20 claims on pp. 8–133 (fact 15, evidence 1, conjecture 2, definition 2).
Although most teams focus on individualized interventions, there are wide differences in decisionmaking processes, resource use, and application of decision support tools.
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.
Sample (N = 1380) · Appendix A table base (respondents answering the table question; see note for tables)
Our BTAM team draws on an inventory of resources available across the school and community to collaboratively choose interventions for an intervention or safety plan (28 percent).
cite page 62 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Sample (N = 1380) · Appendix A table base (respondents answering the table question; see note for tables)
Our BTAM team draws on an inventory of resources and decision support tools that help guide choices among intervention options and match interventions to individual student needs (23 percent).
cite page 62 Ch 9: How Do BTAM Teams Develop Intervention Plans?
The other two approaches/options include building systems and decision aids that help teams design intervention plans, essentially providing a “support system for the team” to build a strong and consistent process for selecting interventions across different students assessed by the team while still developing plans that are consistent for students’ needs.
cite page 63 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Both include building an inventory of interventions that are available to the school, so the team is not reliant on the memory and attendance of individual team members to be aware of what intervention options are available to meet a student’s needs.
cite page 63 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Building such an inventory is a recommended practice in some BTAM models and in other models for school-based behavioral management (e.g., PBIS or MTSS).
cite page 63 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Sample (N = 1380) · Appendix A table base (respondents answering the table question; see note for tables)
Twenty-eight percent of respondents indicated that their teams used such an inventory but did not have additional decision support tools to help them do so.
cite page 63 Ch 9: How Do BTAM Teams Develop Intervention Plans?
The most robust approach/option supplements the intervention inventory with structured decision support tools that help teams select interventions tailored to the student’s needs.
cite page 63 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Sample (N = 1380) · Appendix A table base (respondents answering the table question; see note for tables)
Just under a quarter of respondents (23 percent) indicated that their BTAM team had both an intervention inventory and decision support tool that helped them as they designed intervention plans.
cite page 63 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Compared with more ad hoc approaches, structured intervention planning—supported by tools and inventories—may help ensure airer and more consistent outcomes across students.
cite page 63 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Sample (N = 1380) · Appendix A table base (respondents answering the table question; see note for tables)
Because both of these response options included having an intervention inventory available, taken together they indicate that more than half of schools (51 percent) support intervention planning with an inventory of available intervention options.
cite page 63 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Although most teams emphasize individualized interventions tailored to student needs, there are wide differences in how teams structure their decisionmaking, draw on inventory resources, and use decision support tools.
Sample (N = 1609 | 1380 by column) · Table A.42 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
Our BTAM team has a standard set of actions that it takes for every student assessed as a potential school safety concern | 15.7 | 15.9
Sample (N = 1609 | 1380 by column) · Table A.42 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
Our BTAM team members recommend elements to add to each intervention plan based on their professional expertise and services from their discipline (e.g., a counselor identifies the types of counseling that should be included in the plan) | 34.4 | 33.1
Sample (N = 1609 | 1380 by column) · Table A.42 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
Our BTAM team draws on an inventory of resources available across the school and community to collaboratively choose interventions for an intervention or safety plan | 27.7 | 27.9
Sample (N = 1609 | 1380 by column) · Table A.42 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
Our BTAM team draws on an inventory of resources and decision support tools that help guide choices among intervention options and match interventions to individual student needs | 22.1 | 23.1
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)
Columns may not sum to 100 percent because of rounding.
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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