Page 104 | The State of BTAM in K–12 Public Schools: NCIER Claim Map

Conjecture [I] p104-01

External challenges are outside team or school control, potentially explaining why hard to resolve

rather than issues directly under the control of a school BTAM team or the school more generally, potentially explaining why they may be especially difficult to resolve.

p. 104 · NCIER Claim Map

Why inferred The sentence crosses a page break: this quote is the page 104 part and the sentence begins on page 103 (claim p103-08). Full sentence (pages 103–104): “Importantly, these top two challenges relate to external factors rather than issues directly under the control of a school BTAM team or the school more generally, potentially explaining why they may be especially difficult to resolve.”

Current Challenges

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

Fact [V] p104-02

Staffing constraints top internal challenge: 16 percent of schools say it makes BTAM difficult to ma

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

Staffing constraints were identified as the top internal challenge related to BTAM; 16 percent of schools reported that staffing constraints can make BTAM difficult to maintain.

p. 104 · NCIER Claim Map

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

Fact [V] p104-03

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.

p. 104 · NCIER Claim Map

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

Fact [V] p104-04

Staff time was also top concern for principals asked about BTAM initial implementation

Notably, sufficient staff time was also the top concern identified by principals who were asked questions about their experiences during BTAM’s initial implementation phase.

p. 104 · NCIER Claim Map

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

Conjecture [V] p104-05

Staff capacity is likely a perennial concern for schools asked to do more to support students

This suggests that staff capacity is likely a perennial concern for schools asked to do increasingly more to support students.

p. 104 · NCIER Claim Map

Staffing Constraints

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

Fact [V] p104-06

Outside provider capacity was a top concern during initial implementation and remains a top ongoing

The capacity of outside providers (presumably to accommodate students referred by the BTAM team) was also a top concern identified by principals during the initial implementation phase, and it remains as a top ongoing challenge.

p. 104 · NCIER Claim Map

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

Fact [V] p104-07

Schools selected a variety of challenges, none coalescing around a single systemic problem

Importantly, even though schools selected a variety of challenges, they did not coalesce around any single challenge that might indicate more systemic problems operating a BTAM program.

p. 104 · NCIER Claim Map

Current Challenges

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

Fact [V] p104-08

At most, only a minority of schools experienced any one challenge

At most, only a minority of schools experienced any one challenge.

p. 104 · NCIER Claim Map

Current Challenges

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

Conjecture [V] p104-09

School characteristics might be significant in determining the types of challenges schools experienc

This could imply that school characteristics might be significant in determining the types of challenges schools experience when it comes to operating BTAM programs.

p. 104 · NCIER Claim Map

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

Fact [V] p104-10

Limited evidence, small differences, for training and staff-support challenges by school characteris

Although the differences were small, we found some limited evidence for two challenges in particular: (1) training for BTAM team members and (2) reduction in school staff support for a BTAM program.

p. 104 · NCIER Claim Map

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

Fact [V] p104-11

Urban, high-poverty, majority-students-of-color school principals especially likely to report these

Principals of urban schools, high-poverty schools, and schools serving a majority of students of color (highly overlapping categories) were especially likely to report experiencing these two challenges.

p. 104 · NCIER Claim Map

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

Fact [V] p104-12

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.

p. 104 · NCIER Claim Map

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

Conjecture [V] p104-13

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.

p. 104 · NCIER Claim Map

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

Statement [V] p104-14

BTAM teams need a process to identify issues and opportunities for change to improve over time

BTAM teams need a process to identify ongoing issues or opportunities for change with an eye toward improving performance if they want to get better over time; teams that do not proactively seek out such issues or opportunities will likely miss chances to improve outcomes related to BTAM.

p. 104 · NCIER Claim Map

Continuous Improvement

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

Definition [V] p104-15

Principals were asked whether BTAM teams engaged in activities from after-action reviews to feedback

In our survey, we asked principals if their schools’ BTAM teams engaged in any such activities, ranging from after-action reviews of past cases to systematic data analyses across cases and gathering feedback from program participants.

p. 104 · NCIER Claim Map

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

Fact [V] p104-16

87 percent of principals reported their BTAM team engaged in one or more review or continuous improv

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

Overall, 87 percent of principals reported that their school’s BTAM team engaged in one or more of the review or continuous improvement processes included as survey response options.

p. 104 · NCIER Claim Map

Continuous Improvement

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

Fact [V] p104-17

Responses clustered around a handful of processes; very few schools did all or most activities

As shown in Figure 13.4, responses clustered around a handful of review or continuous improvement processes; very few schools engaged in all or even most of the activities we asked about.

p. 104 · NCIER Claim Map

Continuous Improvement

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

Fact [V] p104-18

For any one review activity, only a minority of schools engaged in it

only a minority of schools reported engaging in each action.

p. 104 · NCIER Claim Map

Continuous Improvement

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

Fact [V] p104-19

Most common activity: after-action reviews of individual cases, reported by 48 percent of principals

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

Principals most commonly reported conducting after-action reviews of individual cases (48 percent reported doing so).

p. 104 · NCIER Claim Map

Continuous Improvement

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

Conclusion [V] p104-20

Many schools think about continuous improvement but too few engage in concrete activities

Taken together, these data suggest that, though many schools are thinking about continuous improvement, too few are engaged in concrete activities to better understand how their BTAM teams are operating.

p. 104 · NCIER Claim Map

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

Conjecture [V] p104-21

More support for continuous improvement activities could help schools achieve better safety outcomes

Providing more support to schools so that they can engage in more continuous improvement activities could help them achieve better school safety outcomes over time.

p. 104 · NCIER Claim Map

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

Fact [V] p104-22

Schools with large BTAM teams (more roles) engaged in more review activities than schools with small

Perhaps unsurprisingly, schools with large BTAM teams (meaning teams with more roles represented) engaged in more review and continuous improvement activities, compared with schools with smaller teams (see Figure 13.5).

p. 104 · NCIER Claim Map

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

Fact [I] p104-23

38 percent of schools with large BTAM teams validate intervention options are delivered as designed

Sample (column N undeterminable) · Schools with large BTAM teams

For example, 38 percent of schools with large BTAM teams validate that specific

p. 104 · NCIER Claim Map

Why inferred The sentence crosses a page break: this quote is the page 104 part and the sentence continues on page 105. Full sentence (pages 104–105): “For example, 38 percent of schools with large BTAM teams validate that specific intervention options are being delivered as designed, by appropriately trained staff, and for the amount of time recommended in an intervention plan.”

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

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Claims on this page

External challenges are outside team or school control, potentially explaining why hard to resolve

Staffing constraints top internal challenge: 16 percent of schools say it makes BTAM difficult to ma

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

Staff time was also top concern for principals asked about BTAM initial implementation

Staff capacity is likely a perennial concern for schools asked to do more to support students

Outside provider capacity was a top concern during initial implementation and remains a top ongoing

Schools selected a variety of challenges, none coalescing around a single systemic problem

At most, only a minority of schools experienced any one challenge

School characteristics might be significant in determining the types of challenges schools experienc

Limited evidence, small differences, for training and staff-support challenges by school characteris

Urban, high-poverty, majority-students-of-color school principals especially likely to report these

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

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

BTAM teams need a process to identify issues and opportunities for change to improve over time

Principals were asked whether BTAM teams engaged in activities from after-action reviews to feedback

87 percent of principals reported their BTAM team engaged in one or more review or continuous improv

Responses clustered around a handful of processes; very few schools did all or most activities

For any one review activity, only a minority of schools engaged in it

Most common activity: after-action reviews of individual cases, reported by 48 percent of principals

Many schools think about continuous improvement but too few engage in concrete activities

More support for continuous improvement activities could help schools achieve better safety outcomes

Schools with large BTAM teams (more roles) engaged in more review activities than schools with small

38 percent of schools with large BTAM teams validate intervention options are delivered as designed