October 12-17, 2026

Build an effective case management model based on NABITA standards. Learn how to coordinate care and implement consistent processes for intervention, documentation, and response to complex behavioral concerns.

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Learn more about this certification course.

This course provides a comprehensive framework for Behavioral Intervention Team structure, operations, and response protocols, equipping participants to assess risk, coordinate interventions, and strengthen team performance using research-informed practices.

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Learn more about this certification course.

Develop expertise in structured violence risk assessment for K-12 settings. This course introduces the SIVRA tool and guides participants through research-based, developmentally appropriate questioning techniques that support accurate, comprehensive risk evaluations.

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Learn how to assess risk with a structured, objective approach. Evaluate narrative content, such as social media posts, emails, and student writing, to help identify risk levels and match interventions to the assessed threat level.

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Learn more about this certification course.

Interviewing individuals with autism and neurodiversity requires care, flexibility, and an understanding that communication and behavior may not always fit neurotypical expectations. This session will help Title IX, student conduct, BIT/CARE, civil rights, and HR professionals conduct interviews that are fair, accessible, and effective, while avoiding common pitfalls such as mistaking behavioral differences for credibility concerns or overlooking sensory, trauma-related, or processing barriers. Using examples from K-12, higher education, and employment settings, the session will cover practical strategies for preparing interviews, building trust, asking clear questions, allowing processing time, adapting the interview environment, managing unexpected responses or shutdowns, and documenting information carefully. Attendees will leave with tools for supporting meaningful participation while meeting institutional, legal, and procedural responsibilities.

Effective Behavioral Intervention Team (BIT) and Title IX work relies on strong relationships built before a crisis, but cross-departmental collaboration isn’t always easy.

This session will show higher education BIT and Title IX practitioners how to develop working relationships with key partners like campus safety, student conduct, counseling, disability services, faculty, housing, human resources, and academic affairs. Participants will explore how collaboration supports coordinated response and intervention, where collaboration commonly breaks down, and how teams can clarify roles, improve communication, and strengthen referral and reporting pathways.
Attendees will leave with strategies to improve information sharing, reduce silos, and build the relationships needed to navigate difficult cases more effectively.

This presentation will explore the intersection of adolescent relationship abuse (ARA) and firearm violence. Highlighting ARA as a critical public health issue, we will review the epidemiology of ARA, examine connections between ARA and firearm-related deaths, and consider multi-level strategies to prevent ARA and decrease risk for ARA-associated firearm injury and death.

Designed for K-12, dual enrollment, and higher education audiences, this presentation will offer actionable insights to improve well-being and safety for adolescents through evidence-based ARA prevention and response.

In today’s polarized campus climate, college administrators often become the face of institutional accountability, and sometimes, the target of public outrage. This session explores what happens when professionals are canceled, criticized, or threatened for simply doing their jobs. Participants will examine how cancel culture, institutional politics, and social media amplification can cause moral injury and professional trauma for leaders. 

Through storytelling, reflection, and small-group dialogue, attendees will analyze real scenarios in which professionals faced reputational firestorms and identify the strategies that helped them survive and rebuild. Using trauma-informed and restorative frameworks, participants will create a Professional Resilience Plan that integrates principles of safety, trust, collaboration, and empowerment (SAMHSA, 2014). They will also engage in exercises on boundary-setting, ally-building, documentation, and self-advocacy, skills immediately transferable to their supervision, communication, and crisis response practices. 

This session offers a new perspective, shifting the lens from institutional damage control to human recovery. Drawing from Gulati and Palladini’s (2023) research on the long-term professional consequences of cancelation and Herman’s (2015) work on trauma and recovery, the session situates resilience not as passive endurance but as intentional, values-aligned leadership. Additional grounding includes Subramanian et al. (2023) on trauma-informed responses to online harm and Wachtel’s (2016) restorative framework emphasizing repair through relationship. 

Participants will leave with practical tools, shared language, and renewed confidence to lead with integrity under scrutiny, so they can stay standing, grounded, and committed to the work. 

K-12 Title IX investigations are complex, especially when they involve a student with a disability. We explore a case study of a Title IX “criminal sexual contact” complaint against a K-12 student with a disability. We’ll discuss the grievance process from start to finish, including jurisdiction and specific intent issues, balancing special education rights, communication with parents, law enforcement involvement, and investigation techniques for young and/or disabled witnesses. This session offers insight into the unique world K-12 school districts navigate, giving you the tools you need to properly assess and respond to Title IX complaints.

Behavioral Intervention Teams (BITs) are often asked to answer difficult questions about whether someone can remain part of the campus community, but many teams struggle with understanding where the BIT’s role begins and ends.

This session will explore the appropriate scope, authority, and limitations of multidisciplinary BIT practice, with a particular focus on common misconceptions regarding mandated interventions, participation expectations, and removal decisions. 
The session will outline what BITs can and cannot do, including the difference between sharing information to guide interventions versus requiring them. It will cover how mandated assessments fit into the broader institutional process, what interim actions are possible and who owns them, and the distinction between BIT and institutional authority. The session will also explore strategies for effective collaboration to ensure institutions respond in coordinated, legally defensible, and human-centered ways.

Supporting students effectively requires more than empathy and good intentions – it requires intentionality. This session explores how case managers can move beyond relying on instinct and develop a purposeful, evidence-informed approach to helping. Participants will learn practical strategies for structuring student interactions, promoting autonomy, and using the helping relationship as a deliberate tool for student growth and success.

Compliance professionals are often limited in what they can share because of privacy and confidentiality requirements. As a result, campus stakeholders may hear about the office only in connection with a high-profile complaint, controversy, or other challenging situation, rather than in the many ways the office supports the institution and its community.

This session will explore how civil rights compliance professionals can more effectively tell the story of their work without compromising confidentiality, investigative integrity, or community trust. Participants will discuss strategies for communicating impact through data, annual reports, outreach efforts, training initiatives, trend analyses, community partnerships, and other measurable outcomes. The session will also examine how offices can shift the narrative from a reactive enforcement function to a proactive resource that advances dignity, access, safety, and institutional accountability.

Attendees will leave with practical tools for highlighting the value of their offices, increasing transparency where appropriate, building credibility with stakeholders, and helping their communities to better understand the breadth and significance of civil rights compliance work.

Workplace investigators face growing challenges as respondents increasingly try to invoke the First Amendment as a shield against allegations of discrimination or harassment for verbal conduct. This legal strategy can not only change the outcome of an investigation but also expose the investigator to legal challenges. As First Amendment claims become an increasingly common affirmative defense to verbal misconduct, they can also deter reporting. Drawing on the recent Doe ruling and its implications for Massachusetts and beyond, this session examines how the workplace investigations field must adapt to broad changes to constitutional rights protections. This presentation affords participants the opportunity to face the impending challenge of respondents bringing legal action against those who investigated, disciplined, and sanctioned them for their conduct.

K-12 schools are navigating increasingly complex questions involving Title IX, gender identity, parental rights, student privacy, and access to educational records. A single situation involving a student whose gender identity differs from their sex assigned at birth can implicate Title IX, FERPA, PPRA, state law, constitutional considerations, and the differing interests of students and parents. This interactive session will use realistic K-12 scenarios to examine how schools can identify legal issues, distinguish mandatory obligations from areas of discretion, and make defensible decisions about names, pronouns, records, disclosures, surveys, and instructional materials. Participants will leave with a practical framework for navigating overlapping legal requirements while maintaining legally sound, student-centered processes.

Behavioral Intervention Teams (BITs) increasingly recognize campus law enforcement as essential multidisciplinary partners, yet police are often engaged only after risk has escalated. This session introduces Whole Life Cycle Policing, an innovative framework that integrates campus law enforcement throughout the continuum of behavioral intervention—from relationship-building and early identification through assessment, intervention, accountability, and reintegration. Using higher education case studies, participants will explore how procedural justice, legitimacy, and multidisciplinary collaboration improve both safety outcomes and student success. Attendees will leave with practical strategies for transforming law enforcement from crisis responders into proactive partners in prevention and case management.

Bias and hate occur even on the most welcoming college and university campuses, often negatively impacting students’ sense of belonging and campus climate (Pascarella & Terenzini, 2005). At the same time, institutions continue investing in high-impact practices designed to foster belonging and student success (Parker III, 2021). But what happens when an act of hate occurs on campus, creating confusion, hurt, and fear throughout the community?
Join Brian Daniel, Ed.D., a certified Stop the Hate trainer, for an interactive session exploring how higher education professionals and Behavioral Intervention Teams can work effectively to prevent and respond to bias and hate while maintaining a culture of care and belonging. Participants will examine the distinctions between bias incidents and hate crimes, review Freedom of Speech and Title VI of the Civil Rights Act of 1964, explore contemporary bias trends on campuses and nationally, identify common hate symbols, and apply lessons learned through engaging collaborative case studies.

For non-clinical case managers, supporting students whose behavior may also warrant accountability for behavior that affects themselves or the campus community can raise challenging questions: When should a case manager involve Student Conduct? What information should be shared? How can case managers support a student without inadvertently interfering with an accountability process? And how can Student Conduct become a partner in student support rather than the office that disciplines students? This session will explore the intersection of non-clinical case management and Student Conduct, with an emphasis on role clarity, communication, information sharing, and collaborative intervention planning. Participants will examine common points of overlap and identify strategies for maintaining distinct roles while working toward shared outcomes. Attendees will leave with a framework for developing stronger case management-Student Conduct partnerships and navigating the question: “Whose case is it?”

Explore critical court decisions and regulatory developments shaping the legal and compliance landscape of higher education and K-12. From Title IX to behavioral interventions and other current topics, we’ll cover the complex legal opinions, state laws, and federal regulations that impact you. 

As courts, government agencies, and legislatures continue to shape laws and regulations impacting the education field, sometimes clarifying longstanding questions and sometimes raising new ones, it can be challenging to keep up. This session offers practical 

insights into emerging liability areas for your school, district, or institution, enabling you to understand legal complexities and navigate them with confidence. 

You accepted the role. You’ve attended training sessions and are now certified to be a Title IX Professional. 

You thought you understood. And then…the incidents start rolling in. 

This session is designed to help K-12 Title IX Professionals as they navigate the complex legal requirements of Title IX in real-life K-12 situations – from athletics complaints to peeking over stalls to dating violence and sexual assaults at school. The presenters will provide their list of the “Top 10 Things” every Title IX Professional needs to know to effectively handle Title IX compliance in the K-12 settings, incoming reports, and appropriate response efforts.  

Participants will receive practical, accessible tips for determining how to effectively apply their Title IX training to reported incidents (i.e., does this fit the definition of TIX sexual harassment?; do I have jurisdiction?; could it be sex-based discrimination?; and what’s next in the Title IX investigative process?). The session will also highlight the precise language to use in conversations with students, parents, school administrators, and employees; effective K-12 supportive measures; and the importance of remaining neutral when the parties to a complaint are your neighbors’ kids. 

Attendees will participate in hypothetical situations that will help develop strategies for addressing all types of Title IX reports, implementing supportive measures, responding to concerns of retaliation, and maintaining strong documentation practices. 

High-stakes intervention conversations often begin with concern, urgency, limited choice, and real accountability already in the room. When that pressure is present, people may push back, shut down, agree too quickly, or leave without a clear next step. In those moments, engagement is not the same as compliance; engagement is active participation that makes meaningful behavior change possible.

This session offers a practical way to think and respond when conversations become difficult to carry. Participants will learn how to recognize what the moment needs, reduce unhelpful assumptions, and use motivational interviewing (MI) strategies, including an ask-offer-ask structure. This approach helps to support clarity, ownership, boundaries, and next steps while maintaining care, accountability, and safety.

The NABITA 2026 Survey results are in! Every two years, NABITA conducts a comprehensive survey to collect data on emerging practices in team operations, membership, risk assessment, leadership, intervention, and more. The results help team members and administrators compare their practices with peers and align with national best practices. This presentation will share key data and highlight trends to help teams shape their behavioral intervention approach.

When someone says they feel threatened, their concern deserves attention and care. But for effective prevention, it’s also necessary to assess the situation. Is there an actual threat? What is driving the fear? What is the level of risk? And what is the most helpful response? 

This session explores the crucial difference between feeling threatened and being threatened. Participants will learn how fear, perception, context, and behavior shape these situations and how to respond with compassion, fairness, and thoughtful assessment. 

Aligning behavioral threat assessment and management (BTAM) with multi-tiered systems of support (MTSS), such as positive behavioral interventions and supports (PBIS), can help schools create more comprehensive and proactive approaches to prevention and intervention. Through purposeful alignment, BTAM programs can work in conjunction with existing student support programs to promote safe, supportive school climates, enhance social, emotional, behavioral, and mental health supports, and facilitate early identification for early intervention.

This session will highlight how aligning BTAM with MTSS/PBIS positions schools and districts to proactively support students whose behavior raises concerns about risk of harm to self or others. A case study of a young student attacker will be featured to demonstrate the importance of a united approach for proactive support.

This session explores how universities can respond to bias incidents, campus conflict, and civil rights concerns while balancing Title VI obligations, academic freedom, and institutional values. Drawing on his experience as the creator and a co-director of the University of Pennsylvania’s Office of Religious and Ethnic Interests, the presentation highlights practical approaches to crisis response, stakeholder engagement, policy implementation, and trust-building across diverse campus communities.

These sessions provide attendees with an opportunity to have topical, informal conversations with experts and peers about current trends and practices. Topics will include:

• Disability Intersections with Title IX and Behavioral Intervention/Case Management
• Process Efficiency in BIT/TIX/Case Management
• Burnout and Self-Care
• Improving Reporting and Referral Culture
• Assessing Internal Programs
• Prevention Education Programming
• Working with Minors
• Building Collaborative Partnerships
• K-12 Concerns
• Managing Employee Behavior
• Optimizing Electronic Recordkeeping Systems

Join ATIXA Advisory Board members for a real-life case study exploring how to identify and implement supportive measures for respondents and complainants before, during, and after investigations and hearings. The discussion will center on engaging with academic partners and leveraging campus resources to coordinate supportive measures in challenging situations, highlighting techniques and standards for case management and thorough documentation, and guiding participants through complicated supportive measure requests during hearings and beyond. With an eye to fairness, due process, and Title IX requirements, this session will explore how to support respondents, complainants, and others throughout your process.

This session explores the competencies higher education Threat Assessment and Management Teams need to work effectively. Drawing on a study of team chairs from community colleges, public universities, and private institutions across North Carolina, presenters will share findings on 22 competencies related to communication, information gathering, risk assessment, ethics, legal compliance, and mental health knowledge, as well as the emergence of two practitioner-driven priorities: investigative planning and interviewing, and institutional liability. Attendees will gain an evidence-based competency framework they can apply immediately to team member selection, onboarding, annual self-assessment, and training across institution types.

West Virginia Wesleyan College addressed campus climate concerns by developing a Community and Belonging Committee and a measurable equity plan modeled after its athletics gender equity work. This session will share a transferable strategy for creating structured, actionable plans adaptable to different institutional contexts. Presenters will outline key steps in the process, highlight considerations for local stakeholders, and offer practical tools to advance student belonging and satisfaction in sustainable, measurable ways.

Serving as a Title IX hearing officer requires more than knowing the applicable policy and procedural rules. Hearing officers must find a voice that conveys authority and confidence while maintaining neutrality, treating participants with care, and remembering that the hearing is an administrative proceeding within an educational environment. Drawing on lessons learned from conducting hearings and training new hearing officers, this session will explore practical strategies for preparing for the hearing, establishing the hearing officer’s role through pre-hearing communications, navigating difficult evidentiary and procedural issues in real time, and producing a written determination that clearly explains the decision-making process. Participants will leave with concrete strategies for developing a hearing style that is confident, fair, transparent, and authentically their own.

Informal resolution is well established in Title IX practice, but its principles can also offer a structured approach to Title VI complaints, student conduct matters, and lower-level conflicts before they escalate into policy violations. This session introduces the presenter’s 2+2+Success formula, a practical framework he has applied in more than 200 informal resolutions involving students, staff, and faculty. The approach has achieved a 94% overall success rate, with 63% of the presenter’s Title IX complaints resolved through informal resolution using these methods. Attendees will explore how the formula may increase participant satisfaction, reduce institutional risk, leverage institutional time and resources more efficiently, and improve staff and departmental efficiency by avoiding lengthy investigations and hearings.

Families are valuable partners in supporting Title IX compliance, behavioral threat assessment and management (BTAM), student safety, and educational outcomes. However, practitioners must navigate what information can be shared with families, when it can be shared, and the requirements that govern those decisions under FERPA, IDEA, state and local laws, and K-12 district policies.

Missteps in information sharing can create legal exposure, violate policy, and undermine Title IX and BTAM efforts. This session covers best practices for working with families while protecting the privacy of all parties involved. Participants will review key legal requirements and apply them to case studies involving difficult disclosure decisions. The session also addresses how practitioners can manage family expectations, set appropriate boundaries, and maintain productive relationships.

Designed for K-12 and dual enrollment settings, this session provides practical guidance for communicating with families and navigating privacy considerations in complex Title IX and BTAM situations in a way that protects privacy and promotes community trust.

Despite clear protections under Title IX, pregnant students continue to experience significant barriers in higher education. Faculty may play a critical role in shaping these students’ experiences and connecting them to essential resources. However, limited research exists on how faculty understand their responsibilities, their knowledge of Title IX pregnancy protections, and how they respond when a student discloses a pregnancy. 

This session presents findings from an exploratory study examining faculty attitudes, role perceptions, legal knowledge, and lived experiences with undergraduate pregnancy disclosures. The findings presented will be foundational to university strategies to empower faculty to better support pregnant undergraduate students.   

By the end of this session, participants will be able to describe the current landscape of faculty attitudes and understandings regarding their role in supporting pregnant undergraduates, as well as typical faculty responses to pregnancy disclosures. Participants will also be able to identify key gaps in faculty knowledge of Title IX pregnancy protections and recommend actionable strategies to improve compliance, communication, and student support. 

Name, image, and likeness (NIL) deals, third party collectives, and local sponsorship campaigns are reshaping K-12 and higher education athletics faster than Title IX administrators can keep up. As more states authorize NIL opportunities for high school students and external entities begin to shape who gets paid, when, and how, institutions face emerging risks of sex based inequities and hostile environment concerns that fall squarely within Title IX, even when agreements are “off book” or signed with third parties. 

This session will unpack how NIL, school-brokered arrangements, and donor-driven sponsorships can create de facto disparities in opportunities, benefits, and publicity between men’s and women’s programs, and how those disparities intersect with the traditional participation and benefits framework, including the Three-Part Test. Using higher ed and K-12 hypotheticals, we will analyze common pressure points: booster-controlled collectives that heavily favor high-revenue men’s sports, school-facilitated deals that overlook parallel women’s teams, and donor conditions that push schools toward non-equitable, sex-based differentials. 

Participants will leave with practical tools to integrate NIL into their existing equity work rather than treating it as a separate universe. We will walk through checklists and sample questions for adding NIL to climate and risk assessments, athletics compliance surveys, and gender equity reviews; strategies for partnering with athletics, general counsel, compliance, and development; and approaches to policy language and Memorandums of Understanding (MOUs) with collectives and sponsors that clarify institutional responsibilities, reporting and referral pathways, and expectations for nondiscrimination and harassment prevention. 

Higher education institutions must increasingly reconcile two commitments that can appear to be in tension: protecting academic freedom and maintaining environments free from unlawful harassment and discrimination. This session examines the ever-shifting landscape at the intersection of these obligations, with particular attention to how colleges and universities assess speech, pedagogy, research, and expressive conduct that may generate complaints of hostile environment. 

This training will explore how to respond to concerns without undermining principles of free inquiry and shared governance. Through hypothetical case studies and discussion of recent developments in law and policy, participants will analyze recurring challenges involving classroom speech, controversial scholarship, invited speakers, social media activity, and competing claims of harm and expression. 

It will focus on practical strategies for evaluating complaints, distinguishing protected expression from conduct that may create a legally actionable hostile environment, communicating institutional responses, and partnering across campus functions to support both compliance and academic mission. Participants will leave with a stronger framework for navigating these complex situations consistently, thoughtfully, and in alignment with institutional values and legal obligations. 

Colleges and universities are seeing increasing numbers of students with chronic medical and behavioral health concerns that require coordinated, ongoing support. This session examines the intersection of Disability Support Services (DSS), Behavioral Intervention Teams (BIT), and Student Conduct in responding to students whose needs may involve accommodations, safety concerns, academic disruption, or complex care coordination. These challenges may include issues of voluntary or involuntary leave of absence.   

Participants will explore strategies for balancing student access and inclusion with institutional responsibilities, as well as challenges related to due process and discrimination. Through discussion and case-based examples, attendees will identify best practices for collaboration, communication, and individualized support planning for students with persistent or escalating concerns. This session is designed for higher education professionals seeking practical approaches to fostering student success, reducing barriers, and supporting student well-being within multidisciplinary campus systems. 

When a respondent remains in the community, behavior change is the goal. Instilling that behavior change across cultures, disabilities, and other differences in background is challenging at best and can exacerbate harm and institutional risk at worst. This session will provide a toolkit for creating sanctions that balance a respondent’s individual learning needs with the institution’s priorities for consistency and effectiveness.

As reports of student concerns continue to increase in complexity and volume, effective triage and case assignment are critical to ensuring timely, coordinated, and appropriate responses. This session examines best practices for evaluating incoming referrals, determining levels of concern, prioritizing interventions, and assigning cases based on expertise, capacity, and risk factors. Participants will leave with practical tools to improve case flow and strengthen their institution’s response process.

Mandated assessments can be an important tool for Behavioral Intervention Teams (BITs) responding to elevated concerns, but many institutions struggle with when and how to use them effectively. This session will explore the full mandated assessment process, including how teams determine when an assessment is appropriate, how to operationalize the process, and how to interpret and apply the results to support safety planning and case management. 

Participants will gain practical guidance on process development, communication, documentation, and collaboration with campus partners. The session will also address common pitfalls, including selecting the wrong assessment, unclear expectations, and role confusion, while offering strategies to avoid them.  

Moving from isolated interventions to integrated, campus-wide support requires intentional cross-campus partnerships. Informed by the NABITA and ATIXA Standards, this session explores how Lipscomb University transformed its approach to student-athlete support by building a partnership between the CARE team and the athletics department.

Presenters will discuss how to adapt this approach to other high-touch campus populations, share case studies highlighting the impact of an integrated approach, and foster interactive discussions among peers. Attendees will gain a practical roadmap for collaboration and effective pathways that reduce information silos and directly improve the level of support students receive.

Students face a variety of challenges and trauma that can impact their ability to succeed in their collegiate pursuits. This session moves beyond the acute stress response to explore the science of hope, healing, and repair. Presenters will examine how neuroplasticity and the “science of hope” can inform support for students experiencing a state of perceived permanent threat and help them move toward sustainable recovery. By applying the lens of neurobiology, case managers can gain practical strategies to support students as they recalibrate their nervous systems, reclaim their sense of safety, and begin an intentional journey forward.

What can 20,000 death investigation narratives teach us about preventing suicide among college-age young adults? This session presents findings from a first-of-its-kind analysis of National Violent Death Reporting System narratives, using AI-assisted classification to examine the circumstances surrounding suicide deaths among 17- to 23-year-olds, including a subset of college-affiliated cases. Attendees will learn why firearm deaths drop sharply among students, how interpersonal conflict, substance use, and acute legal crises converge in the typical case, and why warning signs were present far more often than not. Presenters will translate these findings into concrete practices for Behavioral Intervention Teams (BITs), case managers, and campus partners, including lethal means screening, safe storage protocols, and treating relationship rupture as a primary risk marker. Participants will leave with data-informed strategies they can bring.

Moving from fragmented civil rights functions to a unified, sustainable civil rights model requires deliberate planning. Drawing on the experience of practitioners who have built these programs, this session will introduce ATIXA’s Guide to Creating a Comprehensive Civil Rights Program in Education Settings, a new resource designed for K-12 and higher education institutions of all sizes and types.

Using the Guide as a framework, the panel will explore how institutions can integrate civil rights responsibilities into a comprehensive program to sharpen oversight, maximize resources, and elevate community care. Attendees will examine key design decisions, including how to assess current responsibilities, engage stakeholders, define program scope, determine organizational placement, align policies and processes, staff for capacity and competency, communicate the program, and build mechanisms for evaluation and continuous improvement.

This session will explore how to create an annual report that matters to your audience, use tools to ease the burden in crafting a high-quality report (including the thoughtful use of AI), and communicate your story to stakeholders. Presenters will discuss strategies for presenting data to communities with varying interests and successfully advocating for the needs of non-clinical case management work. Attendees will also have opportunities to engage with others to discuss their own successes, strategies, and institutional contexts.

Implementing behavioral threat assessment and management (BTAM) can easily become an exercise in adopting new tools, forming another team, or creating a separate referral process. For Fargo Public Schools (FPS), introducing Behavioral Risk Assessment required a systems shift to integrate it into the district’s existing Multi-Tiered System of Supports (MTSS).

Grounded in the belief that MTSS should remain one system with multiple supports, FPS spent the year before implementation strengthening its MTSS infrastructure and determining how to embed behavioral risk assessment within existing school-based processes rather than add it alongside them.

This session will provide a brief implementation roadmap, followed by a multidisciplinary panel of school administrators, student-support professionals, and district leaders who will reflect on the systems shift from their respective roles. Panelists will share early lessons, tensions, and course corrections emerging from implementation.

Participants will leave with practical considerations for integrating behavioral risk assessment into existing MTSS structures and an opportunity to learn directly from practitioners currently doing the work.

This session examines institutional obligations under Title VI to address harassment based on shared ancestry and ethnic characteristics, including antisemitism, Islamophobia, and related forms of national origin discrimination. Participants will explore evolving legal standards, including the emerging “deliberate indifference” framework, and what these changes mean for school liability and enforcement risk. Through recent OCR case examples and real-world scenarios, the presenters will highlight how harassment manifests in educational settings and where institutions commonly fall short in their response. The session will provide clear, actionable guidance on conducting investigations, implementing effective remedies, and maintaining compliance in a rapidly shifting legal landscape.

Governance structures, religious missions, staffing models, institutional culture, and access to specialized expertise can all shape how a Title IX program operates. Without strategic planning, small and faith-based institutions risk overspending on last-minute fixes, duplicative services, or reactive compliance measures. This session will help participants reflect on whether their Title IX structures genuinely fit their communities, resources, cultures, and missions. Participants will explore how to establish clear, reliable, and compliant practices while preserving the trust, care, and connection that characterize close-knit campuses.

Drawing on recent Office for Civil Rights (OCR) resolution agreements, presenters will examine the importance of aligning written policies, training, public-facing materials, documentation practices, assigned roles, and day-to-day implementation.
Through institutional scenarios, facilitated discussion, and practical planning exercises, participants will evaluate different Title IX operating models and identify strategies to maximize Title IX budgets and communicate resource needs effectively to institutional leadership. The goal is not to import a large-institution bureaucracy, but to build a legally sound program that gives the campus community confidence that difficult concerns will be addressed consistently, fairly, neutrally, and respectfully.

Campus Behavioral Intervention Teams (BITs) and Title IX offices are increasingly asked to assess risk and de-escalate volatile situations with limited time, incomplete information, and high stakes for everyone involved. This session introduces two frameworks developed by the presenter, The Threat Read and the Zero-Weapon Protocol, for identifying early behavioral indicators of risk and responding with structured, communication-based de-escalation techniques. Drawing on more than a decade of forensic mental health experience and the presenter’s personal experience surviving a crisis that tested these principles under extreme pressure, the session translates high-stakes survival strategies into practical, teachable skills for BIT members, Title IX officers, and campus safety partners. Attendees will leave with concrete tools for improving cross-team collaboration, building rapport with individuals of concern, and integrating behavioral insight into existing threat assessment protocols while prioritizing institutional and psychological safety.

In our annual signature plenary, TNG’s Partners will examine the state of the field for both ATIXA and NABITA, analyze recent legal and compliance developments over the past year, and provide insight as to what lies ahead. We’ll explore strategies to help you anticipate and navigate the far-reaching trends emerging from the federal executive branch and agencies, Congress, and the courts.

Whether you work in K-12 or higher education, you are likely challenged by varying expectations, political pressures, immigration enforcement, discrimination concerns, student and employee wellness, geopolitical tensions, and economic vicissitudes. Increased attention to Title VI of the Civil Rights Act of 1964, shifting expectations surrounding Title IX, gender equity in athletics, and the trans community, and increasingly complex safety risks and threats have presented both new challenges and new opportunities for our field. TNG has diligently monitored these changes and will share insights to help your school, district, or institution adapt effectively.

Join us for TNG’s always lively take on the events shaping our field, along with practical guidance to help you meet this moment with confidence. There’s plenty to cover from 2026, and the year isn’t over yet. Let’s round up what has transpired and collaboratively plan for what lies ahead.

Expand your coordination role to explore policy implementation, systemic response, and proactive strategies that address equity, inclusion, and broader sex discrimination issues across the institution.

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Refine your investigative practice with advanced techniques for interviewing, assessing credibility, and writing reports. This course will enhance your analytical skills and teach you to produce clear, defensible investigation reports that support institutional decisions and withstand scrutiny.

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Build foundational skills for investigating discrimination based on race, color, and national origin. Participants learn procedures, evidence collection, and Title VI compliance requirements.

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Enhance your ability to support individuals of concern through targeted interventions. This course focuses on developing response strategies, coordinating resources, and applying structured approaches that promote safety, well-being, and successful outcomes.

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Develop expertise in structured violence risk assessment. This course introduces the SIVRA tool and guides participants through research-based questioning techniques that support accurate, comprehensive risk evaluations.

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Learn to navigate complex cases that involve multiple departments. This workshop explores collaboration between BIT, student conduct, and disability services. Participants will learn how to align processes, reduce departmental silos, and deliver coordinated, student-centered responses.

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Learn more about this certification course.