57 claims on pp. 32–127 (fact 46, statement 3, conclusion 2, conjecture 6).
We then focus in on what implementation looked like among the subset of principals who were around for the initial implementation of their school’s official BTAM program.
We probed this process of adaptation in survey questions that asked about how schools had adjusted their selected BTAM models during the initial implementation phase.
Schools can also encounter other challenges when running their BTAM programs, both early during initial implementation and also later on.
Although most schools around the country have already implemented a BTAM program (see Figure 2.1), we present data on initial implementation for two reasons.
First, these data could help the roughly one in five schools that might still adopt and implement an official BTAM program avoid challenges schools have experienced in the past.
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.
Schools typically had positive experiences when first implementing their chosen BTAM approach.
Sample (N = 450) · Principals answering the implementation experience agreement statements
For example, at least three-quarters of schools said they believe that their school community was supportive of BTAM adoption; that it was relatively easy to adapt their selected BTAM approach and adjust associated school procedures to meet their needs; and that the financial costs of BTAM did not create issues (see Table 3.1).
These data suggest that schools can successfully implement a BTAM model with modest support—even when adapting it to local contexts.
Sample (N = 450) · Principals answering the implementation experience agreement statements
That said, 52 percent of schools did note one or more challenges related to initial implementation.
Among those schools that did experience challenges in this phase, most only reported one or two.
In reviewing principals’ responses, three specific challenges did rise to the top—even so, relatively few schools experienced them during the initial implementation stage.
Sample (N = 450) · Principals answering the implementation experience agreement statements
A quarter of schools struggled to find the staff time required to implement BTAM, and one-fifth could not identify school and local service providers that had enough capacity to support BTAM efforts (e.g., counselors, mental health treatment providers).
Sample (N = 450) · Principals answering the implementation experience agreement statements
One-sixth of schools could also not identify readily available training options.
Overall, our survey suggests that most principals believe that implementation of their school BTAM program proceeded smoothly.
The trend could help explain the significant increase in BTAM adoption witnessed over the past decade.
The questions on challenges experienced during the initial implementation phase were only asked to principals who said their team was using a named model that we listed, an “Other” model, or a locally created one and who said they were around for the initial implementation of this model.
Because schools tended to design their own approaches to BTAM, it is not surprising that many typically had positive experiences implementing a program that met their needs (see also Chapter 6 for more details on initial program adoption).
In this section, we discuss the extent to which schools told us that they experienced challenges when first implementing their chosen BTAM program.
Sample (N = 450) · Principals answering the implementation experience agreement statements
We had enough staff time to implement BTAM. | 24 | 20 | 55
Sample (N = 450) · Principals answering the implementation experience agreement statements
Our school and local service providers had enough capacity to support our BTAM efforts (e.g., counselors, mental health treatment providers). | 21 | 13 | 67
Sample (N = 450) · Principals answering the implementation experience agreement statements
Training opportunities for BTAM team members were readily available. | 16 | 19 | 66
Sample (N = 450) · Principals answering the implementation experience agreement statements
We were able to use a staged process to implement BTAM so that it integrated smoothly into school systems broadly speaking. | 12 | 26 | 62
Sample (N = 450) · Principals answering the implementation experience agreement statements
The financial costs of implementing BTAM did not create any issues. | 11 | 15 | 74
Sample (N = 450) · Principals answering the implementation experience agreement statements
We had no issues sharing information among partners for BTAM purposes (e.g., FERPA or HIPAA did not hinder information-sharing). | 10 | 26 | 64
Sample (N = 450) · Principals answering the implementation experience agreement statements
It was easy for us to pick the BTAM program we wanted to use from the options available. | 10 | 40 | 50
Sample (N = 450) · Principals answering the implementation experience agreement statements
Our instructional and other school staff clearly understood the goals and reasons for implementing BTAM. | 9 | 21 | 70
Sample (N = 450) · Principals answering the implementation experience agreement statements
Our existing school records and other systems were easy to use in support of BTAM. | 9 | 17 | 74
Sample (N = 450) · Principals answering the implementation experience agreement statements
It was easy to coordinate with relevant outside partners while implementing BTAM (e.g., police, service providers). | 8 | 16 | 75
Sample (N = 450) · Principals answering the implementation experience agreement statements
It was easy to adjust school procedures to integrate BTAM into the way we dealt with student behavior and discipline issues previously. | 7 | 17 | 76
Sample (N = 450) · Principals answering the implementation experience agreement statements
The BTAM program we chose was easy to adapt to our local needs. | 5 | 17 | 78
Sample (N = 450) · Principals answering the implementation experience agreement statements
It was clear BTAM was a better approach to managing student behavior concerns relative to our previous approaches. | 3 | 21 | 76
Sample (N = 450) · Principals answering the implementation experience agreement statements
BTAM was well-matched to our culture and relationships between school leaders and staff. | 2 | 15 | 82
Sample (N = 450) · Principals answering the implementation experience agreement statements
Our school community (e.g., parents, students) were supportive of our school’s adoption of BTAM. | 2 | 35 | 63
Sample (N = 450) · Principals answering the implementation experience agreement statements
Our school staff was supportive of our school’s adoption of BTAM. | 1 | 14 | 85
This table depicts response data from the following survey question: “The following table includes a number of positive statements that could describe the implementation of behavioral threat assessment and management (BTAM) in a school. Indicate the extent to which you agree or disagree with each statement as a descriptor of your experience implementing BTAM in your school” (n = 450).
For schools that adopted BTAM more recently, enough time may not have passed yet for schools to overcome any initial implementation challenges such that their teams are functioning effectively.
Notably, sufficient staff time was also the top concern identified by principals who were asked questions about their experiences during BTAM’s initial implementation phase.
cite page 104 Ch 13: Sustaining and Improving BTAM Programs over Time
The capacity of outside providers (presumably to accommodate students referred by the BTAM team) was also a top concern identified by principals during the initial implementation phase, and it remains as a top ongoing challenge.
cite page 104 Ch 13: Sustaining and Improving BTAM Programs over Time
Even for the few schools that have not yet adopted BTAM—or that might move from using an alternative team to a dedicated multidisciplinary BTAM team—our results indicate that the foremost challenge is not schools’ initial adoption of BTAM.
When we asked principals who had played a role in establishing their school’s BTAM program questions about the initial implementation phase, most indicated it was relatively smooth and that their program became an effective contributor to safety at their school relatively quickly.
Sample (N = 450) · Principals answering the implementation experience agreement statements
The financial costs of implementing BTAM did not create any issues. | 1.6 | 9.7 | 14.6 | 44.2 | 29.9
Sample (N = 450) · Principals answering the implementation experience agreement statements
It was clear BTAM was a better approach to managing student behavior concerns relative to our previous approaches. | 0.3 | 2.6 | 20.9 | 56.3 | 19.9
Sample (N = 450) · Principals answering the implementation experience agreement statements
It was easy for us to pick the BTAM program we wanted to use from the options available. | 2.7 | 7.5 | 39.5 | 37.9 | 12.4
Sample (N = 450) · Principals at schools with a school- or district-level BTAM team who used a named, other or locally developed model and were present at initial implementation (Table A.32)
The BTAM program we chose was easy to adapt to our local needs. | 0.6 | 4.5 | 16.9 | 61.4 | 16.6
Sample (N = 450) · Principals at schools with a school- or district-level BTAM team who used a named, other or locally developed model and were present at initial implementation (Table A.32)
Our school community (e.g., parents, students) were supportive of our school’s adoption of BTAM. | 0.2 | 1.6 | 35.1 | 45.7 | 17.5
Sample (N = 450) · Principals at schools with a school- or district-level BTAM team who used a named, other or locally developed model and were present at initial implementation (Table A.32)
It was easy to coordinate with relevant outside partners while implementing BTAM (e.g., police, service providers). | 1.1 | 7.2 | 16.5 | 53.7 | 21.5
Sample (N = 450) · Principals at schools with a school- or district-level BTAM team who used a named, other or locally developed model and were present at initial implementation (Table A.32)
Our school and local service providers had enough capacity to support our BTAM efforts (e.g., counselors, mental health treatment providers). | 3.1 | 17.5 | 12.8 | 49.5 | 17.1
Sample (N = 450) · Principals at schools with a school- or district-level BTAM team who used a named, other or locally developed model and were present at initial implementation (Table A.32)
Our school staff was supportive of our school’s adoption of BTAM. | 0.0 | 1.4 | 14.0 | 63.1 | 21.5
Sample (N = 450) · Principals at schools with a school- or district-level BTAM team who used a named, other or locally developed model and were present at initial implementation (Table A.32)
BTAM was well-matched to our culture and relationships between school leaders and staff. | 0.0 | 2.4 | 15.3 | 62.0 | 20.4
Sample (N = 450) · Principals at schools with a school- or district-level BTAM team who used a named, other or locally developed model and were present at initial implementation (Table A.32)
Our existing school records and other systems were easy to use in support of BTAM. | 0.9 | 7.7 | 17.2 | 57.9 | 16.2
Sample (N = 450) · Principals at schools with a school- or district-level BTAM team who used a named, other or locally developed model and were present at initial implementation (Table A.32)
We had no issues sharing information among partners for BTAM purposes (e.g., FERPA or HIPAA did not hinder information sharing). | 1.1 | 9.2 | 25.6 | 52.7 | 11.4
Sample (N = 450) · Principals at schools with a school- or district-level BTAM team who used a named, other or locally developed model and were present at initial implementation (Table A.32)
We had enough staff time to implement BTAM. | 3.5 | 21.0 | 20.3 | 44.3 | 10.9
Sample (N = 450) · Principals at schools with a school- or district-level BTAM team who used a named, other or locally developed model and were present at initial implementation (Table A.32)
Our instructional and other school staff clearly understood the goals and reasons for implementing BTAM. | 0.9 | 7.9 | 21.0 | 58.7 | 11.4
Sample (N = 450) · Principals at schools with a school- or district-level BTAM team who used a named, other or locally developed model and were present at initial implementation (Table A.32)
Training opportunities for BTAM team members were readily available. | 2.0 | 13.5 | 18.6 | 49.3 | 16.6
Sample (N = 450) · Principals at schools with a school- or district-level BTAM team who used a named, other or locally developed model and were present at initial implementation (Table A.32)
It was easy to adjust school procedures to integrate BTAM into the way we dealt with student behavior and discipline issues previously. | 0.9 | 5.6 | 17.0 | 62.5 | 13.9
Sample (N = 450) · Principals at schools with a school- or district-level BTAM team who used a named, other or locally developed model and were present at initial implementation (Table A.32)
We were able to use a staged process to implement BTAM so that it integrated smoothly into school systems broadly speaking. | 1.7 | 10.3 | 25.8 | 53.4 | 8.8
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