Team Roles

Statement [V] p041-17

Survey asked principals which people were BTAM team members from a list of ten roles

Our survey asked principals to indicate which people were members of their BTAM team based on a list of ten different types of roles.

p. 41 · NCIER Claim Map

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

Report page 41 with the cited passage highlighted — Source page 41 · click to enlarge · all claims on this page

Fact [I] p041-18

Figure 5.1: principals name varied school, district and outside individuals as team members

As shown in Figure 5.1, principals indicated that a variety of school- or district-based individuals (and outside individuals) from administrators to mental health providers are part of these

p. 41 · NCIER Claim Map

Why inferred The sentence crosses a page break: this quote is the page 41 part and the sentence continues on page 42. Full sentence (pages 41–42): “As shown in Figure 5.1, principals indicated that a variety of school- or district-based individuals (and outside individuals) from administrators to mental health providers are part of these teams.”

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

Fact [V] p042-01

Fig 5.1 Principal: internal 84, external none, total 84

Sample (N = 1408) · Schools with an official BTAM team (82 percent of sample)

Principal | 84 | | 84

p. 42 · NCIER Claim Map

cite page 42 Ch 5: How Are Schools Operationalizing BTAM?

Report page 42 with the cited passage highlighted — Source page 42 · click to enlarge · all claims on this page

Fact [V] p042-02

Fig 5.1 Other school administrators: internal 69, external none, total 69

Sample (N = 1408) · Schools with an official BTAM team (82 percent of sample)

Other school administrators | 69 | | 69

p. 42 · NCIER Claim Map

cite page 42 Ch 5: How Are Schools Operationalizing BTAM?

Fact [V] p042-03

Fig 5.1 District administrators: internal 36, external none, total 36

Sample (N = 1408) · Schools with an official BTAM team (82 percent of sample)

District administrators | 36 | | 36

p. 42 · NCIER Claim Map

cite page 42 Ch 5: How Are Schools Operationalizing BTAM?

Fact [V] p042-04

Fig 5.1 School-based law enforcement: internal 45, external 7, total 53

Sample (N = 1408) · Schools with a school- or district-level BTAM team answering the Figure 5.1 team-membership question

School-based law enforcement | 45 | 7 | 53

p. 42 · NCIER Claim Map

cite page 42 Ch 5: How Are Schools Operationalizing BTAM?

Fact [V] p042-05

Fig 5.1 Non-school-based law enforcement: internal none, external 13, total 13

Sample (N = 1408) · Schools with an official BTAM team (82 percent of sample)

Non-school-based law enforcement | | 13 | 13

p. 42 · NCIER Claim Map

cite page 42 Ch 5: How Are Schools Operationalizing BTAM?

Fact [V] p042-06

Fig 5.1 Counselor: internal 82, external 3, total 84

Sample (N = 1408) · Schools with a school- or district-level BTAM team answering the Figure 5.1 team-membership question

Counselor | 82 | 3 | 84

p. 42 · NCIER Claim Map

cite page 42 Ch 5: How Are Schools Operationalizing BTAM?

Fact [V] p042-07

Fig 5.1 Social worker: internal 44, external 6, total 50

Sample (N = 1408) · Schools with a school- or district-level BTAM team answering the Figure 5.1 team-membership question

Social worker | 44 | 6 | 50

p. 42 · NCIER Claim Map

cite page 42 Ch 5: How Are Schools Operationalizing BTAM?

Fact [V] p042-08

Fig 5.1 Psychologist: internal 43, external 6, total 49

Sample (N = 1408) · Schools with a school- or district-level BTAM team answering the Figure 5.1 team-membership question

Psychologist | 43 | 6 | 49

p. 42 · NCIER Claim Map

cite page 42 Ch 5: How Are Schools Operationalizing BTAM?

Fact [V] p042-09

Fig 5.1 Instructional staff: internal 45, external none, total 45

Sample (N = 1408) · Schools with an official BTAM team (82 percent of sample)

Instructional staff | 45 | | 45

p. 42 · NCIER Claim Map

cite page 42 Ch 5: How Are Schools Operationalizing BTAM?

Fact [V] p042-10

Fig 5.1 Special education specialist: internal 43, external none, total 43

Sample (N = 1408) · Schools with an official BTAM team (82 percent of sample)

Special education specialist | 43 | | 43

p. 42 · NCIER Claim Map

cite page 42 Ch 5: How Are Schools Operationalizing BTAM?

Fact [V] p042-14

Principals and counselors were the two most common BTAM team members (both 84 percent)

Sample (N = 1408) · Schools with an official BTAM team (82 percent of sample)

By far, the two most common members were principals and counselors (both 84 percent).

p. 42 · NCIER Claim Map

cite page 42 Ch 5: How Are Schools Operationalizing BTAM?

Fact [V] p042-15

Majorities of teams included other administrators (69 percent), school-based law enforcement (53 per

Sample (N = 1408) · Schools with an official BTAM team (82 percent of sample)

However, majorities of school BTAM teams also included other school administrators (69 percent), school-based law enforcement (53 percent), and social workers (50 percent).

p. 42 · NCIER Claim Map

cite page 42 Ch 5: How Are Schools Operationalizing BTAM?

Fact [V] p042-16

Psychologists on 49 percent, instructional staff 45 percent, special education specialists 43 percen

Sample (N = 1408) · Schools with an official BTAM team (82 percent of sample)

Other individuals were also commonly included on BTAM teams, such as school psychologists (49 percent), instructional staff (45 percent), and special education specialists (43 percent).

p. 42 · NCIER Claim Map

cite page 42 Ch 5: How Are Schools Operationalizing BTAM?

Fact [V] p042-17

District administrators on BTAM teams at 36 percent of schools; non-school-based law enforcement at

Sample (N = 1408) · Schools with an official BTAM team (82 percent of sample)

District administrators were included on BTAM teams at 36 percent of schools, and 13 percent of schools included non-school-based law enforcement on their teams.

p. 42 · NCIER Claim Map

cite page 42 Ch 5: How Are Schools Operationalizing BTAM?

Fact [V] p042-19

49 percent of schools had a psychologist on their BTAM teams

Sample (N = 1408) · Schools with an official BTAM team (82 percent of sample)

For example, 49 percent of schools had a psychologist on their BTAM teams.

p. 42 · NCIER Claim Map

cite page 42 Ch 5: How Are Schools Operationalizing BTAM?

Fact [V] p042-20

Majority of schools with a psychologist on team had one on staff full or part time (43 percent of sc

Sample (N = 1408) · Schools with an official BTAM team (82 percent of sample)

The majority of schools with a psychologist on their teams indicated they had a psychologist on staff at school either full time or part time (43 percent of schools overall)

p. 42 · NCIER Claim Map

cite page 42 Ch 5: How Are Schools Operationalizing BTAM?

Fact [V] p043-01

Only 6 percent of schools had a psychologist on their BTAM team but not on staff at their school

Sample (N = 1408) · Schools with an official BTAM team (82 percent of sample)

Only 6 percent of schools noted that they had a psychologist on their BTAM teams but not on staff at their schools

p. 43 · NCIER Claim Map

cite page 43 Ch 5: How Are Schools Operationalizing BTAM?

Report page 43 with the cited passage highlighted — Source page 43 · click to enlarge · all claims on this page

Conjecture [V] p043-18

Principals' reports suggest principals and counselors are most commonly represented roles

Principals’ reports suggest that they and their school counselors are the most commonly represented roles on school BTAM teams.

p. 43 · NCIER Claim Map

cite page 43 Ch 5: How Are Schools Operationalizing BTAM?

Fact [I] p045-14

Principals and counselors likely involved in even smallest teams and in virtually all teams with mor

likely to be involved in even the smallest BTAM teams and are regular members of virtually all BTAM teams with more than four or five members.

p. 45 · NCIER Claim Map

Why inferred The sentence crosses a page break: this quote is the page 45 part and the sentence begins on page 43. Full sentence (pages 43–45): “Principals and counselors are highly likely to be involved in even the smallest BTAM teams and are regular members of virtually all BTAM teams with more than four or five members.” Page 44 holds a callout and Table 5.1; the paragraph resumes on page 45.

cite page 45 Ch 5: How Are Schools Operationalizing BTAM?

Report page 45 with the cited passage highlighted — Source page 45 · click to enlarge · all claims on this page

Fact [V] p045-15

Other school administrators such as assistant principals not typically on very small teams but first

Other school-level administrators, such as assistant principals, are not typically involved in very small BTAM teams but appear to be the first member added as team size increases.

p. 45 · NCIER Claim Map

cite page 45 Ch 5: How Are Schools Operationalizing BTAM?

Fact [V] p045-16

With five or more members, specialized roles are next to be added to teams

When teams have five or more members, personnel in more specialized roles (e.g., special education professionals, school-based law enforcement, school social workers, instructional staff, or school psychologists) are next to be added to BTAM teams.

p. 45 · NCIER Claim Map

cite page 45 Ch 5: How Are Schools Operationalizing BTAM?

Fact [V] p045-17

Specialized personnel rarely on small teams but typically all present once teams have more than five

These personnel are rarely present on small teams but are typically all present once teams have more than five or six members.

p. 45 · NCIER Claim Map

cite page 45 Ch 5: How Are Schools Operationalizing BTAM?

Conjecture [V] p045-18

Principals' responses suggest specialized personnel are not added in any obvious order

Principals’ responses suggest that these personnel are not added to teams in any obvious order.

p. 45 · NCIER Claim Map

cite page 45 Ch 5: How Are Schools Operationalizing BTAM?

Fact [V] p045-19

District administrators tend to be involved only in especially large teams, present about half the t

Meanwhile, district administrators only tend to be involved in especially large teams; even among schools with larger BTAM teams, these personnel are only present about half of the time.

p. 45 · NCIER Claim Map

cite page 45 Ch 5: How Are Schools Operationalizing BTAM?

Fact [V] p045-20

District administrators disproportionately present on district-level teams, not on school-only teams

Unsurprisingly, district administrators are disproportionately present on district-level BTAM teams and do not tend to be involved in teams that exist only at the school level.

p. 45 · NCIER Claim Map

cite page 45 Ch 5: How Are Schools Operationalizing BTAM?

Definition [V] p046-01

Figure 5.3: line chart, likelihood each of ten personnel types is on BTAM team by team size 3 to 8;

Counselor | | | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled]

p. 46 · NCIER Claim Map

cite page 46 Ch 5: How Are Schools Operationalizing BTAM?

Report page 46 with the cited passage highlighted — Source page 46 · click to enlarge · all claims on this page

Fact [V] p046-12

82 percent of respondents selected two roles, 14 percent selected only one

Sample (N = 854) · Appendix A table base (respondents answering the table question; see note for tables)

The vast majority of respondents (82 percent) selected two roles, while 14 percent selected only one.

p. 46 · NCIER Claim Map

cite page 46 Ch 5: How Are Schools Operationalizing BTAM?

Statement [V] p046-15

Principals with law enforcement on team were asked what role those individuals played

Specifically, we asked those principals who included either school-based or non-school-based law enforcement on their school’s BTAM team what role these individuals played on the team.

p. 46 · NCIER Claim Map

cite page 46 Ch 5: How Are Schools Operationalizing BTAM?

Fact [V] p046-16

Authors first examined how many principals said law enforcement play listed roles on BTAM teams

We first examined how many principals responded that law enforcement personnel play the following role(s) on their school BTAM teams:

p. 46 · NCIER Claim Map

cite page 46 Ch 5: How Are Schools Operationalizing BTAM?

Fact [V] p047-01

Law enforcement help decide when safety actions are necessary (64 percent)

Sample (N = 854) · Appendix A table base (respondents answering the table question; see note for tables)

help with decisions about when safety- and security-related actions are necessary (e.g., searching student belongings, implementing schoolwide lock down) (64 percent)

p. 47 · NCIER Claim Map

cite page 47 Ch 5: How Are Schools Operationalizing BTAM?

Report page 47 with the cited passage highlighted — Source page 47 · click to enlarge · all claims on this page

Fact [V] p047-02

Law enforcement provide a public safety perspective (58 percent)

Sample (N = 854) · Appendix A table base (respondents answering the table question; see note for tables)

provide a public safety perspective about school dynamics and student behavior to help assess and manage behavioral concerns (58 percent)

p. 47 · NCIER Claim Map

cite page 47 Ch 5: How Are Schools Operationalizing BTAM?

Fact [V] p047-03

Law enforcement participate to initiate public safety responses (33 percent)

Sample (N = 854) · Appendix A table base (respondents answering the table question; see note for tables)

participate to initiate public safety responses when necessary (e.g., arrest or other criminal justice intervention) (33 percent)

p. 47 · NCIER Claim Map

cite page 47 Ch 5: How Are Schools Operationalizing BTAM?

Fact [V] p047-04

Law enforcement consult on legal repercussions (19 percent)

Sample (N = 854) · Appendix A table base (respondents answering the table question; see note for tables)

consult on the potential legal repercussions of student behavior (19 percent)

p. 47 · NCIER Claim Map

cite page 47 Ch 5: How Are Schools Operationalizing BTAM?

Fact [V] p047-05

Law enforcement provide police and court records (18 percent)

Sample (N = 854) · Appendix A table base (respondents answering the table question; see note for tables)

provide information from police and court records so the team can understand past student behavior (18 percent).

p. 47 · NCIER Claim Map

cite page 47 Ch 5: How Are Schools Operationalizing BTAM?

Fact [V] p047-06

Two predominant law enforcement roles: security decisions (64 percent), public safety (58 percent)

Sample (N = 854) · Appendix A table base (respondents answering the table question; see note for tables)

Two responsibilities were clearly predominant: helping with security-related decisions (64 percent) and providing a public safety perspective to the BTAM process (58 percent).

p. 47 · NCIER Claim Map

cite page 47 Ch 5: How Are Schools Operationalizing BTAM?

Fact [V] p047-07

Forty-two percent of schools: law enforcement only performed one or both predominant roles

Sample (N = 854) · Appendix A table base (respondents answering the table question; see note for tables)

Forty-two percent of schools said their law enforcement personnel only performed one or both of these actions.

p. 47 · NCIER Claim Map

cite page 47 Ch 5: How Are Schools Operationalizing BTAM?

Fact [V] p047-08

46 percent of schools: predominant roles plus a less common role

Sample (N = 854) · Appendix A table base (respondents answering the table question; see note for tables)

Another 46 percent of schools said their law enforcement personnel performed at least one of these roles on their BTAM team but also identified law enforcement as performing one of the less common roles: initiating public safety responses, consulting on legal repercussions, or providing information from police or court records.

p. 47 · NCIER Claim Map

cite page 47 Ch 5: How Are Schools Operationalizing BTAM?

Fact [V] p047-09

12 percent of schools included law enforcement exclusively for the three less common functions

Sample (N = 854) · Appendix A table base (respondents answering the table question; see note for tables)

Only a small minority of schools (12 percent) responded that they included law enforcement on their BTAM team exclusively to perform at least one of these previous three functions.

p. 47 · NCIER Claim Map

cite page 47 Ch 5: How Are Schools Operationalizing BTAM?

Conjecture [V] p047-12

Principals suggest they view law enforcement members primarily as sources of expertise

Rather, the specific activities and responsibilities that principals see as most important for the law enforcement members of their BTAM team suggest they view them primarily as sources of expertise (see, e.g., McKenna and White, 2018).

p. 47 · NCIER Claim Map

cite page 47 Ch 5: How Are Schools Operationalizing BTAM?

Fact [I] p061-01

Consistent with only 18 percent naming police and court records a top-two officer-member role

Sample (N = 854) · Appendix A table base (respondents answering the table question; see note for tables)

with survey responses that examined the role of law enforcement officers who were members of BTAM teams discussed previously, in which only 18 percent indicated that providing information from police and court records was one of the officer-member’s two most important roles.

p. 61 · NCIER Claim Map

Why inferred The sentence crosses a page break: this quote is the page 61 part and the sentence begins on page 60. Full sentence (pages 60–61): “Note that this finding is consistent with survey responses that examined the role of law enforcement officers who were members of BTAM teams discussed previously, in which only 18 percent indicated that providing information from police and court records was one of the officer-member’s two most important roles.”

cite page 61 Ch 8: How Do BTAM Teams Assess Risk of Harm?

Report page 61 with the cited passage highlighted — Source page 61 · click to enlarge · all claims on this page

Fact [V] p062-08

33 percent of principals: team members add elements based on professional expertise and discipline

Sample (N = 1380) · Appendix A table base (respondents answering the table question; see note for tables)

Our BTAM team members recommend elements to add to each intervention plan based on their professional expertise and services from their discipline (e.g., a counselor identifies the types of counseling that should be included in the plan) (33 percent).

p. 62 · NCIER Claim Map

cite page 62 Ch 9: How Do BTAM Teams Develop Intervention Plans?

Report page 62 with the cited passage highlighted — Source page 62 · click to enlarge · all claims on this page

Fact [V] p063-05

Most common approach, chosen by one-third: members bring options from their disciplines

Sample (N = 1380) · Appendix A table base (respondents answering the table question; see note for tables)

The most common approach or option, selected by one-third of respondents, was that BTAM teams rely on their members to “bring intervention options from their individual professional disciplines to the table” during intervention planning.

p. 63 · NCIER Claim Map

cite page 63 Ch 9: How Do BTAM Teams Develop Intervention Plans?

Report page 63 with the cited passage highlighted — Source page 63 · click to enlarge · all claims on this page

Fact [V] p121-01

Table A.21 You (school leader): 84.5 (official + other teams); 84.0 (official only)

Sample (N = 1646 | 1408 by column) · Table A.21 columns: Official BTAM teams and other school-based teams | Official BTAM teams only

You (school leader) | 84.5 | 84.0

p. 121 · NCIER Claim Map

cite page 121 Appendix A: Survey Frequencies

Report page 121 with the cited passage highlighted — Source page 121 · click to enlarge · all claims on this page

Fact [V] p121-02

Table A.21 District administrators: 33.6 (official + other teams); 36.4 (official only)

Sample (N = 1646 | 1408 by column) · Table A.21 columns: Official BTAM teams and other school-based teams | Official BTAM teams only

District administrators | 33.6 | 36.4

p. 121 · NCIER Claim Map

cite page 121 Appendix A: Survey Frequencies

Fact [V] p121-03

Table A.21 Other school administrators besides you: 66.7 (official + other teams); 68.7 (official...

Sample (N = 1646 | 1408 by column) · Table A.21 columns: Official BTAM teams and other school-based teams | Official BTAM teams only

Other school administrators besides you (for example, assistant principal, other senior administrator) | 66.7 | 68.7

p. 121 · NCIER Claim Map

cite page 121 Appendix A: Survey Frequencies

Fact [V] p121-04

Table A.21 School-based law enforcement: 47.6 (official + other teams); 52.6 (official only)

Sample (N = 1646 | 1408 by column) · Table A.21 columns: Official BTAM teams and other school-based teams | Official BTAM teams only

School-based law enforcement (for example, school resource officer) | 47.6 | 52.6

p. 121 · NCIER Claim Map

cite page 121 Appendix A: Survey Frequencies

Fact [V] p121-05

Table A.21 Non-school-based law enforcement: 12.5 (official + other teams); 13.3 (official only)

Sample (N = 1646 | 1408 by column) · Table A.21 columns: Official BTAM teams and other school-based teams | Official BTAM teams only

Non-school-based law enforcement (for example, police officer from local department who is not regularly in the school) | 12.5 | 13.3

p. 121 · NCIER Claim Map

cite page 121 Appendix A: Survey Frequencies

Fact [V] p121-06

Table A.21 Psychologist, whether school-based or external: 46.8 (official + other teams); 48.5 (o...

Sample (N = 1646 | 1408 by column) · Table A.21 columns: Official BTAM teams and other school-based teams | Official BTAM teams only

Psychologist, whether school-based or external | 46.8 | 48.5

p. 121 · NCIER Claim Map

cite page 121 Appendix A: Survey Frequencies

Fact [V] p121-07

Table A.21 Counselor, whether school-based or external: 82.4 (official + other teams); 84.2 (offi...

Sample (N = 1646 | 1408 by column) · Table A.21 columns: Official BTAM teams and other school-based teams | Official BTAM teams only

Counselor, whether school-based or external | 82.4 | 84.2

p. 121 · NCIER Claim Map

cite page 121 Appendix A: Survey Frequencies

Fact [V] p121-08

Table A.21 Social worker, whether school-based or external: 48.2 (official + other teams); 50.2 (...

Sample (N = 1646 | 1408 by column) · Table A.21 columns: Official BTAM teams and other school-based teams | Official BTAM teams only

Social worker, whether school-based or external | 48.2 | 50.2

p. 121 · NCIER Claim Map

cite page 121 Appendix A: Survey Frequencies

Fact [V] p121-09

Table A.21 General instructional staff: 47.5 (official + other teams); 45.2 (official only)

Sample (N = 1646 | 1408 by column) · Table A.21 columns: Official BTAM teams and other school-based teams | Official BTAM teams only

General instructional staff (for example, teacher) | 47.5 | 45.2

p. 121 · NCIER Claim Map

cite page 121 Appendix A: Survey Frequencies

Fact [V] p121-10

Table A.21 Special education specialist: 44.4 (official + other teams); 42.5 (official only)

Sample (N = 1646 | 1408 by column) · Table A.21 columns: Official BTAM teams and other school-based teams | Official BTAM teams only

Special education specialist | 44.4 | 42.5

p. 121 · NCIER Claim Map

cite page 121 Appendix A: Survey Frequencies

Fact [V] p121-11

Table A.21 Other (please specify): 13.7 (official + other teams); 13.6 (official only)

Sample (N = 1646 | 1408 by column) · Table A.21 columns: Official BTAM teams and other school-based teams | Official BTAM teams only

Other (please specify) | 13.7 | 13.6

p. 121 · NCIER Claim Map

cite page 121 Appendix A: Survey Frequencies

Fact [V] p121-12

Table A.21 None of these personnel are members: 0.4 (official + other teams); 0.2 (official only)

Sample (N = 1646 | 1408 by column) · Table A.21 columns: Official BTAM teams and other school-based teams | Official BTAM teams only

None of these personnel are members | 0.4 | 0.2

p. 121 · NCIER Claim Map

cite page 121 Appendix A: Survey Frequencies

Fact [V] p121-13

Table A.21 N: 1,646 (official + other teams); 1,408 (official only)

N | 1,646 | 1,408 |

p. 121 · NCIER Claim Map

cite page 121 Appendix A: Survey Frequencies

Fact [V] p121-16

Table A.22 LE provides public safety perspective: 57.8 (official + other teams); 57.5 (official o...

Sample (N = 914 | 854 by column) · Table A.22 columns: Official BTAM teams and other school-based teams | Official BTAM teams only

Law enforcement provides a public safety perspective about school dynamics and student behavior to help assess and manage behavioral concerns | 57.8 | 57.5

p. 121 · NCIER Claim Map

cite page 121 Appendix A: Survey Frequencies

Fact [V] p121-17

Table A.22 LE provides police/court records information: 17.5 (official + other teams); 17.5 (off...

Sample (N = 914 | 854 by column) · Table A.22 columns: Official BTAM teams and other school-based teams | Official BTAM teams only

Law enforcement provides information from police and court records so the team can understand past student behavior | 17.5 | 17.5

p. 121 · NCIER Claim Map

cite page 121 Appendix A: Survey Frequencies

Fact [V] p121-18

Table A.22 LE helps decide safety/security actions: 64.3 (official + other teams); 64.3 (official...

Sample (N = 914 | 854 by column) · Table A.22 columns: Official BTAM teams and other school-based teams | Official BTAM teams only

Law enforcement helps with decisions about when safety- and security-related actions are necessary (e.g., searching student belongings, implementing schoolwide lock down) | 64.3 | 64.3

p. 121 · NCIER Claim Map

cite page 121 Appendix A: Survey Frequencies

Fact [V] p121-19

Table A.22 LE consults on legal repercussions: 18.9 (official + other teams); 18.8 (official only)

Sample (N = 914 | 854 by column) · Table A.22 columns: Official BTAM teams and other school-based teams | Official BTAM teams only

Law enforcement consults on the potential legal repercussions of student behavior | 18.9 | 18.8

p. 121 · NCIER Claim Map

cite page 121 Appendix A: Survey Frequencies

Fact [V] p121-20

Table A.22 LE initiates public safety responses: 32.4 (official + other teams); 33.2 (official only)

Sample (N = 914 | 854 by column) · Table A.22 columns: Official BTAM teams and other school-based teams | Official BTAM teams only

Law enforcement participates to initiate public safety responses when necessary (e.g., arrest or other criminal justice intervention) | 32.4 | 33.2

p. 121 · NCIER Claim Map

cite page 121 Appendix A: Survey Frequencies

Fact [V] p121-21

Table A.22 N: 914 (official + other teams); 854 (official only)

N | 914 | 854 |

p. 121 · NCIER Claim Map

cite page 121 Appendix A: Survey Frequencies

Every Workplace Attacker Was Known: What the Secret Service Found in 50 Workplace Attacks

Ep 140: Part 2 - What a Teacher Learned from the Marjory Stoneman Douglas / Parkland School Shooting

For Agencies

Logistics

Publications

Data & Standards

Operational Tools

Library

Claims about Team Roles