November 7, 2018
ADOPTED Work Group Recommendations
School Resource Officers (K-12)
1) State funding should be made available for additional school resource officers in K-12 schools.
2) The role of sworn law enforcement in Washington K-12 schools should be defined in the law.
Agreements to place school resource officers in schools should reflect this definition. (Look at NASRO
Best Practices and Strategies for Youth best practice as options)
3) K-12 school resource officers should focus on keeping students out of the criminal justice system when
possible, and should not be used to attempt to impose criminal sanctions for matters that are more
appropriately handled within the educational system.
4) Standardized training should be required for K-12 school resource officers. The training should be
made readily available and based on best practices. Such training ought to include education about
implicit bias and interacting with students with disabilities.
5) Policies and training should be made available to K-12 school personnel on best practices to be used in
interacting with school resource officers.
6) A model agreement should be developed for use by K-12 schools and law enforcement agencies for
school resource officer positions. Schools should be required to adopt agreements consistent with
that model.
Multi-Stage Threat Assessment Process
7) The Legislature should mandate a standardized multi-stage threat assessment process in all
Washington schools (K-12 and higher ed).
8) There is no need to define any specific model, though it may be valuable to identify components of a
threat assessment.
a) The assessment model should determine threat based on behaviors, not characteristics of
individual.
b) The assessment model should be evidence-based, and implementation of the model should
adhere to model fidelity.
9) Adequate training, coordination and evaluation on the threat assessment model needs to be provided
to schools (K-12 and higher ed), districts and ESDs, and other entities involved in the threat
assessment process.
10) Schools (K-12 and higher ed), districts and ESDs, and OSPI need to have sufficient resources to provide
follow up services based on the recommendations of the threat assessment process, and
incorporating the recommendation of the threat assessment process into the school’s broader system
of student supports.
a) Whenever possible, the threat assessment process should specifically include engagement with
the student’s parents/family.
b) Special attention and consideration should be given to threat assessments involving students with
Individual Education Programs, disabilities, or other special needs.
11) A student’s return to K-12 school after a suspension or expulsion for violent or threatening behavior
pursuant to re-engagement plan should be communicated with law enforcement and service
providers as appropriate.

 Extreme Risk Protection Orders
12) The availability of ERPOs to both law enforcement and the public should be promoted and additional
funding should be provided to law enforcement to ensure proper and efficient service of the orders
when granted.
13) A person’s second conviction for violation of ERPO should forfeit the individual’s right to bear arms.
14) There appears to be a legitimate question of whether or not ERPOs can be sought against a juvenile,
who does not have the legal right to own firearms under Washington law, but does have the right to
access and possess firearms under certain circumstances. The Legislature should modify the ERPO
statute to make it clear that ERPOs can be sought against a juvenile, and ERPOs should not
unnecessarily publicly label a juvenile in a way that will impact them for the rest of their lives.
15) The statute regarding ERPOs should be clarified to address access to a firearm legally owned by a
person other than the ERPO respondent, and how to effectively prohibit access to that firearm by the
respondent (particularly juveniles) while preserving the firearm owner’s individual firearms rights.
General
16) Increased investment should be made to ensure sufficient and effective K-12 school counselors,
psychologists, mental health professionals, family engagement coordinators, school social workers,
and other investments in positive school climate, including restorative discipline. These resources
should be required to be spent for their intended purpose.
17) Accessible and effective mental health services can be an effective means of intervening against a
potential perpetrator of mass shootings. Resources should be provided to improve the overall mental
health system in Washington.
18) The use of systems for students (K-12 and higher ed) to report suspicious/threatening behavior should
be encouraged.
19) Schools (K-12 and higher ed) should be encouraged to provide education to students about the
conditions that should trigger the reporting of a ‘see something say something’ type of event.
20) The Legislature should fund an active, public campaign to promote ‘see something say something.’
21) Pursuant to RCW 28A.335.010, K-12 school districts should design and remodel school facilities with
security and mitigation/minimization of mass shooting events in mind. These considerations could
include the physical design of the buildings, the number and location of entrances and exits, the ability
to lock individual rooms, etc.
22) School (K-12 and higher ed) students and staff should be trained on what to do in the instance of an
active shooter.
a) Such drills need to be carefully carried out so as to not frighten students or staff.
b) Such drills need to be carefully crafted to be appropriate for the school (high school v elementary
school).
23) Steps should be taken to ensure that ample resources and support (counseling, etc) are provided to
school students and staff (K-12 and higher ed), law enforcement, and families of each following
incidents of mass shooting.
24) Suicide and bullying prevention outreach and education efforts should be supported and modernized.
25) State funding should be made available for community and technical colleges to fund a law
enforcement presence on campus.