Principals identified five key challenges
In particular, principals identified the following five key challenges:
NCIER®
Current Challenges
53 claims on pp. 7–139 (fact 45, statement 1, conclusion 2, conjecture 3, definition 2).
Claims about Current Challenges
Schools can encounter challenges running BTAM early and later
Schools can also encounter other challenges when running their BTAM programs, both early during initial implementation and also later on.
Early-challenge data alongside later challenges can show how struggles change as programs mature
Second, presenting data about early implementation challenges alongside data on later challenges can shed light on how schools’ struggles with BTAM might change over time as programs become more established.
Later discussion covers changes since implementation, current challenges, continuous improvement
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.
Few schools changed BTAM due to resource constraints (12 percent) or community concerns about studen
Sample (n = undeterminable of 1376) · Teams answering community support / challenges / processes / training questions
Few schools reported making changes in response to specific problems, such as resource or other constraints that limited the capacity of BTAM (12 percent) or concerns in the community about how BTAM would affect students (3 percent).
cite page 102 Ch 13: Sustaining and Improving BTAM Programs over Time
Survey offered 13 challenge options for schools to flag as current concerns (Figure 13.3)
To assess what challenges schools’ BTAM programs are facing now, we gave survey respondents a menu of 13 options they could flag as current concerns (Figure 13.3).
cite page 103 Ch 13: Sustaining and Improving BTAM Programs over Time
A slight majority of schools (56 percent) report currently experiencing one or more of the 13 challe
Sample (N = 1376) · Teams answering community support / challenges / processes / training questions
A slight majority of schools (56 percent) said their school’s BTAM program is currently experiencing (or has experienced) one or more of the 13 challenges.
cite page 103 Ch 13: Sustaining and Improving BTAM Programs over Time
Among schools with challenges, half identified one or two
Among those who were experiencing current challenges, half of schools identified one or two.
cite page 103 Ch 13: Sustaining and Improving BTAM Programs over Time
Very few schools identified more than five challenges
Very few schools identified more than five challenges.
cite page 103 Ch 13: Sustaining and Improving BTAM Programs over Time
Most common challenge, 30 percent of schools: parents unwilling to implement or participate in inter
Sample (N = 1376) · Teams answering community support / challenges / processes / training questions
The most common challenge, selected by 30 percent of schools, relates to the unwillingness of parents when it comes to implementing or participating in recommended interventions.
cite page 103 Ch 13: Sustaining and Improving BTAM Programs over Time
Second most common challenge, 21 percent of schools: service provider capacity limits on students se
Sample (N = 1376) · Teams answering community support / challenges / processes / training questions
The second most commonly identified challenge, selected by 21 percent of schools, relates to service provider capacity limits over how many students they are able to serve.
cite page 103 Ch 13: Sustaining and Improving BTAM Programs over Time
The top two challenges relate to external factors
Importantly, these top two challenges relate to external factors
cite page 103 Ch 13: Sustaining and Improving BTAM Programs over Time
Parents unwilling to implement or participate in recommended interventions: 30 percent
Sample (N = 1376) · Teams answering community support / challenges / processes / training questions
Parents unwilling to implement or participate in recommended interventions | 30
cite page 103 Ch 13: Sustaining and Improving BTAM Programs over Time
Service provider capacity limits for how many students each can serve: 21 percent
Sample (N = 1376) · Teams answering community support / challenges / processes / training questions
Service provider capacity limits for how many students each can serve | 21
cite page 103 Ch 13: Sustaining and Improving BTAM Programs over Time
Staffing constraints make BTAM difficult to maintain: 16 percent
Sample (N = 1376) · Teams answering community support / challenges / processes / training questions
Staffing constraints make BTAM difficult to maintain | 16
cite page 103 Ch 13: Sustaining and Improving BTAM Programs over Time
Problems maintaining connections to outside service providers for intervention: 16 percent
Sample (N = 1376) · Teams answering community support / challenges / processes / training questions
Problems maintaining connections to outside service providers for intervention | 16
cite page 103 Ch 13: Sustaining and Improving BTAM Programs over Time
Parents unable to support individual intervention efforts: 15 percent
Sample (N = 1376) · Teams answering community support / challenges / processes / training questions
Parents unable to support individual intervention efforts
cite page 103 Ch 13: Sustaining and Improving BTAM Programs over Time
Staff or district leaders concerned that BTAM is too complex: 9 percent
Sample (N = 1376) · Teams answering community support / challenges / processes / training questions
Staff or district leaders concerned that BTAM is too complex | 9
cite page 103 Ch 13: Sustaining and Improving BTAM Programs over Time
Concerns about BTAM effectiveness in reducing school violence: 9 percent
Sample (N = 1376) · Teams answering community support / challenges / processes / training questions
Concerns about BTAM effectiveness in reducing school violence | 9
cite page 103 Ch 13: Sustaining and Improving BTAM Programs over Time
Problems getting data from outside organizations: 8 percent
Sample (N = 1376) · Teams answering community support / challenges / processes / training questions
Problems getting data from outside organizations
cite page 103 Ch 13: Sustaining and Improving BTAM Programs over Time
Can't get needed training for BTAM team members: 7 percent
Sample (N = 1376) · Teams answering community support / challenges / processes / training questions
Can't get needed training for BTAM team members | 7
cite page 103 Ch 13: Sustaining and Improving BTAM Programs over Time
Difficulty funding continued BTAM operation: 7 percent
Sample (N = 1376) · Teams answering community support / challenges / processes / training questions
Difficulty funding continued BTAM operation | 7
cite page 103 Ch 13: Sustaining and Improving BTAM Programs over Time
Reduction in school staff support for the BTAM program: 7 percent
Sample (N = 1376) · Teams answering community support / challenges / processes / training questions
Reduction in school staff support for the BTAM program | 7
cite page 103 Ch 13: Sustaining and Improving BTAM Programs over Time
Difficulties adapting BTAM to local needs: 5 percent
Sample (N = 1376) · Teams answering community support / challenges / processes / training questions
Difficulties adapting BTAM to local needs | 5
cite page 103 Ch 13: Sustaining and Improving BTAM Programs over Time
Reduction in community support for the BTAM program: 2 percent
Sample (N = 1376) · Teams answering community support / challenges / processes / training questions
Reduction in community support for the BTAM program | 2
cite page 103 Ch 13: Sustaining and Improving BTAM Programs over Time
Figure 13.3 survey item: challenges in operating BTAM program (n = 1,376)
This figure depicts response data from the following survey question: “Is your school experiencing or has it experienced any of the following challenges when it comes to operating its BTAM program?” (n = 1,376).
cite page 103 Ch 13: Sustaining and Improving BTAM Programs over Time
External challenges are outside team or school control, potentially explaining why hard to resolve
rather than issues directly under the control of a school BTAM team or the school more generally, potentially explaining why they may be especially difficult to resolve.
Why inferred The sentence crosses a page break: this quote is the page 104 part and the sentence begins on page 103 (claim p103-08). Full sentence (pages 103–104): “Importantly, these top two challenges relate to external factors rather than issues directly under the control of a school BTAM team or the school more generally, potentially explaining why they may be especially difficult to resolve.”
cite page 104 Ch 13: Sustaining and Improving BTAM Programs over Time
Staffing constraints top internal challenge: 16 percent of schools say it makes BTAM difficult to ma
Sample (N = 1376) · Teams answering community support / challenges / processes / training questions
Staffing constraints were identified as the top internal challenge related to BTAM; 16 percent of schools reported that staffing constraints can make BTAM difficult to maintain.
cite page 104 Ch 13: Sustaining and Improving BTAM Programs over Time
Schools selected a variety of challenges, none coalescing around a single systemic problem
Importantly, even though schools selected a variety of challenges, they did not coalesce around any single challenge that might indicate more systemic problems operating a BTAM program.
cite page 104 Ch 13: Sustaining and Improving BTAM Programs over Time
At most, only a minority of schools experienced any one challenge
At most, only a minority of schools experienced any one challenge.
cite page 104 Ch 13: Sustaining and Improving BTAM Programs over Time
School characteristics might be significant in determining the types of challenges schools experienc
This could imply that school characteristics might be significant in determining the types of challenges schools experience when it comes to operating BTAM programs.
cite page 104 Ch 13: Sustaining and Improving BTAM Programs over Time
Limited evidence, small differences, for training and staff-support challenges by school characteris
Although the differences were small, we found some limited evidence for two challenges in particular: (1) training for BTAM team members and (2) reduction in school staff support for a BTAM program.
cite page 104 Ch 13: Sustaining and Improving BTAM Programs over Time
Urban, high-poverty, majority-students-of-color school principals especially likely to report these
Principals of urban schools, high-poverty schools, and schools serving a majority of students of color (highly overlapping categories) were especially likely to report experiencing these two challenges.
cite page 104 Ch 13: Sustaining and Improving BTAM Programs over Time
One-third of schools believe parents’ unwillingness to implement or participate is a key challenge
In fact, one-third of schools believe that parents’ unwillingness to implement or participate in recommended interventions is a key challenge to operating their BTAM program.
Survey results identified opportunities for future focus: five continuing challenges
Despite these strong overarching messages, our survey results also identified opportunities for future focus. In particular, principals identified five key continuing challenges:
Table A.56, N/A; we have not experienced any challenges when it comes to BTAM operatio…: 43.6 / 44.1
Sample (N = 1603 | 1376 by column) · Tables A.55-A.56 columns: official+other school-based teams (1,603); official teams only (1,376)
N/A; we have not experienced any challenges when it comes to BTAM operations | 43.6 | 44.1
Table A.56, Concerns about BTAM effectiveness in reducing school violence: 9.2 / 9.0
Sample (N = 1603 | 1376 by column) · Tables A.55-A.56 columns: official+other school-based teams (1,603); official teams only (1,376)
Concerns about BTAM effectiveness in reducing school violence | 9.2 | 9.0
Table A.56, Difficulty funding continued BTAM operation: 7.0 / 6.6
Sample (N = 1603 | 1376 by column) · Tables A.55-A.56 columns: official+other school-based teams (1,603); official teams only (1,376)
Difficulty funding continued BTAM operation | 7.0 | 6.6
Table A.56, Staff or district leaders concerned that BTAM is too complex: 9.2 / 9.5
Sample (N = 1603 | 1376 by column) · Tables A.55-A.56 columns: official+other school-based teams (1,603); official teams only (1,376)
Staff or district leaders concerned that BTAM is too complex | 9.2 | 9.5
Table A.56, Difficulties adapting BTAM to local needs: 4.7 / 4.6
Sample (N = 1603 | 1376 by column) · Tables A.55-A.56 columns: official+other school-based teams (1,603); official teams only (1,376)
Difficulties adapting BTAM to local needs | 4.7 | 4.6
Table A.56, Reduction in community support for the BTAM program: 2.2 / 2.2
Sample (N = 1603 | 1376 by column) · Tables A.55-A.56 columns: official+other school-based teams (1,603); official teams only (1,376)
Reduction in community support for the BTAM program | 2.2 | 2.2
Table A.56, Reduction in school staff support for the BTAM program: 6.9 / 6.6
Sample (N = 1603 | 1376 by column) · Tables A.55-A.56 columns: official+other school-based teams (1,603); official teams only (1,376)
Reduction in school staff support for the BTAM program | 6.9 | 6.6
Table A.56, Problems maintaining connections to outside service providers for interven…: 16.6 / 16.2
Sample (N = 1603 | 1376 by column) · Tables A.55-A.56 columns: official+other school-based teams (1,603); official teams only (1,376)
Problems maintaining connections to outside service providers for intervention | 16.6 | 16.2
Table A.56, Service provider capacity limits for how many students each can serve: 21.2 / 21.0
Sample (N = 1603 | 1376 by column) · Tables A.55-A.56 columns: official+other school-based teams (1,603); official teams only (1,376)
Service provider capacity limits for how many students each can serve | 21.2 | 21.0
Table A.56, Parents unable to support individual intervention efforts (e.g., due to co…: 14.7 / 14.9
Sample (N = 1603 | 1376 by column) · Tables A.55-A.56 columns: official+other school-based teams (1,603); official teams only (1,376)
Parents unable to support individual intervention efforts (e.g., due to costs) | 14.7 | 14.9
Table A.56, Parents unwilling to implement or participate in recommended interventions: 30.2 / 29.8
Sample (N = 1603 | 1376 by column) · Tables A.55-A.56 columns: official+other school-based teams (1,603); official teams only (1,376)
Parents unwilling to implement or participate in recommended interventions | 30.2 | 29.8
Table A.56, Staffing constraints make BTAM difficult to maintain: 17.9 / 16.4
Sample (N = 1603 | 1376 by column) · Tables A.55-A.56 columns: official+other school-based teams (1,603); official teams only (1,376)
Staffing constraints make BTAM difficult to maintain | 17.9 | 16.4
Table A.56, Can’t get needed training for BTAM team members: 8.3 / 7.3
Sample (N = 1603 | 1376 by column) · Tables A.55-A.56 columns: official+other school-based teams (1,603); official teams only (1,376)
Can’t get needed training for BTAM team members | 8.3 | 7.3
Table A.56, Problems getting data from outside organizations (e.g., law enforcement, med…: 8.4 / 8.4
Sample (N = 1603 | 1376 by column) · Tables A.55-A.56 columns: official+other school-based teams (1,603); official teams only (1,376)
Problems getting data from outside organizations (e.g., law enforcement, medical providers) | 8.4 | 8.4
Table A.56, Other (please specify):: 2.9 / 2.9
Sample (N = 1603 | 1376 by column) · Tables A.55-A.56 columns: official+other school-based teams (1,603); official teams only (1,376)
Other (please specify): | 2.9 | 2.9
Table A.56 note: Respondents were instructed to select all that apply.
Respondents were instructed to select all that apply.
Table A.56 note: Only respondents who said their school has a school- or district-level BTAM team
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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