Most schools have already implemented BTAM (see Figure 2.1)
Although most schools around the country have already implemented a BTAM program (see Figure 2.1), we present data on initial implementation for two reasons.
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Claims on this page
Data could help the roughly one in five schools that might still adopt avoid past challenges
First, these data could help the roughly one in five schools that might still adopt and implement an official BTAM program avoid challenges schools have experienced in the past.
Early-challenge data alongside later challenges can show how struggles change as programs mature
Second, presenting data about early implementation challenges alongside data on later challenges can shed light on how schools’ struggles with BTAM might change over time as programs become more established.
Later discussion covers changes since implementation, current challenges, continuous improvement
The discussion then shifts to the changes that schools have made to their BTAM efforts since implementation, challenges they told us they are facing, and the processes they have built into their programs to support continuous improvement efforts.
Schools typically had positive experiences when first implementing their chosen BTAM approach
Schools typically had positive experiences when first implementing their chosen BTAM approach.
At least three-quarters of schools cited community support, easy adaptation, and no cost issues
Sample (N = 450) · Principals answering the implementation experience agreement statements
For example, at least three-quarters of schools said they believe that their school community was supportive of BTAM adoption; that it was relatively easy to adapt their selected BTAM approach and adjust associated school procedures to meet their needs; and that the financial costs of BTAM did not create issues (see Table 3.1).
Data suggest schools can implement a BTAM model successfully with modest support
These data suggest that schools can successfully implement a BTAM model with modest support—even when adapting it to local contexts.
52 percent of schools noted one or more initial implementation challenges
Sample (N = 450) · Principals answering the implementation experience agreement statements
That said, 52 percent of schools did note one or more challenges related to initial implementation.
Among schools with challenges, most reported only one or two
Among those schools that did experience challenges in this phase, most only reported one or two.
Three specific challenges rose to the top, yet relatively few schools experienced them
In reviewing principals’ responses, three specific challenges did rise to the top—even so, relatively few schools experienced them during the initial implementation stage.
A quarter of schools lacked staff time; one-fifth could not find service providers with capacity
Sample (N = 450) · Principals answering the implementation experience agreement statements
A quarter of schools struggled to find the staff time required to implement BTAM, and one-fifth could not identify school and local service providers that had enough capacity to support BTAM efforts (e.g., counselors, mental health treatment providers).
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.
Survey suggests most principals believe implementation proceeded smoothly
Overall, our survey suggests that most principals believe that implementation of their school BTAM program proceeded smoothly.
Smooth implementation could help explain the increase in BTAM adoption over the past decade
The trend could help explain the significant increase in BTAM adoption witnessed over the past decade.
"Working well" question asked of principals present at implementation who saw program as effective
We asked those principals involved in the initial implementation of a specific BTAM program and who perceived that the BTAM program was working effectively at their schools how long it took them to get the BTAM program to the point of “working well.”
Most said one to two years: 38 percent one year, 40 percent two, 11 percent three or four
Sample (N = 439) · Appendix A table base (respondents answering the table question; see note for tables)
Most principals said it took between one and two school years to get to that point, while 38 percent said it took one school year, 40 percent said it took two school years, and 11 percent said it took three or four school years.
Footnote: challenge questions asked only of those using a model and present at implementation
The questions on challenges experienced during the initial implementation phase were only asked to principals who said their team was using a named model that we listed, an “Other” model, or a locally created one and who said they were around for the initial implementation of this model.
Footnote: schools designed their own approaches, so positive experiences are not surprising
Because schools tended to design their own approaches to BTAM, it is not surprising that many typically had positive experiences implementing a program that met their needs (see also Chapter 6 for more details on initial program adoption).
Footnote: 11 percent were not sure how long it took their teams to become effective
Sample (N = 439) · Appendix A table base (respondents answering the table question; see note for tables)
Eleven percent were not sure how long it took for their teams to become effective.
Section discusses schools' challenges when first implementing their chosen BTAM program
In this section, we discuss the extent to which schools told us that they experienced challenges when first implementing their chosen BTAM program.
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