Most schools have adopted BTAM but there is considerable variability in models used
Even though most schools have adopted BTAM practices, there is still considerable variability in the models they use.
NCIER®
Variability Of Approaches
21 claims on pp. 7–110 (fact 12, conclusion 5, conjecture 4).
Claims about Variability Of Approaches
Schools often blend national programs with local practices, leading to differences in implementation
Schools often blend elements from national programs with local practices, leading to significant differences in implementation.
Flexibility allows local adaptation but creates inconsistencies and challenges in measuring effectiv
Although this flexibility allows adaptation to local needs, it also creates inconsistencies and challenges in measuring effectiveness.
Rapid expansion introduced variability in models, practices and training, which may undermine consis
However, the rapid expansion of BTAM has also introduced significant variability in terms of the models schools are using, operational practices, and training, which may undermine the consistency and effectiveness of these efforts across schools.
Many schools and districts developed their own BTAM models besides private, federal, and state model
Although several entities, such as private organizations, federal government agencies, and U.S. states, have developed BTAM models and frameworks for use by K–12 schools, many schools and districts across the country have also developed their own models and approaches, as this report discusses.
Specific policies differ across states, even within each category
Importantly, specific policies across states differ, even within each category.
Table 3.1: BTAM program easy to adapt to local needs: 5 / 17 / 78
Sample (N = 450) · Principals answering the implementation experience agreement statements
The BTAM program we chose was easy to adapt to our local needs. | 5 | 17 | 78
BTAM funding varies significantly across U.S. states and school districts
Funding for school BTAM teams and programs varies significantly across U.S. states and individual school districts.
BTAM has been recommended for more than two decades; a variety of frameworks have been developed
Because BTAM has been a recommended school safety practice for more than two decades, a variety of different frameworks have been developed to support schools when it comes to implementing BTAM.
Frameworks range from overarching guidance to named models with road maps and rubrics
Frameworks range from overarching guidance for schools to develop their own processes (e.g., from such federal government agencies as the U.S. Secret Service, or state-level school safety agencies) to more specific named models that provide explicit road maps paired with such resources as worksheets and assessment rubrics.
There was no convergence around any particular BTAM model
There was no convergence around any particular model.
Many schools did some planning but few pursued a comprehensive set; potential readiness gaps
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?
Teams are spread across the four operational types
As shown in Table 8.1, BTAM teams at schools across the country are spread across the four different operational types.
There is variability in how schools approach monitoring and follow-up
In sum, there is variability in how schools approach monitoring and follow-up as part of their BTAM programs.
cite page 72 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
Findings suggest most schools track progress but methods and intensity vary widely
These findings suggest that while most schools are taking steps to track progress after interventions are implemented, the methods and intensity of monitoring vary widely.
cite page 72 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
Even though most schools adopted BTAM, there is considerable variability in approaches
Even though most schools have adopted BTAM, there is still considerable variability in the approaches they use.
Variability shows the importance of flexibility but also presents risks
While the variability highlights the importance of schools’ flexibility to choose and adapt models to be appropriate to their school context, it also presents risks.
Inconsistent implementation may lead to uneven outcomes and hard-to-measure effectiveness at scale
In particular, inconsistencies in implementation across schools may lead to uneven outcomes and challenges in measuring program effectiveness at scale.
Talking about BTAM outcomes is talking about outcomes of individual, differently used approaches
It also means that talking about BTAM outcomes is really talking about the outcomes of individual approaches that schools are using somewhat differently from place to
Why inferred The sentence crosses a page break: this quote is the page 109 part and the sentence continues on page 110. Full sentence (pages 109–110): “It also means that talking about BTAM outcomes is really talking about the outcomes of individual approaches that schools are using somewhat differently from place to place.”
Observing outcomes across BTAM programs will internalize and reflect that variability
Observing outcomes across BTAM programs will internalize and reflect that variability.
Discussion: considerable variation in how teams deliver interventions and management plans
There is also considerable variation in how BTAM teams deliver interventions and develop management plans for students.
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