Page 65 | The State of BTAM in K–12 Public Schools: NCIER Claim Map

Fact [V] p065-01

Supports and safety interventions for the targets or victims of threats: never 1, rarely 5, sometime

Sample (N = 1384) · Teams answering intervention/safety plan components question

Supports and safety interventions for the targets or victims of threats | 1 | 5 | 39 | 55 | 1 | 99 | 99

p. 65 · NCIER Claim Map

cite page 65 Ch 9: How Do BTAM Teams Develop Intervention Plans?

Fact [V] p065-02

Programming to build relationships with trusted adults: never 1, rarely 4, sometimes 42, often 53, n

Sample (N = 1384) · Teams answering intervention/safety plan components question

Programming to build relationships with trusted adults | 1 | 4 | 42 | 53 | 1 | 99 | 99

p. 65 · NCIER Claim Map

cite page 65 Ch 9: How Do BTAM Teams Develop Intervention Plans?

Fact [V] p065-03

Mental health counseling or care: never 1, rarely 3, sometimes 46, often 47, no option 2, available

Sample (N = 1384) · Teams answering intervention/safety plan components question

Mental health counseling or care | 1 | 3 | 46 | 47 | 2 | 98 | 97

p. 65 · NCIER Claim Map

cite page 65 Ch 9: How Do BTAM Teams Develop Intervention Plans?

Fact [V] p065-04

Skill-building services or programs: never 2, rarely 13, sometimes 49, often 34, no option 3, availa

Sample (N = 1384) · Teams answering intervention/safety plan components question

Skill-building services or programs | 2 | 13 | 49 | 34 | 3 | 97 | 96

p. 65 · NCIER Claim Map

cite page 65 Ch 9: How Do BTAM Teams Develop Intervention Plans?

Fact [V] p065-05

Behavioral or movement controls in school: never 2, rarely 14, sometimes 51, often 31, no option 2,

Sample (N = 1384) · Teams answering intervention/safety plan components question

Behavioral or movement controls in school | 2 | 14 | 51 | 31 | 2 | 98 | 96

p. 65 · NCIER Claim Map

cite page 65 Ch 9: How Do BTAM Teams Develop Intervention Plans?

Fact [V] p065-06

Behavioral corrections or discipline: never 2, rarely 7, sometimes 42, often 46, no option 2, availa

Sample (N = 1384) · Teams answering intervention/safety plan components question

Behavioral corrections or discipline | 2 | 7 | 42 | 46 | 2 | 98 | 96

p. 65 · NCIER Claim Map

cite page 65 Ch 9: How Do BTAM Teams Develop Intervention Plans?

Fact [V] p065-07

Programming to build peer relationships and engagement: never 3, rarely 18, sometimes 49, often 27,

Sample (N = 1384) · Teams answering intervention/safety plan components question

Programming to build peer relationships and engagement | 3 | 18 | 49 | 27 | 3 | 97 | 94

p. 65 · NCIER Claim Map

cite page 65 Ch 9: How Do BTAM Teams Develop Intervention Plans?

Fact [V] p065-08

Special education or disability supports: never 3, rarely 16, sometimes 63, often 17, no option 1, a

Sample (N = 1384) · Teams answering intervention/safety plan components question

Special education or disability supports | 3 | 16 | 63 | 17 | 1 | 99 | 96

p. 65 · NCIER Claim Map

cite page 65 Ch 9: How Do BTAM Teams Develop Intervention Plans?

Fact [V] p065-09

Temporary removal from school (suspension): never 3, rarely 20, sometimes 55, often 20, no option 2,

Sample (N = 1384) · Teams answering intervention/safety plan components question

Temporary removal from school (suspension) | 3 | 20 | 55 | 20 | 2 | 98 | 95

p. 65 · NCIER Claim Map

cite page 65 Ch 9: How Do BTAM Teams Develop Intervention Plans?

Fact [V] p065-10

Family support and intervention programming: never 4, rarely 21, sometimes 49, often 17, no option 8

Sample (N = 1384) · Teams answering intervention/safety plan components question

Family support and intervention programming | 4 | 21 | 49 | 17 | 8 | 92 | 88

p. 65 · NCIER Claim Map

cite page 65 Ch 9: How Do BTAM Teams Develop Intervention Plans?

Fact [V] p065-11

Academic or vocational programming: never 6, rarely 30, sometimes 40, often 9, no option 15, availab

Sample (N = 1384) · Teams answering intervention/safety plan components question

Academic or vocational programming | 6 | 30 | 40 | 9 | 15 | 85 | 79

p. 65 · NCIER Claim Map

cite page 65 Ch 9: How Do BTAM Teams Develop Intervention Plans?

Fact [V] p065-12

Law enforcement action or criminal justice action: never 17, rarely 37, sometimes 36, often 7, no op

Sample (N = 1384) · Teams answering intervention/safety plan components question

Law enforcement action or criminal justice action | 17 | 37 | 36 | 7 | 4 | 96 | 80

p. 65 · NCIER Claim Map

cite page 65 Ch 9: How Do BTAM Teams Develop Intervention Plans?

Fact [V] p065-13

Substance use treatment: never 18, rarely 30, sometimes 25, often 5, no option 21, available 79, use

Sample (N = 1384) · Teams answering intervention/safety plan components question

Substance use treatment | 18 | 30 | 25 | 5 | 21 | 79 | 61

p. 65 · NCIER Claim Map

cite page 65 Ch 9: How Do BTAM Teams Develop Intervention Plans?

Fact [V] p065-14

Permanent removal from school (expulsion or relocation): never 30, rarely 38, sometimes 19, often 3,

Sample (N = 1384) · Teams answering intervention/safety plan components question

Permanent removal from school (expulsion or relocation) | 30 | 38 | 19 | 3 | 9 | 91 | 61

p. 65 · NCIER Claim Map

cite page 65 Ch 9: How Do BTAM Teams Develop Intervention Plans?

Statement [V] p065-15

Figure 9.1 note: survey question on use of options in intervention plans (n = 1,384)

NOTE: This figure depicts response data from the following survey question: “When your BTAM team intervenes with a student who is assessed as being at some risk of causing harm to themselves or others, how commonly are the following options part of the resulting intervention or safety plan?” (n = 1,384).

p. 65 · NCIER Claim Map

cite page 65 Ch 9: How Do BTAM Teams Develop Intervention Plans?

Fact [V] p065-16

Figure 9.1 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.

p. 65 · NCIER Claim Map

cite page 65 Ch 9: How Do BTAM Teams Develop Intervention Plans?

Fact [V] p065-17

Figure 9.1 bars may not sum to totals because of rounding

Bars may not sum to totals because of rounding.

p. 65 · NCIER Claim Map

Methodology

cite page 65 Ch 9: How Do BTAM Teams Develop Intervention Plans?

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Claims on this page

Supports and safety interventions for the targets or victims of threats: never 1, rarely 5, sometime

Programming to build relationships with trusted adults: never 1, rarely 4, sometimes 42, often 53, n

Mental health counseling or care: never 1, rarely 3, sometimes 46, often 47, no option 2, available

Skill-building services or programs: never 2, rarely 13, sometimes 49, often 34, no option 3, availa

Behavioral or movement controls in school: never 2, rarely 14, sometimes 51, often 31, no option 2,

Behavioral corrections or discipline: never 2, rarely 7, sometimes 42, often 46, no option 2, availa

Programming to build peer relationships and engagement: never 3, rarely 18, sometimes 49, often 27,

Special education or disability supports: never 3, rarely 16, sometimes 63, often 17, no option 1, a

Temporary removal from school (suspension): never 3, rarely 20, sometimes 55, often 20, no option 2,

Family support and intervention programming: never 4, rarely 21, sometimes 49, often 17, no option 8

Academic or vocational programming: never 6, rarely 30, sometimes 40, often 9, no option 15, availab

Law enforcement action or criminal justice action: never 17, rarely 37, sometimes 36, often 7, no op

Substance use treatment: never 18, rarely 30, sometimes 25, often 5, no option 21, available 79, use

Permanent removal from school (expulsion or relocation): never 30, rarely 38, sometimes 19, often 3,

Figure 9.1 note: survey question on use of options in intervention plans (n = 1,384)

Figure 9.1 includes only schools with a school- or district-level BTAM team

Figure 9.1 bars may not sum to totals because of rounding