Training Source

Maryland and Texas both require BTAM teams but with different emphases (Texas SSC; MCSS)

Although both Maryland and Texas require schools to have BTAM teams, Texas explicitly requires that members of teams have a range of specific types of expertise “to the greatest extent practicable” (Texas School Safety Center, undated), and Maryland emphasizes coordination with the Maryland Center for School Safety (MCSS), which provides training and other resources to K–12 schools in this area (MCSS, undated).

• State Policy Mandates
• Team Composition
• Training Source

cite page 24 Ch 1: Introduction

Early-requirement states provide training to school staff via state agencies or education department

These states also provide training to school staff through either state-level school safety agencies or state departments of education.

• State Policy Mandates
• Training Source

cite page 24 Ch 1: Introduction

One-sixth of schools could not identify readily available training options

Sample (N = 450) · Principals answering the implementation experience agreement statements

One-sixth of schools could also not identify readily available training options.

• Early Implementation Challenges
• Training Source

cite page 34 Ch 3: When Did Schools Establish BTAM Teams?

Table 3.1: Training opportunities readily available: 16 / 19 / 66

Sample (N = 450) · Principals answering the implementation experience agreement statements

Training opportunities for BTAM team members were readily available. | 16 | 19 | 66

• Early Implementation Challenges
• Training Source

cite page 35 Ch 3: When Did Schools Establish BTAM Teams?

Can't get needed training for BTAM team members: 7 percent

Sample (N = 1376) · Teams answering community support / challenges / processes / training questions

Can't get needed training for BTAM team members | 7

• Current Challenges
• Training Source

cite page 103 Ch 13: Sustaining and Improving BTAM Programs over Time

7 percent of schools could not access necessary training; another 7 percent had difficulty funding B

Sample (N = 1376) · Teams answering community support / challenges / processes / training questions

Seven percent of schools also reported not being able to access necessary training, and another 7 percent reported difficulty funding continued BTAM operations.

• Funding
• Training Source

cite page 104 Ch 13: Sustaining and Improving BTAM Programs over Time

10 percent of urban, 7 percent of suburban, 5 percent of rural principals struggled to get needed BT

Sample (column N undeterminable) · Locale groups (urban, suburban, rural) among schools with a BTAM team; each figure is a share of its own locale group

For example, 10 percent of urban school principals said they struggled to get needed BTAM training, as did 7 percent of suburban school principals and 5 percent of rural school principals.

• Subgroup Differences
• Training Source

cite page 104 Ch 13: Sustaining and Improving BTAM Programs over Time

Schools in states without 2019 BTAM legislation or policy more likely to cite training gaps

Schools in states that did not promote BTAM via legislation or non-codified policy in 2019 were also more likely to identify training gaps as an issue, suggesting that some state policies related to BTAM may specifically include providing training to schools at no or reduced cost.

• State Policy Mandates
• Training Source

cite page 104 Ch 13: Sustaining and Improving BTAM Programs over Time

Urban and high-poverty schools particularly likely to report challenges accessing training

Schools located in urban and high-poverty areas are particularly likely to report challenges accessing training, highlighting obstacles that additional funding sources and support could help address.

• Subgroup Differences
• Training Source

cite page 110 Ch 14: Discussion and Implications