Table 3.1: Enough staff time to implement BTAM: 24 / 20 / 55
Sample (N = 450) · Principals answering the implementation experience agreement statements
We had enough staff time to implement BTAM. | 24 | 20 | 55
NCIER®
Report page 35
Claims on this page
Table 3.1: Service providers had enough capacity: 21 / 13 / 67
Sample (N = 450) · Principals answering the implementation experience agreement statements
Our school and local service providers had enough capacity to support our BTAM efforts (e.g., counselors, mental health treatment providers). | 21 | 13 | 67
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
Table 3.1: Staged process integrated smoothly into school systems: 12 / 26 / 62
Sample (N = 450) · Principals answering the implementation experience agreement statements
We were able to use a staged process to implement BTAM so that it integrated smoothly into school systems broadly speaking. | 12 | 26 | 62
Table 3.1: Financial costs did not create any issues: 11 / 15 / 74
Sample (N = 450) · Principals answering the implementation experience agreement statements
The financial costs of implementing BTAM did not create any issues. | 11 | 15 | 74
Table 3.1: No issues sharing information among partners: 10 / 26 / 64
Sample (N = 450) · Principals answering the implementation experience agreement statements
We had no issues sharing information among partners for BTAM purposes (e.g., FERPA or HIPAA did not hinder information-sharing). | 10 | 26 | 64
Table 3.1: Easy to pick the BTAM program from options available: 10 / 40 / 50
Sample (N = 450) · Principals answering the implementation experience agreement statements
It was easy for us to pick the BTAM program we wanted to use from the options available. | 10 | 40 | 50
Table 3.1: Staff clearly understood goals and reasons for BTAM: 9 / 21 / 70
Sample (N = 450) · Principals answering the implementation experience agreement statements
Our instructional and other school staff clearly understood the goals and reasons for implementing BTAM. | 9 | 21 | 70
Table 3.1: Existing records and systems easy to use for BTAM: 9 / 17 / 74
Sample (N = 450) · Principals answering the implementation experience agreement statements
Our existing school records and other systems were easy to use in support of BTAM. | 9 | 17 | 74
Table 3.1: Easy to coordinate with outside partners: 8 / 16 / 75
Sample (N = 450) · Principals answering the implementation experience agreement statements
It was easy to coordinate with relevant outside partners while implementing BTAM (e.g., police, service providers). | 8 | 16 | 75
Table 3.1: Easy to adjust school procedures to integrate BTAM: 7 / 17 / 76
Sample (N = 450) · Principals answering the implementation experience agreement statements
It was easy to adjust school procedures to integrate BTAM into the way we dealt with student behavior and discipline issues previously. | 7 | 17 | 76
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
Table 3.1: Clear BTAM was a better approach than previous ones: 3 / 21 / 76
Sample (N = 450) · Principals answering the implementation experience agreement statements
It was clear BTAM was a better approach to managing student behavior concerns relative to our previous approaches. | 3 | 21 | 76
Table 3.1: BTAM well-matched to culture and leader-staff relationships: 2 / 15 / 82
Sample (N = 450) · Principals answering the implementation experience agreement statements
BTAM was well-matched to our culture and relationships between school leaders and staff. | 2 | 15 | 82
Table 3.1: School community supportive of BTAM adoption: 2 / 35 / 63
Sample (N = 450) · Principals answering the implementation experience agreement statements
Our school community (e.g., parents, students) were supportive of our school’s adoption of BTAM. | 2 | 35 | 63
Table 3.1: School staff supportive of BTAM adoption: 1 / 14 / 85
Sample (N = 450) · Principals answering the implementation experience agreement statements
Our school staff was supportive of our school’s adoption of BTAM. | 1 | 14 | 85
Table 3.1 survey question: agreement with positive BTAM implementation statements (n = 450)
This table depicts response data from the following survey question: “The following table includes a number of positive statements that could describe the implementation of behavioral threat assessment and management (BTAM) in a school. Indicate the extent to which you agree or disagree with each statement as a descriptor of your experience implementing BTAM in your school” (n = 450).
Table 3.1 includes only schools with a BTAM team using a model and present at initial implementation
The table includes only those who said that their school has a school- or district-level BTAM team; their team was using a named model that we listed, an “Other” model, or a locally created one; and they were around for the initial implementation of this model.
FERPA = Family Educational Rights and Privacy Act; HIPAA = Health Insurance Portability Act
FERPA = Family Educational Rights and Privacy Act; HIPAA = Health Insurance Portability and Accountability Act.
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