Report page 50

Schools in states with 2019 BTAM legislation appear ahead in operating BTAM programs in 2025, in som

schools in states that had already implemented legislation related to BTAM in 2019 appear to be ahead in terms of operating their BTAM programs in 2025, at least in some respects.

• BTAM Program
• State Policy Mandates

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Schools in 2019-legislation states more likely to have multiple organizational and procedural compon

As shown in Figure 5.5, schools in states with specific BTAM legislation in 2019 were more likely to have multiple organizational and procedural components in place for the operation of their BTAM team at the time of our survey.

• SOPs Protocols
• State Policy Mandates

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Components include defining policy documents, written SOPs, and a standard meeting schedule

This includes having defining policy documents, written SOPs, and a standard meeting schedule for their BTAM teams.

• SOPs Protocols
• State Policy Mandates
• Team Meetings

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Schools in 2019-legislation states also more likely to have larger teams, though difference very sma

These schools were also more likely to have larger BTAM teams compared with schools in states that did not address BTAM at all in 2019, though the difference was substantively very small.

• State Policy Mandates
• Team Size

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Schools in 2019-legislation states are out in front of schools where adoption was not promoted

Schools in states that included BTAM in legislation 2019 are now out in front compared with schools in states where adoption of BTAM was not promoted in 2019.

• State Policy Mandates

cite page 50 Ch 5: How Are Schools Operationalizing BTAM?

They are also ahead of schools in states where BTAM was only encouraged, though not to the same degr

They are also ahead of schools in states where BTAM was only encouraged in 2019, though not to the same degree.

• State Policy Mandates

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Schools in 2019-legislation states were not ahead on funding and training

We did identify two areas where schools in states with BTAM legislation in 2019 were not ahead of others that did not: funding and training.

• Funding
• State Policy Mandates
• Training Frequency

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2019-legislation states neither more nor less likely to dedicate funding or annual training

That is, schools in states that included BTAM in legislation in 2019 were neither more nor less likely to dedicate funding or annual training to BTAM than other schools at the time of our survey.

• Funding
• State Policy Mandates
• Training Frequency

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Fig 5.5 Dedicated funding: other states 20, encouraged states 25, early legislation states [unlabele

Sample (N = 423 | 481 | 842 by column) · Figure 5.5 columns: other states, states that encouraged BTAM use only, early legislation states (state policy context 2019)

Dedicated funding | 20 | 25 | [unlabeled]

• State Policy Mandates

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Fig 5.5 Standard meeting schedule: other states 37, encouraged states [unlabeled], early legislation

Sample (N = 423 | 481 | 842 by column) · Figure 5.5 columns: other states, states that encouraged BTAM use only, early legislation states (state policy context 2019)

Standard meeting schedule | 37 | [unlabeled] | 48

• State Policy Mandates

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Fig 5.5 Annual training: other states 43, encouraged states 49, early legislation states [unlabeled]

Sample (N = 423 | 481 | 842 by column) · Figure 5.5 columns: other states, states that encouraged BTAM use only, early legislation states (state policy context 2019)

Annual training | 43 | 49 | [unlabeled]

• State Policy Mandates

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Fig 5.5 Written SOPs: other states 38, encouraged states 46, early legislation states 55

Sample (N = 423 | 481 | 842 by column) · Figure 5.5 columns: other states, states that encouraged BTAM use only, early legislation states (state policy context 2019)

Written SOPs | 38 | 46 | 55

• State Policy Mandates

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Fig 5.5 Defining policy document: other states 37, encouraged states 46, early legislation states 62

Sample (N = 423 | 481 | 842 by column) · Figure 5.5 columns: other states, states that encouraged BTAM use only, early legislation states (state policy context 2019)

Defining policy document | 37 | 46 | 62

• State Policy Mandates

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Fig 5.5 Team composition (average team members): other states 4.9, encouraged states 5.2, early legi

Team composition (average number of team members) | 4.9 | 5.2 | 5.4

• State Policy Mandates

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Fig 5.5 survey items and n = 1,408

This figure depicts response data from the following survey questions: “Does your school or district budget include dedicated funding to support your BTAM program?” “How often does your BTAM team meet?” “How often do the members of your BTAM team receive training and/or professional development related to BTAM?” “Has your school or district established written standard operating procedures (SOPs) for how your BTAM team functions on a day-to-day basis?” “Does your school or district have an explicit policy document that establishes and defines your BTAM program?” and “Which person(s) are regular members of this BTAM team?” (n = 1,408).

• State Policy Mandates
• Survey Methodology

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Fig 5.5 includes only schools with a school- or district-level BTAM team

Includes only those who said their school has a school- or district-level BTAM team.

• Sample

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