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The EVVRS Incident Scenarios are not intended as a substitute for the EVVRS Incident Definitions. Alone, the EVVRS Incident Scenarios will not help EVVRS users understand how to apply EVVRS incident categories. Users should first review and understand the VV-SA Incident Definitions, then review the EVVRS Incident Scenarios to test their understanding of the definitions.

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Always reference the VV-SA Incident Definitions when using the EVVRS Incident Scenarios and when reporting incidents.

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Only incidents that clearly meet VV-SA Incident Definitions must be reported into the system. Districts can achieve greater accuracy and consistency in reporting incidents by using the EVVRS Incident Scenarios to supplement their understanding of the EVVRS Incident Definitions.

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Districts must review the EVVRS Incident Definitions and EVVRS Incident Scenarios with school personnel each year so that only those incidents that clearly meet the criteria are reported. This review can help districts meet their annual EVVRS in-service requirement (see EVVRS Training).

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Both the EVVRS Incident Definitions and EVVRS Incident Scenarios are provided as stand-alone documents on the EVVRS Welcome page to make it easier for districts to print and circulate these documents for use in staff training.

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Unsafe School Choice Option

As you review the EVVRS Incident Scenarios, pay special attention to the offenses marked with an asterisk (*). An asterisk indicates that the offense type is used in the identification of persistently dangerous schools. A victim of this type of offense may be considered a “victim of a violent crime” under the Unsafe School Choice Option policy, and such a determination must be indicated on the Victim Information Page of the incident report. (To determine whether a victim is “a victim of a violent criminal offense,” see Appendix C.)

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Students in the scenarios are general education students unless otherwise noted.

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The Role of Bias

As the scenarios that follow illustrate, bias can play a role in any EVVRS-defined incident.

For example, in the case of a student who continually intimidates another student using racial slurs, bias would be associated with the HIBT incident as a result of the EVVRS-defined offender’s actions. In another case, a student who makes a biased remark to a student may be struck by the student whom he or she insults, in which case bias would be associated with a  Assault incident as a result of the EVVRS-defined victim’s actions.

The EVVRS does not distinguish who exhibits bias, only that bias is associated with the incident as a whole.

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Age and Developmental Maturity

In deciding whether or not an incident should be reported on the EVVRS, users must consider the age and developmental maturity of the offender.

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Gang-Related Incidents

An EVVRS incident is considered “gang-related” when there is confirmation to that effect from a law enforcement official, the victim, or the offender.

EVVRS Scenarios: Violence—Set 1

Is it an Assault* and/or a Fight?

Subcategory: Assault*

A person attempts to cause – or purposely, knowingly, or recklessly causes – bodily injury to another.

Subcategory: Fight

Mutual engagement in a physical confrontation that may result in bodily injury to either party. Does not include a verbal confrontation or a minor confrontation, such as a shoving match. Each participant must be classified as an offender.

Scenario 1: “The Cafeteria”

Stacey verbally taunted and harassed Rebecca with derogatory comments while they were eating lunch in the cafeteria. Then, Stacey forcefully pushed Rebecca’s chair over backward and Rebecca fell to the ground. Rebecca got up and hit Stacey. Stacey hit her back. The girls wrestled and punched each other until a lunch aide separated them.

Analysis of This Scenario

Considerations

Reporting Decision

While Stacey clearly instigated the fight by attempting to injure Rebecca, the students also mutually engaged in a physical confrontation that could result in bodily injury to either party.

Report the incident as both an Assault* and a Fight. Rebecca is the victim of the Assault* since Stacey purposely tried to hurt her. Report both Rebecca and Stacey as offenders in the Fight that followed the assault.

How the Situation May Differ

Considerations

Reporting Decisions

The student’s fall from the chair was not related to any action by another student.

Do not report this as an Assault*. Only report it as a Fight.

A law enforcement official confirmed that the fight was gang-related.

Check Yes in the Gang Related field of the incident header when entering the information on the EVVRS.

The act was motivated by an actual or perceived characteristic, as described in the EVVRS definition of a bias Incident.

Check Yes in the Bias field of the incident header when entering the information on the EVVRS.

The student who was pushed from the chair did not strike his or her attacker after the fall, but walked away from the situation.

Report this as an Assault*. Check Yes in the Bias field on the incident header only if the act was motivated by an actual or perceived characteristic.

Scenario 2: “The Stick”

Max and Ricky, both kindergarten students, were chasing and tackling each other during recess. While they were playing, Ricky picked up an eight-inch stick and swung it around, hitting Max in the shoulder and causing a small scratch. An aide witnessed the situation and stopped any further contact between the boys. The aide asked Ricky why he hit Max and if he intended to hurt him. Ricky explained that he was just pretending to be a helicopter and did not mean to hurt Max.

Analysis of This Scenario

Considerations

Reporting Decisions

Ricky did not attempt to cause the injury and did not realize his play behavior would cause an injury.

Do not report the incident.

How the Situation May Differ

Considerations

Reporting Decisions

The victim’s injury was more serious.

Only report the incident as an Assault* if the offender clearly knew that his reckless action could cause an injury.

Scenario 3: “The Ruler”

Eight-year-old Carlos, who has had a pattern of conduct problems, made unsolicited loud comments and continued to get out of his chair without permission throughout the morning, which frequently disrupted classroom activities. The teacher reprimanded him several times, but each time, the behavior started again minutes later. After the teacher’s last attempt to redirect Carlos, he started banging progressively harder on his desk with his ruler. The teacher asked him for the ruler and walked toward him to retrieve it. Carlos refused to give it to her. She put her hand out to take the ruler, but instead of giving it to her, Carlos hit her arm with it. The teacher grimaced in pain, then sent Carlos to the principal’s office. The principal asked Carlos what happened. Carlos told the principal that he hated his teacher and that he hit her with a ruler because he wanted to hurt her.

Analysis of This Scenario

Considerations

Reporting Decisions

Carlos intended to hurt the teacher and understood the consequences of hitting her with a ruler.

Report the incident as an Assault*, with the teacher as the victim.

How the Situation May Differ

Considerations

Reporting Decisions

The student struck the teacher with a ruler, but indicated that he was only trying to stop her from taking it away; he said that he did not think it would hurt her.

Do not report the incident at all because the student did not intend to harm the teacher and did not understand the potential consequences of his actions.

The student has used a ruler to hurt someone on more than one occasion and clearly understands that a ruler can be used to injure.

Report the incident as an Assault*. However, do not also report (weapon) Used in Offense because a ruler is not, per the definition, “readily capable of lethal use or of inflicting serious bodily injury.”

The student swung the ruler around wildly, hitting the teacher in the face and causing a scratch.

The student behaved recklessly, causing an injury. Report the incident as an Assault* with the teacher as the victim.

The student tapped the teacher on the arm with the ruler.

The student did not attempt to injure the teacher and no injury resulted. Do not report this incident on the EVVRS.

Scenario 4: “The Hallway”

Paul, a student with a disability, and Rich, a general education student, both sophomores, were punching each other in the hallway when the wrestling coach ordered the boys to break it up. When they did not stop, the coach stepped between the boys in an attempt to stop the fight, and Paul struck him on the side of the head. Horrified that he struck the coach, Paul immediately stopped punching and apologized many times.

Analysis of This Scenario

Considerations

Reporting Decisions

The boys mutually engaged in a physical confrontation. The fact that Paul did not stop after the coach intervened was reckless and caused an injury to the coach.

Report the incident as a Fight. Additionally, since Paul acted recklessly and injured the coach, also report this as an Assault* with the coach as the victim.

How the Situation May Differ

Considerations

Reporting Decisions

The student that struck the coach was not aware of the coach’s presence.

If the student did not see or hear the coach, do not report this as an Assault* on the EVVRS. Only report it as a Fight.

Even though this incident involved a student with a disability, this is not an Other—Spec. Ed. offense, and you should not use the “EVVRS Report of Suspensions/Removals of Students With Disabilities for Reasons Other Than Violence, Vandalism, and Substance Abuse Form” to report it. The Suspension Form is only used to report the suspension of a student with a disability for reasons OTHER THAN violence, vandalism, weapons, or substance abuse. Report ALL VV-SA incidents, such as this one, using the “EVVRS Violence, Vandalism, and Substance Abuse Incident Report Form.”

Scenario 5: “The Boys’ Room”

As Mike was walking out of the boys’ bathroom, Steven made a derogatory comment in reference to Mike’s religious background and also made a derogatory gesture with his hand. Mike became angry and forcefully punched Steven in the stomach. A teacher approached just as the punch was thrown.

Analysis of This Scenario

Considerations

Reporting Decisions

Mike purposely attempted to cause bodily injury to Steven.

Report the incident as an Assault* with Steven as victim.

Steven’s statement and gesture alarmed or harmed Mike.

Also report the incident as Harassment, Intimidation, Bullying, or Threat (see HIBT*, below), with Mike as the offender and Steven as the victim.

Steven’s comments about Mike’s religion and Mike’s reaction to them indicate that the incident was motivated by bias.

Check Yes in the Bias field of the incident header when entering the information on the EVVRS.

EVVRS Scenarios: Violence—Set 2

Does it constitute HIBT*?

Subcategory: Harassment, Bullying, Intimidation, or Threat* (HIBT*)

Any gesture, written, verbal, or physical act, or electronic or wireless communication that:

•     a reasonable person should know, under the circumstances, will have the effect of alarming (i.e., fear created by imminent danger) or harming (e.g., physically, emotionally) a student or staff member, or of damaging their property

 OR

•     has the effect of insulting or demeaning any student or group of students in such a way to cause a substantial disruption in, or to substantially interfere with, the orderly operation of the school

Scenario 1: “The School Bus”

While on the school bus, several students repeatedly called James “homo” and “gay” and directed other comments to him in regard to sexual orientation. Today, when James was getting on the bus, the same students shoved him up the steps. While riding to school, the students openly passed around a derogatory note about him. When James got to school he told his 8th-grade homeroom teacher about the incident, adding that he was very upset, was tired of the abuse, and did not want to come to school anymore because of it.

Analysis of This Scenario

Considerations

Reporting Decisions

The students’ actions (verbal and written communications, shoving) caused James to feel insulted and demeaned and caused a substantial disruption on the bus. James was alarmed and harmed emotionally by their behavior.

Report the incident as HIBT*.

The students’ behavior was motivated by bias toward what they perceived as James’s sexual orientation.

Check Yes in the Bias field of the incident header when entering the information on the EVVRS.

Scenario 2: “Math Class”

Shannon and Tracey were arguing during 6th-grade math class. When the teacher intervened, Shannon called Tracey a name that is considered a racial slur. The teacher reprimanded Shannon, classroom instruction continued, and nothing more happened between the girls. The teacher spoke with Tracey after class and determined that she was not upset about the incident. Tracey told the teacher that she knew that Shannon did not intend to hurt her by making the comment and that they were still friends.

Analysis of This Scenario

Considerations

Reporting Decisions

Tracey indicated that she was not upset by Shannon’s remark.

Do not report the incident because Tracey was neither alarmed nor harmed by Shannon’s remark.

How the Situation May Differ

Considerations

Reporting Decisions

The student told the teacher that she was so upset by a student’s racial slurs (bias) that she wanted to transfer into another class.

Report the incident as HIBT* and check Yes in the Bias field of the incident header when entering the information.

One student called another student “stupid.” After class, the teacher saw that the student who was called the name was upset. Upon being questioned, the student revealed that the same student regularly taunted her.

Because one student’s pattern of behavior caused another student to be emotionally harmed, report the incident as HIBT*. In this case, check No in the Bias field of the incident header when entering the information in the EVVRS.

EVVRS Scenarios: Violence—Set 3

Is it Criminal Threat* or HIBT*?

Subcategory: Criminal Threat*

Expressing – either physically or verbally – the intent to commit one of the following violent criminal offenses: homicide, aggravated assault (see below), sexual assault, kidnapping, or arson. The threat must be made for the purpose of placing another in imminent fear of one of these violent acts, under circumstances that would reasonably cause the victim(s) to believe the immediacy of the threat and the likelihood that it will be carried out.

Aggravated Assault*

A person attempts to cause serious bodily injury to another, or causes such injury purposely or knowingly, or under circumstances manifesting indifference to the value of human life, recklessly causes such injury (e.g., injury which creates a substantial risk of death, or which causes permanent disfigurement, or protracted loss or impairment of the function of any bodily member or organ).

This category should be assigned only when the attack is very serious. Homicide must be reported in the Assault* category with Serious Bodily Injury indicated.

Scenario 1: “The Knife”

Yolanda and Nicole have had many verbal arguments throughout the school year. On two of these occasions, Yolanda shoved Nicole, then followed her to class at an uncomfortably close distance. Today, Yolanda verbally threatened to go home after school and get a knife to cut Nicole. Nicole reported this threat to the principal. Upon being questioned, Nicole told the principal she was afraid because Yolanda’s aggressive behavior was becoming more frequent and extreme and she believed Yolanda would carry out the threat if she had the opportunity.

Analysis of This Scenario

Considerations

Reporting Decisions

Nicole believes that Yolanda is likely to do what she threatened; Nicole is in imminent fear of this happening.

Report the incident as Criminal Threat* because Yolanda threatened to commit Aggravated Assault* by cutting Nicole.

How the Situation May Differ

Considerations

Reporting Decisions

The student was not concerned about the threat of Assault* made against her. However, the principal was afraid that the student that made the threat would carry it out as soon as she had the chance.

Report this incident as a Criminal Threat* because the principal believed in the immediacy and likelihood of threat of Assault* resulting in serious bodily injury.

In the middle of an argument, one student said to another student, “One of these days I am going to cut you.”

Do not report this as a Criminal Threat* because the student’s comment does not meet the immediacy and likelihood criteria. If the student was alarmed by the comment, report it as HIBT*.

Scenario 2: “The Threat”

While in the science hallway, Rachel shoved Angelina and said, “I am going to beat you up after school!” Rachel shook her fist at Angelina as she walked away. Angelina reported to the school counselor that the shove did not hurt her but that she was not going to take the bus home because she was afraid to leave school.

Analysis of This Scenario

Considerations

Reporting Decisions

Angelina felt threatened and was frightened that Rachel would carry out her threat.

Do not report the incident as Criminal Threat*. Report this incident as HIBT* because Rachel threatened to commit an assault  against Angelina.

Shoving that does not result in bodily injury is not reportable under the EVVRS incident definitions.

Do not report the incident as an Assault*.

How the Situation May Differ

Considerations

Reporting Decisions

The student victim told the counselor that she was not afraid and was going to take the bus home anyway.

Because the victim was not alarmed or harmed, do not report the incident.

As a result of the shove, the student who was pushed fell and hit her arm on the sharp corner of a case on the wall; she needed stitches to close the wound.

Report the incident as Assault* because the offender acted recklessly, which resulted in an injury. Enter information about both offender and victim on the EVVRS.

EVVRS Scenarios: Violence—Set 4

When is it a Sex Offense*?

Subcategory: Sex Offense*

Subjecting another to sexual contact or exposure. For the incident to be considered a sex offense, at least one of the following criteria must apply to the offender. The offender must:

•    intentionally touch, either directly or through clothing, the victim’s intimate parts, for the purpose of degrading or humiliating the victim

•    sexually arouse or sexually gratify himself or herself in view of the victim whom the offender knows to be present

•    force or coerce the victim to participate in any contact or exposure

•    commit any act of sexual assault defined under N.J.S.A. 2C:14-2, which includes provisions related to the age of the victim and the offender

Incidents of sexual assault must be reported in this category. However, incidents of sexual harassment are reported under Harassment, Intimidation, Bullying, Threat (HIBT*).

How does the EVVRS define “intimate body parts?”

Intimate body parts are defined by statute (N.J.S.A. 2C:14-1e) to include “sexual organs, genital area, anal area, inner thigh, groin, buttock or breast of a person.”

Scenario 1: “Innocent Touch or Sex Offense*?”

Billy approached Anne from behind and touched her buttocks with his hand. Anne was upset and reported the incident to the assistant principal. She told him she was angry and embarrassed. The principal spoke to Billy, who admitted touching Anne but said that he did not mean anything by it.

Analysis of This Scenario

Considerations

Reporting Decisions

Billy did not intentionally touch Anne’s buttocks (intimate body part) with the purpose of degrading or humiliating her. However, Anne felt degraded and humiliated.

Report the incident as a Sex Offense*. Intention – as expressed by the offender – is superseded by the reaction and/or interpretation of the victim.

How the Situation May Differ

Considerations

Reporting Decisions

The victim reported the incident but said she did not feel degraded or humiliated.

Do not report the incident as a Sex Offense*.

EVVRS Scenarios: Vandalism/Violence—Set 1

Is it Theft, Robbery*, or Extortion*?

Subcategory: Theft – The taking of the school district’s or a person’s belongings or property without consent.

Subcategory: Robbery* – Obtaining money or any material thing (regardless of value) from another by means of violence or the threat of immediate violence.

Subcategory: Extortion* – Obtaining money or any material thing (regardless of value) from another by means of a stated or implied threat of future violence.

Scenario 1: “The Ring”

Lucy left her birthstone ring on the ledge in the girls’ locker room while she went to the restroom. When she returned, the ring was gone.²

Analysis of This Scenario

Considerations

Reporting Decisions

Lucy’s ring was taken without her consent.

Report the incident as Theft, with “offender unknown.”

² In cases such as this one, it is sometimes helpful to wait to see if the ring turns up or if the offender becomes known.

Scenario 2: “The Money”

Craig approached Nikki as she left the restroom and said, “Give me some money now!” When Nikki hesitated, Craig repeated his demand, adding “or you won’t know what hit you.” Nikki gave him some money and ran down the hall to the office, where she explained to the principal that she gave Craig the money out of fear of being hurt.

Analysis of This Scenario

Considerations

Reporting Decisions

Craig threatened to immediately assault Nikki, which frightened her into giving him the money.

Report the incident as Robbery*. The EVVRS definition of Robbery incorporates the concept of threat, so do not report the incident as HIBT*.

How the Situation May Differ

Considerations

Reporting Decisions

One student punched another student while stealing money from him.

Report the incident as Robbery*. The EVVRS definition of Robbery* incorporates the use of violence, so do not report the incident as an assault*.

Scenario 3: “Lunch Line”

While in the lunch line, Anthony told Terrell, “You better have my $20 tomorrow if you know what is good for you. Remember what happened last time.” Terrell did remember last time: Anthony had followed him home from school, knocked him down, and kicked him. The next morning, Terrell gave Anthony the money, then reported the incident to his teacher.

Analysis of This Scenario

Considerations

Reporting Decisions

Terrell gave Anthony the money because Anthony threatened Terrell with future violence.

Report the incident as Extortion*. The EVVRS definition of Extortion* incorporates the concept of “threat,” so do not report the incident as HIBT*.

EVVRS Scenarios: Weapons—Set 1

What is an “Other Weapon*” Offense?

Subcategory: Possession of Other Weapon

Having on one’s person or in one’s locker or vehicle any weapon other than a firearm. Components that can be readily assembled into a weapon are reported in this category.

How does the EVVRS define “Other Weapon?”

The Other Weapon category includes any instrument readily capable of lethal use or of inflicting bodily injury. The category includes, but is not limited to: knives; clubs or other bludgeons; chains; sling shots; leather bands studded with metal filings; razor blades; stun guns; and any device that projects, releases, or emits tear gas or any other substance (e.g., pepper spray) intended to produce temporary discomfort or permanent injury through being vaporized or otherwise dispensed in the air.

Scenario 1: “The Box Cutter”

Jason, a high school student, was found to have a box cutter in his pocket. He claimed he needed the box cutter for his job at a local grocery store – a claim that was confirmed upon investigation. Jason has no history of violent behavior, and there is no indication that he will be violent in the future.

Analysis of This Scenario

Considerations

Reporting Decisions

Jason did not possess the box cutter for a legitimate school-approved purpose (e.g., a compass for geometry class).

Report the incident as Possession, under Weapons.

How the Situation May Differ

Considerations

Reporting Decisions

The student voluntarily – that is, without suspicion, prompting, or questioning from school staff – informed a staff member that he had inadvertently brought the box cutter with him to school and turned the weapon over to the staff member.

Do not report this incident on the EVVRS.

Scenario 2: “The Pocket Knife”

Maribella, a 7th-grade girl, was found with a pocket knife in her jacket. She explained that she needed it for protection against another girl who had threatened her.

Analysis of This Scenario

Considerations

Reporting Decisions

Maribella possessed an object that is readily capable of lethal use or of inflicting serious bodily injury. Maribella’s statement that she needed the knife for protection indicates that she is developmentally mature enough to know that a pocket knife can cause a serious injury.

Report the incident as Possession, under Weapons.  A pocket knife is “readily capable of lethal use or inflicting serious bodily injury.”

How the Situation May Differ

Considerations

Reporting Decisions

A 1st-grade student brought his father’s fishing knife to school to show his friends. When the teacher discovered the knife and asked the student about it, he explained that he had gone fishing over the weekend and wanted to show his friends the “cool” knife he used. He gave the teacher the knife and told her he did not know it was considered a weapon.

Do not report this incident on the EVVRS. The student did not consider the knife a “weapon.”