Locally Developed Models

Schools often blend national programs with local practices, leading to differences in implementation

Schools often blend elements from national programs with local practices, leading to significant differences in implementation.

• Locally Developed Models
• Variability Of Approaches

cite page 7 Summary

Many schools and districts developed their own BTAM models besides private, federal, and state model

Although several entities, such as private organizations, federal government agencies, and U.S. states, have developed BTAM models and frameworks for use by K–12 schools, many schools and districts across the country have also developed their own models and approaches, as this report discusses.

• Locally Developed Models
• Named Models
• Variability Of Approaches

cite page 20 Ch 1: Introduction

Research question 5: Do schools use named BTAM models, to what extent do they modify them, or are th

Do schools use named BTAM models, to what extent do they modify them, or are they building their own models?

• Locally Developed Models
• Named Models

cite page 22 Ch 1: Introduction

Footnote: schools designed their own approaches, so positive experiences are not surprising

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).

• Early Implementation Challenges
• Locally Developed Models

cite page 34 Ch 3: When Did Schools Establish BTAM Teams?

School districts have designed their own individual BTAM models to fit their contexts and needs

Importantly, school districts across the country have also designed their own individual BTAM models to fit their unique contexts and needs.

• Locally Developed Models

cite page 52 Ch 6: What BTAM Models Do Schools Use?

30 percent used a locally developed BTAM model, possibly drawing on other models

Sample (N = 1404) · Teams answering which program the team uses to structure its BTAM approach (Table 6.1)

Specifically, 30 percent said they were using a BTAM model developed locally, potentially drawing on other models and resources to craft a process for use by their specific school or school district.

• Locally Developed Models

cite page 52 Ch 6: What BTAM Models Do Schools Use?

Footnote: no additional information was requested about locally developed programs

We did not ask for additional information about these locally developed programs.

• Limitations
• Locally Developed Models

cite page 52 Ch 6: What BTAM Models Do Schools Use?

Most principals reported their schools used locally developed BTAM models

Instead, most principals reported their schools were using locally developed models.

• Locally Developed Models
• Named Models

cite page 52 Ch 6: What BTAM Models Do Schools Use?

Table 6.1 Locally developed: all 30 pct, not addressed 26, encouraged 33, early legislation 30

Sample (N = 1404 | 423 | 481 | 842 by column) · Table 6.1 columns: All, Not Addressed (other states), States That Encouraged BTAM Use, Early Legislation States

Locally developed program | 30 | 26 | 33 | 30

• Locally Developed Models
• Subgroup Differences

cite page 53 Ch 6: What BTAM Models Do Schools Use?

Schools often borrow selectively from named programs and blend them with local practices

According to principals’ reports, schools often borrow selectively from nationally recognized, named programs and blend elements from these programs with locally developed practices.

• Locally Developed Models
• Named Models

cite page 109 Ch 14: Discussion and Implications

Some schools rely on modified named programs while others opt for fully localized approaches

Schools rely on named programs with modifications tailored to their specific needs, while others opt for fully localized approaches.

• Locally Developed Models
• Named Models

cite page 109 Ch 14: Discussion and Implications