Policy

Policies specific to BTAM help ensure implementation with fidelity and provide structure, consistenc

Policies and procedures specific to BTAM help ensure that the overall process is implemented with fidelity across individual cases and that policies help provide structure, consistency, and accountability.

• Implementation Fidelity
• Policy

cite page 40 Ch 5: How Are Schools Operationalizing BTAM?

Policies can specify BTAM team composition so multiple perspectives provide input

Policies can touch on various BTAM topics; some policies, for instance, will specify the composition of BTAM teams to ensure that multiple perspectives and experiences provide input into the various BTAM steps.

• Policy
• Team Composition

cite page 40 Ch 5: How Are Schools Operationalizing BTAM?

Team-specific policies can add formality via leadership roles, meeting structure, training requireme

Having policies specific to the BTAM team can also add a degree of formality by specifying leadership roles, details about meeting structure and regularity, and training requirements for team members.

• Policy
• Team Meetings

cite page 40 Ch 5: How Are Schools Operationalizing BTAM?

Some BTAM policies mandate collecting data on individual cases to analyze trends

Some policies related to BTAM also mandate the collection of specific types of data about individual cases, allowing schools to analyze trends and improve their practices over time.

• Data And Records
• Policy

cite page 40 Ch 5: How Are Schools Operationalizing BTAM?

53 percent of schools with BTAM teams have an explicit policy document defining their BTAM program

Sample (N = 1401) · Appendix A table base (respondents answering the table question; see note for tables)

A slight majority of schools (53 percent) with BTAM teams have an explicit policy document that establishes and defines their BTAM program.

• BTAM Program
• Policy

cite page 41 Ch 5: How Are Schools Operationalizing BTAM?

Principals in large districts and majority-students-of-color schools more likely to report defining

Principals in schools in large districts and in schools serving a majority of students of color were more likely than their counterparts to indicate their BTAM program had defining policy documents.

• Policy
• Subgroup Differences

cite page 41 Ch 5: How Are Schools Operationalizing BTAM?

Larger BTAM teams and teams spanning school and district levels more likely to have defining policy

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.

• District Level Team
• Policy
• Team Size

cite page 41 Ch 5: How Are Schools Operationalizing BTAM?

23 percent of principals did not know whether their school's BTAM program had a defining policy docu

Sample (N = 1401) · Appendix A table base (respondents answering the table question; see note for tables)

However, 23 percent of principals did not know whether their school’s BTAM program had a defining policy document.

• Limitations
• Policy

cite page 41 Ch 5: How Are Schools Operationalizing BTAM?

Principals' uncertainty is somewhat concerning; leader often not aware of policy document's content

This is somewhat concerning; if these schools do have policies in place related to BTAM, principals’ responses suggest that the school leader is often not aware of the policy document’s content.

• Implementation Fidelity
• Policy

cite page 41 Ch 5: How Are Schools Operationalizing BTAM?

Principals in schools with only a district-level BTAM team especially likely to be unsure about a po

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.

• District Level Team
• Policy

cite page 41 Ch 5: How Are Schools Operationalizing BTAM?

Required by district policy: other states 28, encouraged 41, early legislation 48* (%)

Sample (N = 452 total; column N not printed) · Principals answering the implementation drivers question

We were required to by school district policy | 28 | 41 | 48*

• Adoption Reasons
• Policy

cite page 55 Ch 7: Why Did Schools Adopt Specific BTAM Models?

Half of schools do not have formal policies guiding their BTAM program and half do not have SOPs

The reality is that half of schools do not have formal policies guiding their BTAM program and half do not have SOPs.

• Policy
• SOPs Protocols

cite page 110 Ch 14: Discussion and Implications

A.33 No: 29.5 (all teams incl. other school-based), 24.1 (official BTAM teams only)

Sample (N = 1636 | 1401 by column) · Table A.33 columns: Official BTAM teams and other school-based teams | Official BTAM teams only

No | 29.5 | 24.1

• BTAM Program
• Policy

cite page 128 Appendix A: Survey Frequencies

A.33 Yes: 47.8 (all teams incl. other school-based), 52.7 (official BTAM teams only)

Sample (N = 1636 | 1401 by column) · Table A.33 columns: Official BTAM teams and other school-based teams | Official BTAM teams only

Yes | 47.8 | 52.7

• BTAM Program
• Policy

cite page 128 Appendix A: Survey Frequencies

A.33 Don’t know: 22.7 (all teams incl. other school-based), 23.2 (official BTAM teams only)

Sample (N = 1636 | 1401 by column) · Table A.33 columns: Official BTAM teams and other school-based teams | Official BTAM teams only

Don’t know | 22.7 | 23.2

• BTAM Program
• Policy

cite page 128 Appendix A: Survey Frequencies

A.33 N: all teams incl. other school-based: N=1,636; official BTAM teams only: N=1,401

N | 1,636 | 1,401

• BTAM Program
• Policy

cite page 128 Appendix A: Survey Frequencies

A.33 note: Only respondents who said their school has a school- or district-level BTAM team (or an a

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.

• Policy

cite page 128 Appendix A: Survey Frequencies