Report page 28

Teaming is essential for implementing BTAM and multi-tiered frameworks such as PBIS (Eber et al., 2019).

In PBIS, the leadership team guides implementation, monitors effectiveness, and provides continuity across contexts (Center on Positive Behavioral Interventions and Supports, 2023).

Similarly, a school’s BTAM team guides implementation by receiving reports about concerning behaviors and situations, gathering additional information, assessing the risk of harm posed and to whom, and developing intervention and management strategies to reduce risk.

Both MTSS/PBIS and BTAM emphasize the multidisciplinary representation of skill sets among team members to ensure that varying points of view are represented and that access to information and resources is broad (see Table 1).

A multidisciplinary team including, but not limited to, representation from: | A multidisciplinary team including, but not limited to, representation from: • General education | • General education • Special education | • Special education • Administration | • Administration • Individuals with SEB expertise (e.g., school counselors, school psychologists) | • Individuals with SEB expertise (e.g., school counselors, school psychologists) • Individuals with mental health expertise | • Individuals with coaching and training expertise • School nurses or health room coordinators | • Members from underserved groups • School safety specialists (e.g., school resource officer) | • Family and student representation • Community partners • Community partners

INTEGRATED REPRESENTATION | INTEGRATED REPRESENTATION • Individuals with detailed knowledge about the school’s current MTSS/PBIS initiative | • Individuals with detailed knowledge about the school’s current BTAM initiative