Sample (N = 1401) · Appendix A table base (respondents answering the table question; see note for tables)
A slight majority of schools (53 percent) with BTAM teams have an explicit policy document that establishes and defines their BTAM program.
Principals in schools in large districts and in schools serving a majority of students of color were more likely than their counterparts to indicate their BTAM program had defining policy documents.
Schools with larger BTAM teams and with teams spanning both the school and district levels—perhaps a proxy for the formality of a BTAM program—were also more likely to have defining policy documents.
Sample (N = 1401) · Appendix A table base (respondents answering the table question; see note for tables)
However, 23 percent of principals did not know whether their school’s BTAM program had a defining policy document.
This is somewhat concerning; if these schools do have policies in place related to BTAM, principals’ responses suggest that the school leader is often not aware of the policy document’s content.
Principals in schools with only a district-level BTAM team were especially likely to report being unsure about whether the program had a defining policy document.
Sample (N = 1400) · Appendix A table base (respondents answering the table question; see note for tables)
About half of schools with BTAM teams (49 percent) have written standard operating procedures (SOPs) that guide team functions.
Similar to the patterns we observed around the existence of defining policy documents, SOPs were more common in schools serving a majority of students of color, in large districts, and in support of large teams and schools with teams at both the school and district levels.
Sample (N = 1400) · Appendix A table base (respondents answering the table question; see note for tables)
One in five principals were not sure whether their school or district had established SOPs for how their BTAM team regularly functions.
Principals in schools that had only district-level BTAM teams were especially unsure about whether these teams functioned according to established SOPs.
The BTAM process relies on a multidisciplinary team of individuals to assess the level of concern appropriate to specific behaviors or threats and make decisions about how to respond.
That is, a BTAM team should bring together individuals with different but complementary expertise to best assess and respond to individual referred cases and student needs.
Most named BTAM frameworks and even some laws or regulations in states requiring or supporting BTAM implementation specify minimum team sizes and specific disciplines that must or should be represented (see, e.g., NTAC, 2018; National Center on Safe Supportive Learning Environments, undated).
Most commonly, BTAM models or implementation guidance recommend including individuals from school administration (e.g., a principal or assistant principal), mental health services (e.g., a counselor or school psychologist), and public safety (e.g., a school resource officer [SRO] or another individual with security expertise).
That said, a wide variety of other specialists and individuals with community or other knowledge are often flagged as additional potential team members (e.g., instructional staff, special education professionals, among others).
Because the number and types of specialists that are part of the team can drive the performance of BTAM teams, team composition and roles that different individuals play on the team were significant focuses of the survey.
Our survey asked principals to indicate which people were members of their BTAM team based on a list of ten different types of roles.
As shown in Figure 5.1, principals indicated that a variety of school- or district-based individuals (and outside individuals) from administrators to mental health providers are part of these
Why inferred The sentence crosses a page break: this quote is the page 41 part and the sentence continues on page 42. Full sentence (pages 41–42): “As shown in Figure 5.1, principals indicated that a variety of school- or district-based individuals (and outside individuals) from administrators to mental health providers are part of these teams.”
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