Report page 71

Fig 10.1 Total: all 49, some 23, reliance on others 25, total 96

Sample (N = 1379) · Teams answering exclusionary discipline and arrest/prosecution questions (Figure 9.2)

Total | 49 | 23 | 25 | 96

• Monitoring
• Monitoring Responsibility

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Fig 10.1 School level: all 43, some 27, reliance on others 28, total 98

Sample (n = undeterminable of 1379) · Teams answering exclusionary discipline and arrest/prosecution questions (Figure 9.2)

School level | 43 | 27 | 28 | 98

• Monitoring
• Monitoring Responsibility

cite page 71 Ch 10: How Do BTAM Teams Monitor Intervention Plans?

Fig 10.1 District level: all 38, some 16, reliance on others 37, total 91

Sample (n = undeterminable of 1379) · Teams answering exclusionary discipline and arrest/prosecution questions (Figure 9.2)

District level | 38 | 16 | 37 | 91

• District Level Team
• Monitoring Responsibility

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Fig 10.1 Both: all 56, some 22, reliance on others 19, total 97

Sample (n = undeterminable of 1379) · Teams answering exclusionary discipline and arrest/prosecution questions (Figure 9.2)

Both | 56 | 22 | 19 | 97

• Monitoring
• Monitoring Responsibility

cite page 71 Ch 10: How Do BTAM Teams Monitor Intervention Plans?

Fig 10.1 survey question on what the team does after a plan is implemented (n = 1,379)

This figure depicts response data from the following survey question: “Which of the following statements best describes what your BTAM team does after a student’s behavioral intervention or safety plan has been implemented?” (n = 1,379).

• Monitoring
• Survey Methodology

cite page 71 Ch 10: How Do BTAM Teams Monitor Intervention Plans?

Fig 10.1 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.

• BTAM Team
• Methodology

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Fig 10.1 bars may not sum to totals because of rounding

Bars may not sum to totals because of rounding.

• Methodology

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No significant differences in developing measurable goals, except schools in large districts

We did not observe significant differences in schools’ likelihood of developing measurable goals across school characteristics, with one exception: schools in large districts were more likely to develop such goals, compared with schools in small districts.

• Measurable Goals
• Subgroup Differences

cite page 71 Ch 10: How Do BTAM Teams Monitor Intervention Plans?

Most schools rely on periodic reports; two-thirds get reports from designated teachers

Sample (N = 984) · Teams that monitor some or all students progress after intervention plans

Most schools rely on periodic reports and updates, including two-thirds that receive periodic reports from designated teachers who have direct contact with the student and regularly speak with the student as part of the plan (e.g., check-in, check-out programs).

• Monitoring

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A majority of schools receive periodic updates from other school staff such as counselors

Fewer—though still a majority—of schools receive periodic updates from other school staff, such as school counselors.

• Monitoring

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One-third receive reports from outside providers, likely because they are in fewer cases

Sample (N = 984) · Teams that monitor some or all students progress after intervention plans

Only one-third receive periodic reports from outside service providers, likely because outside providers are involved in comparatively fewer cases relative to school personnel.

• Monitoring
• Service Provider Capacity

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60 percent of BTAM teams revisit cases during meetings, regularly, by event, or both

Sample (N = 984) · Teams that monitor some or all students progress after intervention plans

In total, 60 percent of BTAM teams revisit cases during their meetings, although schools were split over whether their teams revisited cases at regular time intervals, only when specific events warranted (e.g., when a student returns to school after an absence), or some combination.

• Monitoring
• Team Meetings

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Forty percent of schools reported not revisiting cases at all

Sample (N = 984) · Teams that monitor some or all students progress after intervention plans

Forty percent of schools reported not revisiting cases at all.

• Monitoring

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One-third of principals analyzed data and tracked progress, e.g., behavioral graphs

Sample (N = 984) · Teams that monitor some or all students progress after intervention plans

Meanwhile, one-third of principals reported that they analyzed data and tracked progress as part of their BTAM programs (e.g., they use behavioral graphs to visualize improvements in student behavior).

• Data And Records
• Monitoring

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Slightly more than 15 percent of schools use a formal case management system

Sample (N = 984) · Teams that monitor some or all students progress after intervention plans

Only slightly more than 15 percent of schools reported using a formal case management system that tracks data on the cases monitored by the BTAM team.

• Case Management Systems

cite page 71 Ch 10: How Do BTAM Teams Monitor Intervention Plans?

Principals asked what BTAM teams do as part of active monitoring of student cases (Figure 10.2)

We also asked principals what their BTAM teams are doing as part of their active monitoring of student cases (see Figure 10.2).

• Monitoring
• Survey Methodology

cite page 71 Ch 10: How Do BTAM Teams Monitor Intervention Plans?