! The CUBIT Model - College & University Behavioral Intervention Team - Legal Consultant Brett Sokolow JD, Campus Law Counsel, Help Colleges Universities solve problems, Hazing, Drinking, Drunk Sex, Alcohol, Sexual Assault, Sexual Harassment, Date Rape, Consensual Relationships, Binge Drinking, Workshops, Programs, Sexual Misconduct Issues, Campus Crime Security, Speakers Alan Berkowitz, Katie Koestner, Campus Outreach Services, ASJA, He Said, She Said, NASPA, ACPA, CLHE, URMIA, Judicial Training, Code of Conduct, Model Code, Expert Witness, Clery Act, Title IX, FERPA !





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		Off-Site CUBIT Consultation: CUBIT Model Protocol (Instructions for BIT Operation) $1,500.00 CUBIT Model Protocol customized by NCHERM for your campus $3,500.00 One Year of Off-Site Consultation/Support for your CUBIT $5,000.00 Online Threat Assessment and Aggression Management 14-hour course CALL Web-based reporting system and team database CALL Campus Safety 101, the MAGNA Publications/NCHERM Online Faculty & Staff Training CALL On-Site CUBIT Consultation: (see sample training agendas, below) Team Formation and Operation $6,500 per day per consultant Brett Sokolow, Scott Lewis and Saunie Schuster are available from NCHERM to provide this training, and can also do joint visits for tandem training or large groups. This training is usually done in two-days, though a one-day variant is available Behavioral Intervention Best Practices $6,500 per day per consultant Brett Sokolow, Scott Lewis and Saunie Schuster are available from NCHERM to provide this training, and can also do joint visits for tandem training or large groups. This training is usually done in one day, though an expanded two-day variant is available. Team Threat Assessment Training $6,500 per day per consultant Both Brett Sokolow and Scott Lewis are available from NCHERM to provide this training, and can also do joint visits for tandem training or large groups. This training is a one-day, hands-on training with exercises and table-top activities Campus Mental Health Legal Consultation $6,500 per day With Carolyn Reinach Wolf, Esq. in workshop, half-day, & full-day variants Advanced CUBIT Training $6,500 per day One day with Brett Sokolow on advanced risk mitigation strategies Faculty and/or Staff Professional Development on Classroom/ Academic Disruption and Concerning Behavior $6,500 per day Available in 1.5 hour training sessions by Brett Sokolow or Scott Lewis Available as classroom management modules with Scott Lewis (one-day or two) Available to address the issues of returning veterans with Scott Lewis (one day) Contact Kate Halligan for more information 610-579-3725 or kate@ncherm.org CUBIT TRAINING AGENDAS CUBIT Behavioral Intervention Consultation Threat Assessment Training Classroom Management: Preventing and Responding to Disruptive Students In and Out of The Classroom BIT FACULTY Training CUBIT -- BEHAVIORAL INTERVENTION CONSULTATION EACH OPTION IS DESCRIBED BELOW IN THE MOST TYPICALLY REQUESTED TWO-DAY OR THREE-DAY FORMATS. HOWEVER, WE CAN EASILY ACCOMMODATE THE NEED FOR A ONE-DAY TRAINING AND INVITE YOU TO CHOOSE ANY SINGLE DAY AGENDA FROM THE OPTIONS BELOW TO CREATE A ONE-DAY CONSULTATION. THERE ARE TWO, 2-DAY OPTIONS, ONE AT A BASIC TRAINING LEVEL, AND ONE AT AN ADVANCED TRAINING LEVEL. BASIC -- 2 DAY NCHERM BEHAVIORAL INTERVENTION TEAM TRAINING This training is intended for colleges and universities that are thinking of forming, are just forming, or have just formed their teams, and are looking for formation, operation and foundational best practices. DAY ONE - BIT by Bit: The Basics of Forming and Operating a Behavioral Intervention Team 9:00am to 10:30am — Understanding the Changing Student Population 10:30am to noon – Lessons from Virginia Tech, NIU, and other campus violent incidents 1:00pm to 4:00pm — The Nuts and Bolts of a forming a BIT Team Membership Team Functions Mission & Visions statement development Interactive statement development exercises Team jurisdiction (students/staff, both) Confidentiality and Communication (FERPA, HIPAA, Privilege) Case and Information Management Differentiating TAT and BIT Assessment and Withdrawal Polices Creating a Culture of Reporting 4:00pm to 5:00pm Q&A and wrap up DAY TWO – BIT Best Practices 9:00am to noon -- Twelve 2nd Generation Behavioral Intervention Best Practices Using formalized protocols of explicit engagement techniques and strategies Interactive protocol development exercise Supporting and providing resources to students Utilizing mandated psychological assessment Utilization of authority to invoke involuntary medical/psychological withdrawal policies Use of sophisticated threat assessment capacity, beyond law enforcement and psychological assessment tools 1:00pm to 4:00pm Using risk rubrics to classify threats Fostering a comprehensive reporting culture within the institution Training and educating the community on what to report and how Comprehensive databases that allow the team to have a longitudinal view of a student's behavior patterns and trends; Focus on student-based risks, as well as faculty and staff Integration with campus risk management programs and risk mitigation strategies Minding the gaps 4:00pm to 5:00pm -- Q&A and wrap-up ADVANCED -- 2 DAY NCHERM BEHAVIORAL INTERVENTION TEAM TRAINING This training is intended for colleges and universities that have formed their teams, are operating them successfully, and are looking to expand the professional development of team members with intermediate to advanced training on team skills and threat assessment DAY ONE – 2nd Generation Behavioral Intervention Best Practices 9:00am to 10:00am — Lessons from Virginia Tech & NIU 10:00am to noon -- Twelve 2nd Generation Behavioral Intervention Best Practices Using formalized protocols of explicit engagement techniques and strategies Supporting and providing resources to students Utilizing mandated psychological assessment Utilization of authority to invoke involuntary medical/psychological withdrawal policies Use of sophisticated threat assessment capacity, beyond law enforcement and psychological assessment tools 1:00pm to 4:00pm – Continued… Using risk rubrics to classify threats Fostering a comprehensive reporting culture within the institution Training and educating the community on what to report and how Comprehensive databases that allow the team to have a longitudinal view of a student's behavior patterns and trends; Focus on student-based risks, as well as faculty and staff Integration with campus risk management programs and risk mitigation strategies Minding the gaps 4:00pm to 5:00pm -- Q&A and wrap-up DAY TWO – BIT In Action – Risk and Threat Assessment Rubrics and Beyond 9:00am to Noon -- What is profiling? What are the capacities of profiling? What are the limitations of profiling? Can profiling accurately predict violence on a college campus? What is risk assessment? How does it differ from threat assessment? What is threat assessment? How does it differ from risk assessment? Is threat assessment inherently reactive? Proactive assessment Threat-parallel assessment Reactive assessment Objective, assessable, observable behaviors The threatener almost always gives forewarning Stages of engagement by a threatener Rehearsal Interview and Investigation Skills Beware the Iceberg Identifying pattern behaviors Pinging Classifying risk/threat with a rubric Accurate classification A sophisticated taxonomy, but a simple application Less than one day to mastery for any trainee The “D” scale for mental-health related risks The NaBITA 5-level risk rubric Cognitive aggression measures 1:00pm to 4:00pm — Case Studies/Tabletop Exercises 4:00pm to 5:00pm – Q&A and wrap up THREE DAY BEHAVIORAL INTERVENTION & THREAT ASSESSMENT TEAM TRAINING DAY ONE -- BIT by Bit: The Basics of Forming & Operating a Behavioral Intervention Team 9:00am to Noon - The Perfect Storm Defining the Generations The Silent Generation b. 192to 1942; 67 years old and up The Baby Boomer Generation b. 194 to 1960-4; 45 – 66 years old Generation X b. 1961-4 to 1980-2; 29 - 46 years old Millennial Generation b. 1980-2 to 2001-5; 29 years old or less The Factors that influenced their creation (and manifestations) The Factors (and how they are manifesting) Societal Changes Technology The New Consumer Mental Health Issues The Changing Parent The Helicopter Parents The Changing “Thresholds of Violence” The Results What we can do In schools (and maybe at work) Change our mindset about structure Change our mindset about discipline Day to day management & strategies Develop early warning systems and prevention structures The Future 1:00pm to 4:00pm— The Nuts and Bolts of a BIT Team Membership Team Functions Differentiating TAT and BIT Mission & Visions statement development. Team jurisdiction (students/staff, both) Case and Information Management Creating a Culture of Reporting Assessment best practice Withdrawal Polices 4:00pm to 5:00pm Q&A and wrap up DAY TWO: 2nd Generation BIT Best Practices 9:00am to Noon - CUBIT and The Law Confidentiality & Communication (FERPA, HIPAA, Privilege) Clery Act ADA and 504 1:00pm to 5:00pm Twelve Identified Behavioral Intervention Best Practices Using formalized protocols of explicit engagement techniques and strategies Supporting and providing resources to students Utilizing mandated psychological assessment Utilization of authority to invoke involuntary medical/psychological withdrawal policies Use of sophisticated threat assessment capacity, beyond law enforcement and psychological assessment tools Using risk rubrics to classify threats Fostering a comprehensive reporting culture within the institution Training and educating the community on what to report and how Comprehensive databases that allow the team to have a longitudinal view of a student's behavior patterns and trends; Focus on student-based risks, as well as faculty and staff Integration with campus risk management programs and risk mitigation strategies Minding the gaps DAY THREE: Threat Assessment for Behavioral Intervention Teams 9:00am to Noon – The Threat Assessment Learning Curve What is profiling? What are the capacities of profiling? What are the limitations of profiling? Can profiling accurately predict violence on a college campus? What is risk assessment? How does it differ from threat assessment? What is threat assessment? How does it differ from risk assessment? Is threat assessment inherently reactive? Proactive assessment Threat-parallel assessment Reactive assessment Objective, assessable, observable behaviors The threatener almost always gives forewarning Stages of engagement by a threatener Rehearsal Interview and Investigation Skills Beware the Iceberg Identifying pattern behaviors Pinging Classifying risk/threat with a rubric Accurate classification A sophisticated taxonomy, but a simple application Less than one day to mastery for any trainee The “D” scale for mental-health related risks The NCHERM 5-level risk rubric Cognitive aggression measures Defusing Confrontation Questioning “I’m watching you” Roadblocking Intervention skills Interdiction Post-vention 1:00pm to 4:00pm -- Deploying the Skills Deploying the NCHERM risk rubric to classify risk 15 table-top exercises Using the NCHERM risk rubric to deploy resources to defuse threats 5 in-depth scenarios To view this agenda in .pdf form, click here Classroom Management: Preventing and Responding to Disruptive Students In and Out of The Classroom ABSTRACT Having recently served as Assistant Vice Provost at the University of South Carolina, Scott Lewis brings 15 years of experience dealing with students in the classroom, their conduct issues and students in crisis. In this workshop, Scott will deliver tools from real life experiences for the faculty member to utilize immediately in their classroom. The session will cover; defining acceptable behaviors, identifying strategies on preventing, reacting to and following up on behavioral issues, tips for the syllabus….. This seminar will insure that all faculty are better prepared to handle incidents with today’s students. Half or full day format available, depending on the utilization of the case studies. OUTLINE I. DEFINING DISRUPTIVE BEHAVIOR A. Identifying Disruptive behaviors B. Policy Analysis C. Why disruptive behaviors go unreported D. Classifying Disruptive vs. Other behaviors E. Current Trends II. PREVENTING DISRUPTIVE BEHAVIOR A. Pedagogical Techniques B. Syllabus Suggestions C. Other Behavioral techniques D. Campus Resources III. ADDRESSING DISRUPTIVE BEHAVIOR IN (AND OUT OF) THE CLASSROOM A. Verbal Disruptions B. Physical Disruptions C. Electronic Disruptions D. Techniques for de-escalating E. Techniques for follow up IV. AFTER REFERRING DISRUPTIVE BEHAVIOR A. What occurs after I have referred a student? B. The myths and realities of the returning student C. Appropriate follow up V. SPECIAL CONCERNS AND LEGAL ISSUES A. ADA and Accommodations B. Getting sued C. Returning Veterans D. CUBIT Reporting VI. CASE STUDIES VII. CLOSING /QUESTION & ANSWER SESSION BIT FACULTY TRAINING AGENDA FOR BIT for Faculty (one hour, fifteen minutes) This session will address: What a BIT is and what does it do? How the campus BIT is structured? Who serves on the BIT? What should be reported to the BIT? How reports are made to the BIT? How are risks assessed/classified? How will the BIT conduct interventions? What are the campus reporting requirements? How will warnings be addressed to the community? What are the options for anonymous reporting and amnesty? How will the BIT create a feedback loop for reporters of concerning incidents? How can members of the community serve as sensors for detecting aggression? How can members of the community assist the team with triage? BACK TO TOP

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