36 claims on pp. 24–120 (fact 30, statement 3, conclusion 1, conjecture 2).
We also considered to what extent certain aspects of a BTAM program (e.g., the number of people on a BTAM team, whether BTAM is housed at the school or district level) matter for its operations.
Sample (N = 1746) · All principals who completed the survey and received a weight (weighted to national K-12 public school principals/schools)
This includes 25 percent of schools that have an official BTAM team housed at the school level, 13 percent of schools that only have a school district–level BTAM team, and 43 percent of schools that have both school- and district-level teams.
Sample (N = 1746) · All principals who completed the survey and received a weight (weighted to national K-12 public school principals/schools)
School-level team only | 25
Sample (N = 1746) · All principals who completed the survey and received a weight (weighted to national K-12 public school principals/schools)
District-level team only | 13
Sample (N = 1746) · All principals who completed the survey and received a weight (weighted to national K-12 public school principals/schools)
Teams located at both levels | 43
“Is the BTAM team(s) housed at the school or district level, or both?”
Furthermore, schools in early legislation states are more likely today than those in states where BTAM was not addressed in 2019 to have teams at both the school and district levels.
Sample (N = 423 | 481 | 842 by column) · State-policy groups in column order: other states, encouraged BTAM use only, early legislation states
District-level team only | 16 | 18 | 10
Sample (N = 423 | 481 | 842 by column) · State-policy groups in column order: other states, encouraged BTAM use only, early legislation states
Teams located at both levels | 33 | 39 | 50
“Is the BTAM team(s) housed at the school or district level, or both?”
Schools with larger BTAM teams and with teams spanning both the school and district levels—perhaps a proxy for the formality of a BTAM program—were also more likely to have defining policy documents.
Principals in schools with only a district-level BTAM team were especially likely to report being unsure about whether the program had a defining policy document.
Principals in schools that had only district-level BTAM teams were especially unsure about whether these teams functioned according to established SOPs.
Meanwhile, district administrators only tend to be involved in especially large teams; even among schools with larger BTAM teams, these personnel are only present about half of the time.
Unsurprisingly, district administrators are disproportionately present on district-level BTAM teams and do not tend to be involved in teams that exist only at the school level.
The frequency at which schools provide training to their BTAM members is related to team level, as shown in Figure 5.4.
Sample (n = undeterminable of 1376) · Teams answering community support / challenges / processes / training questions
That is, 55 percent of schools served by both types of teams train annually, compared with 39 percent of schools with district-only teams and 41 percent with school-only teams.
Schools where the principals reported that they had both a school- and district-level BTAM team are especially likely to receive annual training.
Teams housed only at the district level and those housed at the school level that worked alongside a district-level team were also more likely to have dedicated funds.
Our results also show that schools with smaller BTAM teams, those located in large school districts, and those that only have district-level teams are the least likely to adopt named models.
Large teams (meaning teams with more roles represented) and teams in schools that were also supported by district-level BTAM teams were more likely to apply an entirely standardized process to the behavioral threat assessment process.
District-level teams seem most likely to rely on school staff outside the BTAM team.
cite page 70 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
Sample (n = undeterminable of 1379) · Teams answering exclusionary discipline and arrest/prosecution questions (Figure 9.2)
As shown in Figure 10.1, 37 percent of principals with only a district-level BTAM program said they rely exclusively on other staff for monitoring.
cite page 70 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
Presumably, these district-level teams prefer to rely on school-level staff for monitoring, given their more regular, day-to-day contact with the student.
cite page 70 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
Sample (n = undeterminable of 1379) · Teams answering exclusionary discipline and arrest/prosecution questions (Figure 9.2)
District level | 38 | 16 | 37 | 91
cite page 71 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
Sample (N = 1379) · Teams answering exclusionary discipline and arrest/prosecution questions (Figure 9.2)
Most schools rely on their BTAM teams to actively manage and monitor student progress, but almost 25 percent delegate this responsibility to other school staff, particularly in cases involving district-level teams or smaller BTAM teams.
cite page 72 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
Sample (N = 1441) · Appendix A table base (respondents answering the table question; see note for tables)
School level | 31.0
Sample (N = 1441) · Appendix A table base (respondents answering the table question; see note for tables)
District level | 16.4
Sample (N = 1441) · Appendix A table base (respondents answering the table question; see note for tables)
We have both school- and district-level teams | 52.2
Sample (N = 1441) · Appendix A table base (respondents answering the table question; see note for tables)
We have both school- and district-level teams | 52.2 | | Don’t know | 0.3 |
Sample (no n: a percentage change, not a share of a sample) · a percentage that is not a share of a sample (e.g. a percentage-point change or a weighted estimate of the population)
Column does not sum to 100 percent because of rounding.
Only respondents who said their school has a school- or district-level BTAM team saw this question.
The instructions autofilled with “school” if respondents said that they had a school level BTAM team or that they had both school- and district-level teams.
The instructions autofilled with “district” if respondents said that they had a district-level BTAM team.
The question stem autofilled with “school or district” if the respondent said that they did not know the level of the team.
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