69 claims on pp. 8–140 (fact 47, statement 9, conclusion 2, conjecture 6, definition 5).
Although most schools conduct some form of review or reflection process to understand the impact that BTAM is having on such student- and school-level outcomes as violence rates and the use of exclusionary discipline, many lack deep or systematic approaches to continuous improvement.
Few schools use systematic data analysis or validate interventions with trained staff.
Relying on a single method for review limits the ability to assess and improve BTAM effectiveness.
Multiple robust feedback mechanisms are needed to ensure that programs achieve intended outcomes and continue to improve.
Strengthening continuous improvement processes and ensuring access to resources and training will be essential for institutionalizing best practices, enhancing program fidelity, and safeguarding the well-being of all students.
Because almost no program is implemented perfectly from the start, and local contexts often change over time in response to shifting circumstances and student needs, effective long-term program management requires integrating processes and activities designed to adjust the program over time to maintain or to improve performance (see discussion in Cook et al., 2019).
Effective implementation requires processes and activities that can help identify issues and opportunities to improve program performance as they arise.
It also requires teams to identify specific actions in response to these identified issues or opportunities and have processes in place to implement change.
In this case, a school might determine that changes need to be made to their threat assessment process, for instance, by adding a special education professional to the BTAM team; collecting additional data to support assessments; or creating new decision aids that can help the BTAM team be more consistent, fair, and effective across all referred cases.
The discussion then shifts to the changes that schools have made to their BTAM efforts since implementation, challenges they told us they are facing, and the processes they have built into their programs to support continuous improvement efforts.
At the minimum, BTAM teams should meet whenever cases require assessment and intervention, but—even in the absence of new cases—regular meetings can provide teams opportunities for training, monitoring of ongoing interventions, and review of past cases to learn and improve over time.
We present the data in this chapter with an eye toward continuous improvement, focusing again on those schools with official BTAM teams.
cite page 100 Ch 13: Sustaining and Improving BTAM Programs over Time
As we discuss in this section, our data suggest that many schools already have some of the suitable factors in place to support the continued operation of their BTAM programs into the future, but there are areas where additional support could strengthen BTAM sustainability and continuous improvement.
cite page 100 Ch 13: Sustaining and Improving BTAM Programs over Time
In this chapter, we look toward the future to discuss what principals told us about what they think could help strengthen BTAM in K–12 schools and how their programs incorporate processes and activities focused on improving program effectiveness over time.
cite page 100 Ch 13: Sustaining and Improving BTAM Programs over Time
A key element of BTAM program effectiveness over the long term is incorporating processes to identify challenges and take steps to address challenges and improve performance over time.
cite page 102 Ch 13: Sustaining and Improving BTAM Programs over Time
BTAM teams need a process to identify ongoing issues or opportunities for change with an eye toward improving performance if they want to get better over time; teams that do not proactively seek out such issues or opportunities will likely miss chances to improve outcomes related to BTAM.
cite page 104 Ch 13: Sustaining and Improving BTAM Programs over Time
In our survey, we asked principals if their schools’ BTAM teams engaged in any such activities, ranging from after-action reviews of past cases to systematic data analyses across cases and gathering feedback from program participants.
cite page 104 Ch 13: Sustaining and Improving BTAM Programs over Time
Sample (N = 1376) · Teams answering community support / challenges / processes / training questions
Overall, 87 percent of principals reported that their school’s BTAM team engaged in one or more of the review or continuous improvement processes included as survey response options.
cite page 104 Ch 13: Sustaining and Improving BTAM Programs over Time
As shown in Figure 13.4, responses clustered around a handful of review or continuous improvement processes; very few schools engaged in all or even most of the activities we asked about.
cite page 104 Ch 13: Sustaining and Improving BTAM Programs over Time
only a minority of schools reported engaging in each action.
cite page 104 Ch 13: Sustaining and Improving BTAM Programs over Time
Sample (N = 1376) · Teams answering community support / challenges / processes / training questions
Principals most commonly reported conducting after-action reviews of individual cases (48 percent reported doing so).
cite page 104 Ch 13: Sustaining and Improving BTAM Programs over Time
Taken together, these data suggest that, though many schools are thinking about continuous improvement, too few are engaged in concrete activities to better understand how their BTAM teams are operating.
cite page 104 Ch 13: Sustaining and Improving BTAM Programs over Time
Providing more support to schools so that they can engage in more continuous improvement activities could help them achieve better school safety outcomes over time.
cite page 104 Ch 13: Sustaining and Improving BTAM Programs over Time
Perhaps unsurprisingly, schools with large BTAM teams (meaning teams with more roles represented) engaged in more review and continuous improvement activities, compared with schools with smaller teams (see Figure 13.5).
cite page 104 Ch 13: Sustaining and Improving BTAM Programs over Time
Sample (column N undeterminable) · Schools with large BTAM teams
For example, 38 percent of schools with large BTAM teams validate that specific
Why inferred The sentence crosses a page break: this quote is the page 104 part and the sentence continues on page 105. Full sentence (pages 104–105): “For example, 38 percent of schools with large BTAM teams validate that specific intervention options are being delivered as designed, by appropriately trained staff, and for the amount of time recommended in an intervention plan.”
cite page 104 Ch 13: Sustaining and Improving BTAM Programs over Time
Sample (N = 1376) · Teams answering community support / challenges / processes / training questions
| 0 | 13 |
cite page 105 Ch 13: Sustaining and Improving BTAM Programs over Time
Sample (N = 1376) · Teams answering community support / challenges / processes / training questions
| 1 | 21 |
cite page 105 Ch 13: Sustaining and Improving BTAM Programs over Time
Sample (N = 1376) · Teams answering community support / challenges / processes / training questions
| 2 | 16 |
cite page 105 Ch 13: Sustaining and Improving BTAM Programs over Time
Sample (N = 1376) · Teams answering community support / challenges / processes / training questions
| 3 | 15 |
cite page 105 Ch 13: Sustaining and Improving BTAM Programs over Time
Sample (N = 1376) · Teams answering community support / challenges / processes / training questions
| 4 | 13 |
cite page 105 Ch 13: Sustaining and Improving BTAM Programs over Time
Sample (N = 1376) · Teams answering community support / challenges / processes / training questions
| 5 | 6 |
cite page 105 Ch 13: Sustaining and Improving BTAM Programs over Time
Sample (N = 1376) · Teams answering community support / challenges / processes / training questions
| 6 | 5 |
cite page 105 Ch 13: Sustaining and Improving BTAM Programs over Time
Sample (N = 1376) · Teams answering community support / challenges / processes / training questions
| 7 | 4 |
cite page 105 Ch 13: Sustaining and Improving BTAM Programs over Time
Sample (N = 1376) · Teams answering community support / challenges / processes / training questions
| 8 | 2 |
cite page 105 Ch 13: Sustaining and Improving BTAM Programs over Time
Sample (N = 1376) · Teams answering community support / challenges / processes / training questions
| 9 | 1 |
cite page 105 Ch 13: Sustaining and Improving BTAM Programs over Time
Sample (N = 1376) · Teams answering community support / challenges / processes / training questions
| 10 | 2 |
cite page 105 Ch 13: Sustaining and Improving BTAM Programs over Time
This figure depicts response data from the following survey question: “Which of the following processes are part of how your BTAM program operates?” (n = 1,376).
cite page 105 Ch 13: Sustaining and Improving BTAM Programs over Time
Sample (column N undeterminable) · Schools with small BTAM teams
In comparison, only 22 percent of schools with small BTAM teams engaged in these types of activities.
cite page 105 Ch 13: Sustaining and Improving BTAM Programs over Time
Schools with larger teams were also more likely to engage in other activities, such as periodic reassessments of the menu of BTAM intervention options, analysis of student outcome data, and collecting feedback from students and parents or guardians at case closure.
cite page 105 Ch 13: Sustaining and Improving BTAM Programs over Time
We presume that because of their size, larger teams have more capacity to support these sorts of activities.
cite page 105 Ch 13: Sustaining and Improving BTAM Programs over Time
Sample (column N undeterminable) · Figure 13.5 columns: schools with small BTAM teams; schools with large BTAM teams
We conduct after-action reviews of individual cases | 41 | 49
cite page 106 Ch 13: Sustaining and Improving BTAM Programs over Time
Sample (column N undeterminable) · Figure 13.5 columns: schools with small BTAM teams; schools with large BTAM teams
We collect and analyze data about how specific intervention options are influencing student-level outcomes | 35 | 41
cite page 106 Ch 13: Sustaining and Improving BTAM Programs over Time
Sample (column N undeterminable) · Figure 13.5 columns: schools with small BTAM teams; schools with large BTAM teams
We validate that specific intervention options are being delivered as designed, by appropriately trained staff, and for the recommended amount of time* | 22 | 38
cite page 106 Ch 13: Sustaining and Improving BTAM Programs over Time
Sample (column N undeterminable) · Figure 13.5 columns: schools with small BTAM teams; schools with large BTAM teams
We collect feedback from school staff who have been directly involved in implementing BTAM interventions* | 25 | 33
cite page 106 Ch 13: Sustaining and Improving BTAM Programs over Time
Sample (column N undeterminable) · Figure 13.5 columns: schools with small BTAM teams; schools with large BTAM teams
We periodically assess and revise the menu of interventions available to the BTAM team* | 23 | 31
cite page 106 Ch 13: Sustaining and Improving BTAM Programs over Time
Sample (column N undeterminable) · Figure 13.5 columns: schools with small BTAM teams; schools with large BTAM teams
We collect and analyze data on student outcomes across all students served by the program to monitor the overall effectiveness of our BTAM efforts* | 17 | 30
cite page 106 Ch 13: Sustaining and Improving BTAM Programs over Time
Sample (column N undeterminable) · Figure 13.5 columns: schools with small BTAM teams; schools with large BTAM teams
We carry out training and outreach for the school staff and students to maintain knowledge of BTAM and how to refer individuals of concern* | 15 | 24
cite page 106 Ch 13: Sustaining and Improving BTAM Programs over Time
Sample (column N undeterminable) · Figure 13.5 columns: schools with small BTAM teams; schools with large BTAM teams
We collect feedback from students and/or parents/guardians of students once their BTAM intervention is complete* | 13 | 20
cite page 106 Ch 13: Sustaining and Improving BTAM Programs over Time
Sample (column N undeterminable) · Figure 13.5 columns: schools with small BTAM teams; schools with large BTAM teams
We collect feedback from students, parents/guardians, and/or staff who were the targets or victims of threatening behavior | 18 | 19
cite page 106 Ch 13: Sustaining and Improving BTAM Programs over Time
Sample (column N undeterminable) · Figure 13.5 columns: schools with small BTAM teams; schools with large BTAM teams
We collect and analyze data on student outcomes for different student populations to assess the fairness of our BTAM efforts*
cite page 106 Ch 13: Sustaining and Improving BTAM Programs over Time
This figure depicts response data from the following survey question: “Which of the following processes are part of how your BTAM program operates?” (n = 1,376).
cite page 106 Ch 13: Sustaining and Improving BTAM Programs over Time
Although most schools conduct some form of review or reflection process to understand the impact that BTAM is having on student- and school-level outcomes, many lack deep or systematic approaches to continuous improvement.
Only a small percentage of schools reported that they engaged in review processes that included systematic data analysis or validation of intervention delivery by appropriately trained staff.
Similarly, although many schools are engaging in one activity related to continuous improvement within their BTAM program, relying on a single method is unlikely to yield the kind and quantity of information schools need to ensure that their BTAM program is working well and will continue to do so into the future.
Without multiple robust mechanisms for gathering feedback and assessing outcomes across cases, schools risk missing opportunities to improve the effectiveness of their BTAM programs and ensure that both specific interventions and the program as a whole are yielding the intended impact.
Sample (N = 1602 | 1376 by column) · Table A.57 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
We conduct after-action reviews of individual cases | 46.4 | 48.1
Sample (N = 1602 | 1376 by column) · Table A.57 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
We validate that specific intervention options are being delivered as designed, by appropriately trained staff, and for the recommended amount of time. | 36.4 | 36.2
Sample (N = 1602 | 1376 by column) · Table A.57 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
We collect and analyze data about how specific intervention options are influencing student-level outcomes | 39.7 | 39.9
Sample (N = 1602 | 1376 by column) · Table A.57 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
We periodically assess and revise the menu of interventions available to the BTAM team | 29.2 | 29.9
Sample (N = 1602 | 1376 by column) · Table A.57 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
We collect and analyze data on student outcomes across all students served by the program to monitor the overall effectiveness of our BTAM efforts | 27.3 | 28.0
Sample (N = 1602 | 1376 by column) · Table A.57 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
We collect and analyze data on student outcomes for different student populations (e.g., special education students, neurodiverse students, racial/ethnic minority students, gender and sexual minority students, socioeconomically disadvantaged students) to assess the fairness of our BTAM efforts | 16.3 | 16.7
Sample (N = 1602 | 1376 by column) · Table A.57 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
We collect feedback from students and/or parents/guardians of students once their BTAM intervention is complete | 18.5 | 18.7
Sample (N = 1602 | 1376 by column) · Table A.57 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
We collect feedback from students, parents/guardians, and/or staff who were the targets or victims of threatening behavior | 18.6 | 19.2
Sample (N = 1602 | 1376 by column) · Table A.57 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
We collect feedback from school staff who have been directly involved in implementing BTAM interventions | 32.2 | 31.8
Sample (N = 1602 | 1376 by column) · Table A.57 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
We carry out training and outreach for the school staff and students to maintain knowledge of BTAM and how to refer individuals of concern | 21.9 | 22.8
Sample (N = 1602 | 1376 by column) · Table A.57 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
None of these processes are part of how our BTAM program operates | 14.5 | 13.5
NOTE: 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) saw this question.
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