Report page 56

Principals selected which listed actions applied to their school or district BTAM implementation

and asked them to select which, if any, were applicable to their school or district BTAM implementation process.

• Pre Implementation Planning
• Survey Methodology

cite page 56 Ch 7: Why Did Schools Adopt Specific BTAM Models?

Small districts (fewer than 10,000 students) approached adoption somewhat differently

With the caveat that principals in large districts were more likely to report not knowing about the specific actions their school or district took in the lead up to BTAM implementation, principals’ reports suggest that small districts (those serving fewer than 10,000 students) approached adoption somewhat differently from large districts (see Figure 7.2).

• Pre Implementation Planning
• Subgroup Differences

cite page 56 Ch 7: Why Did Schools Adopt Specific BTAM Models?

Small-district principals more likely to consult local law enforcement (48 versus 33 percent)

Sample (n = undeterminable of 451) · Principals answering the pre-implementation actions question

For example, principals of schools in small districts were more likely to report consulting with local law enforcement agencies (48 versus 33 percent, respectively).

• Law Enforcement
• Pre Implementation Planning

cite page 56 Ch 7: Why Did Schools Adopt Specific BTAM Models?

Large-district principals more likely to survey or meet students, parents, community

Conversely, principals in large districts were more likely to indicate that school or district administrators surveyed or met with students, parents, and/or the larger school community.

• Community Partnerships
• Pre Implementation Planning

cite page 56 Ch 7: Why Did Schools Adopt Specific BTAM Models?

Small and large districts may have sought buy-in or collaboration from differing groups

Taken together, these findings suggest that small and large districts may have sought buy-in or collaboration from differing groups before adoption.

• Pre Implementation Planning
• Subgroup Differences

cite page 56 Ch 7: Why Did Schools Adopt Specific BTAM Models?

Large districts more likely to have estimated funding and resource needs and ensured availability

Large districts were also more likely to have spent time estimating funding and other resource levels necessary to implement BTAM and ensuring their availability.

• Funding
• Pre Implementation Planning

cite page 56 Ch 7: Why Did Schools Adopt Specific BTAM Models?

Small districts more outward-facing; large districts more inward-facing in planning

More small districts also engaged in outward-facing activities (e.g., discussing participation with community providers, consulting with law enforcement), whereas more large districts engaged in inward-facing activities (e.g., surveying their [larger population] of school staff

• Pre Implementation Planning
• Subgroup Differences

cite page 56 Ch 7: Why Did Schools Adopt Specific BTAM Models?

Surveyed or met with school staff: small district 29, large district 34 (%)

Sample (N = 451 total; column N not printed) · Principals answering the pre-implementation actions question

Surveyed or met with school staff | 29 | 34

• Pre Implementation Planning

cite page 56 Ch 7: Why Did Schools Adopt Specific BTAM Models?

Surveyed or met with students, parents, community: small district 14, large district 24 (%)

Sample (N = 451 total; column N not printed) · Principals answering the pre-implementation actions question

Surveyed or met with students, parents, and/or the larger school community* | 14 | 24

• Community Partnerships
• Pre Implementation Planning

cite page 56 Ch 7: Why Did Schools Adopt Specific BTAM Models?

Estimated funding and resources: small district 14, large district 24 (%)

Sample (N = 451 total; column N not printed) · Principals answering the pre-implementation actions question

Estimated funding and other resource levels necessary to implement the program and ensured they were available* | 14 | 24

• Funding
• Pre Implementation Planning

cite page 56 Ch 7: Why Did Schools Adopt Specific BTAM Models?

Consulted local law enforcement: small district 48, large district 33 (%)

Sample (N = 451 total; column N not printed) · Principals answering the pre-implementation actions question

Consulted with our local law enforcement organization* | 48 | 33

• Law Enforcement
• Pre Implementation Planning

cite page 56 Ch 7: Why Did Schools Adopt Specific BTAM Models?

Inventoried intervention programs: small district 34, large district 27 (%)

Sample (N = 451 total; column N not printed) · Principals answering the pre-implementation actions question

Inventoried what intervention programs we had available | 34 | 27

• Intervention Menu
• Pre Implementation Planning

cite page 56 Ch 7: Why Did Schools Adopt Specific BTAM Models?

Discussed participation with community and service providers: small district 38, large 28 (%)

Sample (N = 451 total; column N not printed) · Principals answering the pre-implementation actions question

Identified and discussed participation in BTAM with relevant community and service provider organizations (e.g., mental health providers, social service agencies, non-governmental service providers) | 38 | 28

• Community Partnerships
• Pre Implementation Planning

cite page 56 Ch 7: Why Did Schools Adopt Specific BTAM Models?

Figure 7.2 note: actions-before-implementation question (n = 451), select all that apply

This figure depicts response data from the following survey question: “Which of the following actions do you know your school took before implementing its BTAM program?” (n = 451). Respondents were instructed to select all that apply.

• Pre Implementation Planning
• Survey Methodology

cite page 56 Ch 7: Why Did Schools Adopt Specific BTAM Models?

Figure 7.2: 22 percent did not know of actions; 5 percent said none were completed

Sample (N = 451) · Principals answering the pre-implementation actions question

Respondents were also given the following reply options: “I don't know whether any of these actions were taken” (selected by 22 percent of respondents); and “Our school or district administrators did not complete any of these actions” (selected by 5 percent of respondents).

• Pre Implementation Planning

cite page 56 Ch 7: Why Did Schools Adopt Specific BTAM Models?

Figure 7.2 includes only respondents with a team and model present at initial implementation

This figure includes only those who said that their school has a school- or district-level BTAM team; that their team was using a named model that we listed, an “other” model, or a locally created one; and that they were around for the initial implementation of this model.

• Pre Implementation Planning
• Sample

cite page 56 Ch 7: Why Did Schools Adopt Specific BTAM Models?

Figure 7.2 asterisk marks significant small versus large district difference

An asterisk (*) indicates that the percentage of principals in small districts who said their school or district administrators took a specific action before implementing its BTAM program was statistically significantly different from the percentage of principals in large districts who said similarly.

• Pre Implementation Planning
• Subgroup Differences

cite page 56 Ch 7: Why Did Schools Adopt Specific BTAM Models?