37 claims on pp. 35–126 (fact 28, statement 4, conjecture 5).
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
If they were, we asked why their school or district initially adopted a BTAM approach and about any steps the school or district may have taken prior to implementation.
cite page 54 Ch 7: Why Did Schools Adopt Specific BTAM Models?
Before formally adopting a BTAM model, it is likely that schools (or districts) engaged in a decisionmaking process about whether to do so and, having decided to move forward, about which specific model to adopt.
cite page 55 Ch 7: Why Did Schools Adopt Specific BTAM Models?
Drawing on the published literature describing how schools plan and prepare for the implementation of new programs, and the types of activities that are recommended as part of implementation efforts, we provided principals with a list of actions their school or district administrators may have taken as part of this process
cite page 55 Ch 7: Why Did Schools Adopt Specific BTAM Models?
and asked them to select which, if any, were applicable to their school or district BTAM implementation process.
cite page 56 Ch 7: Why Did Schools Adopt Specific BTAM Models?
With the caveat that principals in large districts were more likely to report not knowing about the specific actions their school or district took in the lead up to BTAM implementation, principals’ reports suggest that small districts (those serving fewer than 10,000 students) approached adoption somewhat differently from large districts (see Figure 7.2).
cite page 56 Ch 7: Why Did Schools Adopt Specific BTAM Models?
Sample (n = undeterminable of 451) · Principals answering the pre-implementation actions question
For example, principals of schools in small districts were more likely to report consulting with local law enforcement agencies (48 versus 33 percent, respectively).
cite page 56 Ch 7: Why Did Schools Adopt Specific BTAM Models?
Conversely, principals in large districts were more likely to indicate that school or district administrators surveyed or met with students, parents, and/or the larger school community.
cite page 56 Ch 7: Why Did Schools Adopt Specific BTAM Models?
Taken together, these findings suggest that small and large districts may have sought buy-in or collaboration from differing groups before adoption.
cite page 56 Ch 7: Why Did Schools Adopt Specific BTAM Models?
Large districts were also more likely to have spent time estimating funding and other resource levels necessary to implement BTAM and ensuring their availability.
cite page 56 Ch 7: Why Did Schools Adopt Specific BTAM Models?
More small districts also engaged in outward-facing activities (e.g., discussing participation with community providers, consulting with law enforcement), whereas more large districts engaged in inward-facing activities (e.g., surveying their [larger population] of school staff
cite page 56 Ch 7: Why Did Schools Adopt Specific BTAM Models?
Sample (N = 451 total; column N not printed) · Principals answering the pre-implementation actions question
Surveyed or met with school staff | 29 | 34
cite page 56 Ch 7: Why Did Schools Adopt Specific BTAM Models?
Sample (N = 451 total; column N not printed) · Principals answering the pre-implementation actions question
Surveyed or met with students, parents, and/or the larger school community* | 14 | 24
cite page 56 Ch 7: Why Did Schools Adopt Specific BTAM Models?
Sample (N = 451 total; column N not printed) · Principals answering the pre-implementation actions question
Estimated funding and other resource levels necessary to implement the program and ensured they were available* | 14 | 24
cite page 56 Ch 7: Why Did Schools Adopt Specific BTAM Models?
Sample (N = 451 total; column N not printed) · Principals answering the pre-implementation actions question
Consulted with our local law enforcement organization* | 48 | 33
cite page 56 Ch 7: Why Did Schools Adopt Specific BTAM Models?
Sample (N = 451 total; column N not printed) · Principals answering the pre-implementation actions question
Inventoried what intervention programs we had available | 34 | 27
cite page 56 Ch 7: Why Did Schools Adopt Specific BTAM Models?
Sample (N = 451 total; column N not printed) · Principals answering the pre-implementation actions question
Identified and discussed participation in BTAM with relevant community and service provider organizations (e.g., mental health providers, social service agencies, non-governmental service providers) | 38 | 28
cite page 56 Ch 7: Why Did Schools Adopt Specific BTAM Models?
This figure depicts response data from the following survey question: “Which of the following actions do you know your school took before implementing its BTAM program?” (n = 451). Respondents were instructed to select all that apply.
cite page 56 Ch 7: Why Did Schools Adopt Specific BTAM Models?
Sample (N = 451) · Principals answering the pre-implementation actions question
Respondents were also given the following reply options: “I don't know whether any of these actions were taken” (selected by 22 percent of respondents); and “Our school or district administrators did not complete any of these actions” (selected by 5 percent of respondents).
cite page 56 Ch 7: Why Did Schools Adopt Specific BTAM Models?
This figure includes only those who said that their school has a school- or district-level BTAM team; that their team was using a named model that we listed, an “other” model, or a locally created one; and that they were around for the initial implementation of this model.
cite page 56 Ch 7: Why Did Schools Adopt Specific BTAM Models?
An asterisk (*) indicates that the percentage of principals in small districts who said their school or district administrators took a specific action before implementing its BTAM program was statistically significantly different from the percentage of principals in large districts who said similarly.
cite page 56 Ch 7: Why Did Schools Adopt Specific BTAM Models?
This could also suggest that smaller districts are having to look outside their immediate school community for buy-in and support, relative to larger districts that are able to draw and depend more on internal resources.
cite page 57 Ch 7: Why Did Schools Adopt Specific BTAM Models?
Sample (N = 451) · Principals answering the pre-implementation actions question
Although only 5 percent of respondents overall said that their school or district administrators engaged in none of the activities we listed, no one option was implemented by more than half of represented schools.
cite page 57 Ch 7: Why Did Schools Adopt Specific BTAM Models?
Sample (N = 451) · Principals answering the pre-implementation actions question
The most common planning activity across schools was to consult with local law enforcement (just over 42 percent of schools did that).
cite page 57 Ch 7: Why Did Schools Adopt Specific BTAM Models?
Sample (N = 451) · Principals answering the pre-implementation actions question
Across the other options, surveying or meeting with students or parents and estimating funding needs were the least common (more than 17 percent reported doing each of those).
cite page 57 Ch 7: Why Did Schools Adopt Specific BTAM Models?
Sample (N = 451) · Principals answering the pre-implementation actions question
Only about 30 percent of schools implemented one of each of the other three types of planning activities (surveying or meeting with staff, inventorying intervention programs, and discussing participation with community organizations and service providers).
cite page 57 Ch 7: Why Did Schools Adopt Specific BTAM Models?
These data suggest that while many schools did engage in some pre-implementation planning, few pursued a comprehensive set of activities, indicating potential gaps in readiness or variability across districts.
cite page 57 Ch 7: Why Did Schools Adopt Specific BTAM Models?
Despite these differences, most schools did not carry out many of these recommended activities when planning for BTAM adoption.
cite page 57 Ch 7: Why Did Schools Adopt Specific BTAM Models?
Sample (N = 475 | 452 by column) · Table A.30 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
Our school or district administrators surveyed or met with school staff | 32.2 | 31.1
Sample (N = 475 | 452 by column) · Table A.30 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
Our school or district administrators surveyed or met with students, parents, and/or the larger school community | 17.5 | 17.1
Sample (N = 475 | 452 by column) · Table A.30 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
Our school or district administrators estimated funding and other resource levels necessary to implement the program and ensured they were available | 18.5 | 17.5
Sample (N = 475 | 452 by column) · Table A.30 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
Our school or district administrators consulted with our local law enforcement organization | 41.0 | 42.5
Sample (N = 475 | 452 by column) · Table A.30 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
Our school or district administrators inventoried what intervention programs we had available | 30.9 | 31.3
Sample (N = 475 | 452 by column) · Table A.30 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
Our school or district administrators identified and discussed participation in BTAM with relevant community and service provider organizations (e.g., mental health providers, social service agencies, non-governmental service providers) | 33.8 | 34.3
Sample (N = 475 | 452 by column) · Table A.30 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
I don’t know whether any of these actions were taken | 22.2 | 22.4
Sample (N = 475 | 452 by column) · Table A.30 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
N/A; Our school or district administrators did not complete any of these actions | 4.7 | 4.9
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