9 claims on pp. 20–61 (fact 1, statement 2, conjecture 2, definition 4).
The BTAM process typically includes three stages: referral of a student based on observed behaviors or reported concerns, assessment of whether a student poses a risk of harm, and management of the situation through tailored interventions.
How do BTAM teams assess level of risk for referred cases?
Sample (N = 122) · Appendix A table base (respondents answering the table question; see note for tables)
One-quarter (25 percent) of these respondents said that external teams do not know as much about school environments and/or youth populations relative to school-based stakeholders, which can be problematic when it comes to assessing the level of threat posed by student behavior.
When a case is referred to a BTAM team, the behavioral threat assessment component of BTAM involves gathering information to determine whether a student who engaged in concerning behavior may pose a risk of harm.
The assessment process can be divided into two main stages: (1) gathering information to understand the nature and severity of the concerning behavior or threat and (2) making a judgment about the risk of harm the individual poses to themself or others.
In this chapter, we analyze principals’ responses to questions about the assessment component of their BTAM programs (the management and support component is discussed in the next chapter).
We investigate what the process looks like at schools across the country, what data BTAM teams are using to make decisions about risk of harm, and the level of transparency schools are integrating into the behavioral threat assessment process.
As shown in Figure 8.1, principals’ responses suggest that BTAM teams use a variety of data sources to inform their assessments of risk level.
Because the decisions made by BTAM teams can be high stakes for both the students involved and individuals concerned by student behavior and those potentially affected by any threats, questions may arise about whether decisions made by the team are correct and whether they appropriately and fairly balance student and school community safety needs.
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