12 claims on pp. 75–83 (fact 3, statement 5, definition 4).
Scenario E: In a drawing assignment that asked students to visualize different ways to solve problems, a student draws a graphic picture of someone shooting at a group of people, including details like bleeding and other physical injuries.
cite page 75 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
The teacher mentions previous unsuccessful attempts to contact the student’s family about their academic progress, and that the student had recently appeared withdrawn and sad in class.
cite page 75 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
fixation on violence (graphic picture of someone shooting at a group of people)
cite page 75 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
concerning home context (previous unsuccessful attempts to contact the student’s family)
cite page 75 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
history of academic issues (academic progress)
cite page 75 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
withdrawal or depression (appeared withdrawn and sad in class).
cite page 75 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Sample (n = 126 of 126) · Scenario N respondents (observations)
The only secondary school scenario where principals selected the school counselor as the initial decisionmaker (22 percent of respondents) was Scenario N (violence fixation, withdrawal or depression).
cite page 77 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Sample (n = 126 of 126) · Scenario N respondents (observations)
In this situation, 94 percent of secondary schools reported that their BTAM teams would be involved somehow, either as the party making the initial decision about how to respond to an incident (12 percent of respondents) or by being made aware of the incident later (82 percent of respondents).
cite page 79 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Scenario N: A student notices that another student in class is especially interested in the details of the Columbine High School shooting and the personal history of the students involved. The student repeatedly brings up the attackers by name during discussions with peers and has been searching for information about the incident on their school laptop. The teacher has also noticed that the student has become increasingly withdrawn in class.
cite page 79 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
In Scenario E (violence fixation, history of academic issues, withdrawal or depression, concerning home context), principals indicated they would assess the need for or start programming to help the student build relationships with trusted adults (for example, through regular check-ins or adult mentoring programs).
cite page 83 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Scenario E: In a drawing assignment that asked students to visualize different ways to solve problems, a student draws a graphic picture of someone shooting at a group of people, including details like bleeding and other physical injuries.
cite page 83 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
The teacher mentions previous unsuccessful attempts to contact the student’s family about their academic progress, and that the student had recently appeared withdrawn and sad in class.
cite page 83 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
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