \How was this incident averted?\ - Other - Explain Was arrested for other crimes. \The attack was averted by\ Other Law enforcement \How was law enforcement notified of (or how did they discover) the plot?\ Phone call \What type of weapon(s) was the suspect plotting to use?\ Firearm \What type of weapon(s) was the suspect plotting to use?\ - Firearm Unknown \Suspect Information\ \How many suspects were involved with the plot?\ 1 Suspect #1 Information Suspect's name Male Suspect #1 Suspect's age at the time of the plot discovery or attack 28 Suspect's sex Male Race/Ethnicity Unknown What was the suspect’s affiliation with the targeted school? Former Student - Removal from the School Due to Disciplinary Action Describe the suspect’s academic history Unknown Within 6 months prior to the attack, did the suspect exhibit any of the following academic issues? Unknown Describe the suspect’s disciplinary history History of disciplinary problems at school, with other students/teachers Suspect characteristics Impaired social/emotional functioning Was the suspect every formally treated (hospitalized, prescribed medication) for a mental illness/developmental disorder? Unknown Did the suspect suffer from addiction or substance abuse (formally diagnosed or not)? Unknown Was the suspect involved in bullying? (Either as bully or victim) Unknown Did the suspect experience a life-changing event/ traumatic experience, other than bullying, at any point in their life? Yes Suspect personally experienced: Other Suspect personally experienced: - Other - Explain Forced to withdraw from college Was the suspect known to the criminal justice system? (As an offender or victim) Unknown Did the suspect engage frequently with violent media/entertainment or written materials (either by consuming or producing the materials)? Unknown What reason(s) did the suspect give for the planned attack or attack? Did not provide a reason Did the suspect tell/threaten anyone directly and overtly about his/her school violence plans prior to the discovery of the attack or the attack itself (other than co-conspirators)? Unknown \Assessment\ \Lessons Learned\ The police played an essential role in preventing this attack, coordinating the various pieces of the puzzle including the break-in to his parents' house, the fire, and the student barred from campus. Though the attack was prevented, this case shows the danger in simply prohibiting a student from campus without any monitoring. If he already had guns or obtained them in some other way than breaking into his parent's home and stealing them, he would not have signaled his intention and might have flown under the radar of the police and the university. Kicking a student out often results in increased rage and a lack of monitoring which can be a very dangerous combination. Because details about his disturbing behavior and writings are not available, it is hard to know what other options might have been viable. How was this incident averted? Perpetrator was arrested What type of weapon(s) was the suspect plotting to use? Firearm How many suspects were involved with the plot? 1 Lessons Learned The police played an essential role in preventing this attack, coordinating the various pieces of the puzzle including the break-in to his parents' house, the fire, and the student barred from campus. Though the attack was prevented, this case shows the danger in simply prohibiting a student from campus without any monitoring. If he already had guns or obtained them in some other way than breaking into his parent's home and stealing them, he would not have signaled his intention and might have flown under the radar of the police and the university. Kicking a student out often results in increased rage and a lack of monitoring which can be a very dangerous combination. Because details about his disturbing behavior and writings are not available, it is hard to know what other options might have been viable. Former College Student Found Near Campus with Weapons School Information What best describes the area where the school is located? Rural Type of School Public Grade/education level College/University Select the type of program Undergraduate How many students are currently enrolled in the college/university as a whole? 1000 or less Does the school have a counselor/counselors? Unknown Event Information Was this event: Averted Approximate date... School Information Current enrollment: Less than 1,000 Event Information Date of Intervention: May 2007 Event Summary 1. The suspect was a student at a university but about two weeks prior to his arrest he was kicked off the campus for "behavior which was alarming and frightening to other students." Even after being prohibited from campus, he reportedly was seen there. Students said that at times he would freeze in a position for up to twenty minutes and also that he appeared unbathed. His unacceptable behavior included following female students and "rambling writings," though the details of the writings has not been made public. 2. Three days after withdrawing from classes on a medical leave, he decided he wanted to return. This was not allowed because he reportedly had not met several of the conditions that had been set as requirements for his returning to campus. 3. The suspect broke into his parents' home and stole guns. Police suspected that he was the perpetrator and began searching for his vehicle. There was concern that he was a threat to the campus and the school was put on lockdown. 4. A fire was spotted in a nearby area and was investigated. He had set his car on fire and this had started a brush fire that spread to over seven acres. 5. The suspect was found about a mile from the fire with multiple firearms. He admitted to stealing guns from his parents and "related that he was going to shoot people." He was charged with disorderly conduct, harassment, felony arson, and agricultural vandalism. For the break-in at his parents' home he was charged with burglary, trespass, and theft. Suspect Information & Warning Signs Age: 28 Sex: Male Affiliation with targeted school: Former student - Barred for disciplinary reasons Warning Signs Disciplinary History: Removal from school due to “alarming and frightening” behavior Suspect characteristics: Impaired social/emotional functioning Exhibited extreme isolation and obsessive writings Known to justice system: Yes - Became a suspect in his parents’ burglary Assessment & Lessons Learned The police played an essential role in preventing this attack, coordinating the various pieces of the puzzle including the break-in to his parents' house, the fire, and the student barred from campus. Though the attack was prevented, this case shows the danger in simply prohibiting a student from campus without any monitoring. If he already had guns or obtained them in some other way than breaking into his parent's home and stealing them, he would not have signaled his intention and might have flown under the radar of the police and the university. Kicking a student out often results in increased rage and a lack of monitoring which can be a very dangerous combination. Because details about his disturbing behavior and writings are not available, it is hard to know what other options might have been viable. Next Item Previous Item

MICHELE GAY Co-Founder and Executive Director of Safe and Sound Schools Previous Team Member Next Team Member About Michele Co-Founder and Executive Director of Safe and Sound Schools Michele Gay is available to be booked as an event speaker exclusively through Safe & Sound Schools. ABOUT Mother, educator, and co-founder of Safe and Sound Schools, Michele Gay chose to take action after losing her daughter, Josephine Grace, on December 14, 2012, in the Sandy Hook Elementary School tragedy. Since that day, she has channeled her grief into a mission to improve safety and security in schools and communities across the country. Gay holds a Bachelor of Science in Elementary Education from Towson State University and a Master’s degree in Curriculum and Instruction from McDaniel College. Before the tragedy, she taught in Maryland and Virginia public schools, shaping young lives as an elementary educator. Her personal and professional experiences now inform her work as a nationally recognized advocate for school safety. As a public speaker and consultant, Gay reaches audiences across the United States and beyond — from school communities and law enforcement to state and federal agencies, public safety leaders, and media outlets. She shares her insights to help others better prepare for, prevent, respond to, and recover from school-based tragedies, always with the goal of building safer learning environments. In the years following Sandy Hook, the U.S. Department of Justice’s Office of Community Oriented Policing Services (COPS) formed a national advisory group to identify strategies to prevent school violence. One recommendation stood out: build a national database of incidents where school violence was successfully averted. That insight led to the creation of the Averted School Violence (ASV) database, originally managed by the National Policing Institute. In 2023, ASV found a new home at Safe and Sound Schools, strengthening the organization’s commitment to proactive, data-driven school safety practices. Dr. Frank Straub — the former director of the National Policing Institute’s Center for Targeted Violence Prevention and ASV’s original project lead — brought the initiative to Safe and Sound to align with a mission born from the same tragedy. Together, they work to analyze near-miss incidents and share critical lessons learned with schools, public safety professionals, and policymakers nationwide. Under Gay’s leadership, Safe and Sound Schools has become a national hub for school safety education, expert content, technical assistance, and best practices. The integration of the ASV database expands this reach, reinforcing a central idea that drives her work: we must learn not only from tragedy, but also from the crises we manage to prevent. As the primary visionary and author of many of the organization’s resources, Gay is a trusted voice in national policy and school safety discussions. She has been honored with numerous national awards and contributes regularly to print, radio, and television outlets on issues of education, safety, and violence prevention. At the heart of Gay’s work is a deep belief that school safety requires a comprehensive and sustainable approach — one that unites educators, families, students, public safety professionals, and community leaders. Her unique perspective, shaped by lived experience and professional training, allows her to connect across disciplines and drive meaningful, lasting change. Michele Gay remains deeply inspired by her daughter Josephine. She dedicates her work to honoring Josephine’s memory by helping to ensure that every school, every child, and every community is truly safe and sound. Previous Next

KIM VANN Deputy Director Previous Team Member Next Team Member About Kim Deputy Director Kim Vann joined Safe and Sound Schools in 2019 and currently serves as Deputy Director, working closely with the executive director, board of directors, staff, and partners to advocate for and deliver research-based education, tools, and resources designed to ensure the safest possible learning environments for students across the country. In her role, Kim provides strategic and operational leadership to advance the organization’s mission: to help every community access the knowledge and support needed for school crisis prevention, response, and recovery. Her work is grounded in a firm belief that every student deserves a safe, secure, and supportive place to learn and grow. Kim’s transition to Safe and Sound Schools was a natural evolution of her long-standing dedication to youth, education, and community partnerships. As Executive Director and Co-Founder of Bright Futures USA, she built a national network that unites businesses, faith-based organizations, parent groups, and community members to meet the physical, social, and emotional needs of students — empowering them to succeed in school and life. Her deep understanding of how schools and communities work together to support students aligns perfectly with Safe and Sound’s collaborative approach to safety. In 2023, Kim played a key role in helping Safe and Sound Schools expand its impact by becoming the new home of the Averted School Violence (ASV) database. Originally launched by the Department of Justice’s Office of Community Oriented Policing Services (COPS) and managed by the National Policing Institute, the ASV project collects and analyzes incidents where planned acts of school violence were successfully prevented. Under Kim’s operational leadership, Safe and Sound Schools now stewards this vital initiative — ensuring that lessons from averted tragedies are translated into actionable strategies for schools, safety professionals, and policymakers nationwide. By helping integrate ASV into the organization’s larger body of work, Kim is reinforcing Safe and Sound’s position as a national hub for school safety innovation, education, and technical assistance. Her work reflects a commitment not only to responding to crises, but also to understanding and preventing them through data, partnerships, and proactive learning. Before her national leadership roles, Kim served as the Executive Director of Communication and Community Development for the Joplin R-8 School District, where she led district communications, development, and community engagement efforts — including during the district’s recovery from the devastating 2011 tornado. Her experience navigating community-wide recovery and building partnerships has proven essential in her current role supporting schools through prevention, preparedness, and healing. Earlier in her career, Kim served as Business Development Director for the Joplin Area Chamber of Commerce, advocating for small businesses and overseeing programs that supported economic development. She represented Joplin on both the U.S. Chamber of Commerce Small Business Council and the American Chamber of Commerce Small Business Advisory Council. Kim has received numerous accolades for her leadership and community impact, including recognition as one of Joplin Tri-State Business Journal’s “10 Most Influential Women,” the Joplin Business Journal’s “40 Under 40,” and Joplin’s “15 People to Watch.” A past president of Soroptimist International of Joplin, Kim remains committed to community advancement and equity. She is married to Joel, and together they have two children. Kim brings her passion for service, community, and student well-being to every aspect of her work — driving Safe and Sound Schools forward as it continues to grow and evolve with initiatives like the Averted School Violence database at its core. Previous Next