Report page 27

Focuses on an individual student and their risk for engaging in violence or other harmful activities while delivering intervention strategies to manage that risk and support the student

Based on observable behavior • Prioritizes proactive prevention • Uses multidisciplinary teams for decision-making • Seeks to identify, assess, and provide interventions and supports • Emphasizes supportive, caring relationships between students and staff • Promotes safe and healthy school climates and cultures

Focuses on building a continuum of supports to promote all students’ social, emotional, behavioral, and mental health

Relatedly, BTAM supports PBIS implementation by expanding the continuum of interventions and supports available for students who are engaging in concerning or threatening behavior.

A collaborative approach such as this serves to strengthen a positive school climate and promote student emotional and physical well-being.

Responsibility for student safety, preventions, and supports may be shared across multiple school teams (e.g., school safety teams, MTSS/PBIS, student/teacher assistance teams, BTAM).

School leadership should determine how teams will address, support, and align aspects such as school safety and climate; clarify goals and roles to avoid duplication; and efficiently attend to matters of prevention, safety, and student support needs.

The intent of this section is to illustrate how BTAM and MTSS/PBIS can work together to enrich supports for students and staff and enhance implementation efficiency and effectiveness.

Systems represent the infrastructure and operational supports necessary to help adults successfully implement and sustain practices designed to support students and aid achievement of valued outcomes.