0 review or continuous improvement processes: 13 percent of schools
Sample (N = 1376) · Teams answering community support / challenges / processes / training questions
| 0 | 13 |
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NCIER®
Report page 105
Claims on this page
1 review or continuous improvement processes: 21 percent of schools
Sample (N = 1376) · Teams answering community support / challenges / processes / training questions
| 1 | 21 |
cite page 105 Ch 13: Sustaining and Improving BTAM Programs over Time
2 review or continuous improvement processes: 16 percent of schools
Sample (N = 1376) · Teams answering community support / challenges / processes / training questions
| 2 | 16 |
cite page 105 Ch 13: Sustaining and Improving BTAM Programs over Time
3 review or continuous improvement processes: 15 percent of schools
Sample (N = 1376) · Teams answering community support / challenges / processes / training questions
| 3 | 15 |
cite page 105 Ch 13: Sustaining and Improving BTAM Programs over Time
4 review or continuous improvement processes: 13 percent of schools
Sample (N = 1376) · Teams answering community support / challenges / processes / training questions
| 4 | 13 |
cite page 105 Ch 13: Sustaining and Improving BTAM Programs over Time
5 review or continuous improvement processes: 6 percent of schools
Sample (N = 1376) · Teams answering community support / challenges / processes / training questions
| 5 | 6 |
cite page 105 Ch 13: Sustaining and Improving BTAM Programs over Time
6 review or continuous improvement processes: 5 percent of schools
Sample (N = 1376) · Teams answering community support / challenges / processes / training questions
| 6 | 5 |
cite page 105 Ch 13: Sustaining and Improving BTAM Programs over Time
7 review or continuous improvement processes: 4 percent of schools
Sample (N = 1376) · Teams answering community support / challenges / processes / training questions
| 7 | 4 |
cite page 105 Ch 13: Sustaining and Improving BTAM Programs over Time
8 review or continuous improvement processes: 2 percent of schools
Sample (N = 1376) · Teams answering community support / challenges / processes / training questions
| 8 | 2 |
cite page 105 Ch 13: Sustaining and Improving BTAM Programs over Time
9 review or continuous improvement processes: 1 percent of schools
Sample (N = 1376) · Teams answering community support / challenges / processes / training questions
| 9 | 1 |
cite page 105 Ch 13: Sustaining and Improving BTAM Programs over Time
10 review or continuous improvement processes: 2 percent of schools
Sample (N = 1376) · Teams answering community support / challenges / processes / training questions
| 10 | 2 |
cite page 105 Ch 13: Sustaining and Improving BTAM Programs over Time
Figure 13.4 survey item: processes that are part of how BTAM program operates (n = 1,376)
This figure depicts response data from the following survey question: “Which of the following processes are part of how your BTAM program operates?” (n = 1,376).
cite page 105 Ch 13: Sustaining and Improving BTAM Programs over Time
Figure 13.4 respondents instructed to select all that apply
Respondents were instructed to select all that apply.
cite page 105 Ch 13: Sustaining and Improving BTAM Programs over Time
Figure 13.4 includes only principals whose school has a school- or district-level BTAM team
Includes only those who said their school has a school- or district-level BTAM team.
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Figure 13.4 percentages do not sum to 100 percent because of rounding
Sample (no n: a percentage change, not a share of a sample) · a percentage that is not a share of a sample (e.g. a percentage-point change or a weighted estimate of the population)
Percentages do not sum to 100 percent because of rounding.
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Only 22 percent of schools with small BTAM teams validate intervention delivery as designed
Sample (column N undeterminable) · Schools with small BTAM teams
In comparison, only 22 percent of schools with small BTAM teams engaged in these types of activities.
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Larger teams more likely to reassess intervention menus, analyze outcome data, and collect feedback
Schools with larger teams were also more likely to engage in other activities, such as periodic reassessments of the menu of BTAM intervention options, analysis of student outcome data, and collecting feedback from students and parents or guardians at case closure.
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Authors presume larger teams have more capacity to support review activities
We presume that because of their size, larger teams have more capacity to support these sorts of activities.
cite page 105 Ch 13: Sustaining and Improving BTAM Programs over Time
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