16 claims on pp. 49–134 (fact 15, conclusion 1).
Funding for BTAM programs is typically used to support annual and other training for BTAM team members, BTAM conference attendance, or the purchase of case management software.
Sample (N = 984) · Teams that monitor some or all students progress after intervention plans
Only slightly more than 15 percent of schools reported using a formal case management system that tracks data on the cases monitored by the BTAM team.
cite page 71 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
Sample (N = 984) · Teams that monitor some or all students progress after intervention plans
Specific information/case management system | 15
cite page 72 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
Additionally, while most schools incorporate measurable goals into their intervention plans, fewer use formal systems to track progress, relying instead on periodic updates and reports from school personnel.
cite page 72 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
Sample (N = 1132 | 984 by column) · Table A.45 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
We receive periodic reports on progress from teachers who have direct contact with the student | 66.5 | 65.0
Sample (N = 1132 | 984 by column) · Table A.45 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
We receive periodic reports from staff designated to speak with the student regularly as part of the plan (e.g., check in, check out programs) | 65.3 | 64.8
Sample (N = 1132 | 984 by column) · Table A.45 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
We receive periodic reports from other school staff (e.g., counselors) | 60.6 | 58.7
Sample (N = 1132 | 984 by column) · Table A.45 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
We receive periodic reports on treatment delivery and student progress from outside providers | 32.3 | 32.3
Sample (N = 1132 | 984 by column) · Table A.45 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
We revisit cases during our regular BTAM team meetings when specific events occur (e.g., when a student returns to school after an absence) | 40.4 | 39.4
Sample (N = 1132 | 984 by column) · Table A.45 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
We revisit cases during our regular BTAM team meetings at regular time intervals | 38.1 | 37.7
Sample (N = 1132 | 984 by column) · Table A.45 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
We manually analyze data and track progress (e.g., use behavioral graphs to visualize improvements in student behavior) | 30.4 | 30.6
Sample (N = 1132 | 984 by column) · Table A.45 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
We have a specific information/case management system that tracks data on the cases we are monitoring | 14.5 | 15.4
Sample (N = 1132 | 984 by column) · Table A.45 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
Other (please specify): | 1.5 | 1.5
Respondents were instructed to select all that apply.
Only respondents who said their school has a school- or district-level BTAM team (or an alternative team that performs BTAM-like functions) and one that monitors some or all students’ progress after a behavioral intervention or safety plan has been implemented saw this question.
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