BTAM should not end once an intervention plan has been put in place
Behavioral threat management and support should not end once an intervention plan has been put in place.
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NCIER®
Report page 70
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Process should continue to ensure plan is carried out and reduces student risk
Instead, the process should continue to ensure that the intervention plan is being carried out appropriately and that it is successfully reducing the risk posed by a student.
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Monitoring should ideally continue until team is no longer concerned (NTAC, 2018)
Such monitoring should ideally continue until the BTAM “team is no longer concerned about the student or [their potential] risk for violence” (NTAC, 2018).
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Monitoring and follow-up to ensure interventions are implemented as directed are critical
Monitoring and follow-up to ensure that interventions and supports are being implemented as directed are therefore critical.
cite page 70 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
Chapter focuses on the 82 percent of schools with official BTAM teams
Sample (n = 1408 of 1746) · All principals who completed the survey and received a weight (weighted to national K-12 public school principals/schools)
We focus on the 82 percent of schools that stated in the survey they had official BTAM teams.
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96 percent of schools engage in some monitoring after a plan is implemented
Sample (N = 1379) · Teams answering exclusionary discipline and arrest/prosecution questions (Figure 9.2)
As shown in Figure 10.1, virtually all schools (96 percent) said they engage in some sort of monitoring after a student’s behavioral intervention or safety plan has been implemented.
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Active monitoring is usually a direct responsibility of the BTAM team
Usually, this active monitoring is a direct responsibility of the BTAM team.
cite page 70 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
Half of schools: BTAM team monitors all cases with a plan and adjusts as needed
Sample (N = 1379) · Teams answering what the BTAM team does after an intervention or safety plan is implemented (Figure 10.1)
Half of schools said their BTAM team actively manages and monitors the progress of all cases where a behavioral or safety plan has been implemented and adjusted as needed.
cite page 70 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
Another 23 percent of schools: BTAM team monitors only some students
Sample (N = 1379) · Teams answering exclusionary discipline and arrest/prosecution questions (Figure 9.2)
Another 23 percent said their BTAM team does this only for some students during the implementation of a behavioral or safety plan.
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Twenty-five percent of schools rely on teachers, counselors and others without the BTAM team
Sample (N = 1379) · Teams answering what the BTAM team does after an intervention or safety plan is implemented (Figure 10.1)
Twenty-five percent of schools reported that they rely on teachers, counselors, and others to monitor progress and adjust interventions without directly involving the BTAM team.
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District-level teams seem most likely to rely on staff outside the BTAM team
District-level teams seem most likely to rely on school staff outside the BTAM team.
cite page 70 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
37 percent of principals with only a district-level BTAM program rely exclusively on other staff
Sample (n = undeterminable of 1379) · Teams answering exclusionary discipline and arrest/prosecution questions (Figure 9.2)
As shown in Figure 10.1, 37 percent of principals with only a district-level BTAM program said they rely exclusively on other staff for monitoring.
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Presumably district teams prefer school-level staff for monitoring
Presumably, these district-level teams prefer to rely on school-level staff for monitoring, given their more regular, day-to-day contact with the student.
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Large teams with more roles more likely to monitor all students; smaller teams rely on others
Large BTAM teams that include representation of more roles are also more likely to actively monitor all students’ progress, while smaller teams are more likely to rely on teachers, counselors, and others to monitor progress and make adjustments.
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Survey item asked whether plans include measurable goals or thresholds for progress
We asked principals whether the intervention or safety plans that their BTAM teams develop include measurable goals or thresholds for student progress that then inform decisions about any required changes to the plan.
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Forty percent of schools lack measurable goals; 60 percent integrate them via active monitoring
Sample (N = 984) · Teams that monitor some or all students progress after intervention plans
Forty percent of schools are not integrating such measurable goals, and 60 percent did report that their BTAM teams engage in some level of active monitoring to integrate measurable goals into intervention
cite page 70 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
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