Few schools use systematic data analysis or validate interventions with trained staff
Few schools use systematic data analysis or validate interventions with trained staff.
NCIER®
Data And Records
31 claims on pp. 8–130 (fact 26, statement 2, conjecture 2, definition 1).
Claims about Data And Records
Table 3.1: Existing records and systems easy to use for BTAM: 9 / 17 / 74
Sample (N = 450) · Principals answering the implementation experience agreement statements
Our existing school records and other systems were easy to use in support of BTAM. | 9 | 17 | 74
Some BTAM policies mandate collecting data on individual cases to analyze trends
Some policies related to BTAM also mandate the collection of specific types of data about individual cases, allowing schools to analyze trends and improve their practices over time.
Chapter examines assessment process, data sources used, and transparency
We investigate what the process looks like at schools across the country, what data BTAM teams are using to make decisions about risk of harm, and the level of transparency schools are integrating into the behavioral threat assessment process.
Survey results suggest teams use a variety of information sources to assess risk
Our survey results suggest that BTAM teams use a variety of information sources to assess the risk of harm posed by students referred to the team.
Teams also use many of those sources frequently
Teams also use many of those sources frequently.
Discipline records: every time 60 percent, sometimes 40 percent, never 0 percent
Sample (N = 1395) · Teams answering sources-of-information question
Records: Discipline records^b | 60 | 40 | 0
Special education records: every time 58 percent, sometimes 41 percent, never 1 percent
Sample (N = 1395) · Teams answering sources-of-information question
Special education records | 58 | 41 | 1
Academic records: every time 43 percent, sometimes 55 percent, never 2 percent
Sample (N = 1395) · Teams answering sources-of-information question
Academic records | 43 | 55 | 2
Records from other in-district schools a student attended: every time 38 percent, sometimes 59 perce
Sample (N = 1395) · Teams answering sources-of-information question
Other in-district schools a student attended | 38 | 59 | 2
Footnote b: discipline records include but are not limited to history of prior threats
Including but not limited to history of prior threats.
Fewer principals use records in every assessment; discipline, special education, and academic record
Fewer principals indicated that their teams use various types of records in every threat assessment, but when they do, discipline records, special education records, and academic records top the list of records BTAM teams use most often.
Results suggest teams use other types of records at least some of the time
Results also suggest BTAM teams use other types of records at least some of the time.
Principals said explanations are possible because the process captures detailed rationale and data
Principals indicated that such explanations would be possible because their BTAM process captures detailed information about both the rationale and data behind an assessment.
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).
cite page 71 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
Fig 10.2 Manually analyze data and track progress: 31 percent
Sample (N = 984) · Teams that monitor some or all students progress after intervention plans
Manually analyze data and track progress^d | 31
cite page 72 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
Only a small percentage used systematic data analysis or validation of intervention delivery
Only a small percentage of schools reported that they engaged in review processes that included systematic data analysis or validation of intervention delivery by appropriately trained staff.
A.37 Review st…: 8.1 (Never), 18.7 (Rarely), 34.1 (Sometimes), 23.9 (Frequently), 15.3 (Every time)
Sample (N = 1395) · Teams answering sources-of-information question
Review student’s publicly available social media or online footprint | 8.1 | 18.7 | 34.1 | 23.9 | 15.3
A.37 Discipline…: 0.4 (Never), 1.7 (Rarely), 10.5 (Sometimes), 27.5 (Frequently), 59.8 (Every time)
Sample (N = 1395) · Teams answering sources-of-information question
Discipline records (including but not limited to history of prior threats) | 0.4 | 1.7 | 10.5 | 27.5 | 59.8
A.37 Academic r…: 1.6 (Never), 5.8 (Rarely), 21.9 (Sometimes), 27.7 (Frequently), 43.1 (Every time)
Sample (N = 1395) · Teams answering sources-of-information question
Academic records | 1.6 | 5.8 | 21.9 | 27.7 | 43.1
A.37 Special ed…: 0.8 (Never), 1.8 (Rarely), 14.9 (Sometimes), 24.1 (Frequently), 58.4 (Every time)
Sample (N = 1395) · Teams answering sources-of-information question
Special education records | 0.8 | 1.8 | 14.9 | 24.1 | 58.4
A.37 Records fr…: 2.2 (Never), 6.0 (Rarely), 26.2 (Sometimes), 27.1 (Frequently), 38.4 (Every time)
Sample (N = 1395) · Teams answering sources-of-information question
Records from other schools a student attended previously inside your school district | 2.2 | 6.0 | 26.2 | 27.1 | 38.4
A.37 Records f…: 3.1 (Never), 10.8 (Rarely), 30.5 (Sometimes), 26.6 (Frequently), 29.1 (Every time)
Sample (N = 1395) · Teams answering sources-of-information question
Records from other schools a student attended previously outside your school district | 3.1 | 10.8 | 30.5 | 26.6 | 29.1
A.37 Records f…: 5.4 (Never), 14.7 (Rarely), 37.2 (Sometimes), 22.8 (Frequently), 19.9 (Every time)
Sample (N = 1395) · Teams answering sources-of-information question
Records from outside medical organizations (e.g., mental health service providers) | 5.4 | 14.7 | 37.2 | 22.8 | 19.9
A.37 Records…: 10.9 (Never), 21.0 (Rarely), 34.0 (Sometimes), 18.6 (Frequently), 15.4 (Every time)
Sample (N = 1395) · Teams answering sources-of-information question
Records from outside governmental organizations (e.g., social services agencies; courts) | 10.9 | 21.0 | 34.0 | 18.6 | 15.4
A.37 Law enfo…: 19.2 (Never), 20.9 (Rarely), 28.1 (Sometimes), 15.2 (Frequently), 16.6 (Every time)
Sample (N = 1395) · Teams answering sources-of-information question
Law enforcement records | 19.2 | 20.9 | 28.1 | 15.2 | 16.6
A.37 Other (ple…: 55.9 (Never), 9.9 (Rarely), 13.3 (Sometimes), 9.1 (Frequently), 11.8 (Every time)
Sample (N = 1395) · Teams answering sources-of-information question
Other (please specify) | 55.9 | 9.9 | 13.3 | 9.1 | 11.8
A.37 note: Only respondents who said their school has a school- or district-level BTAM team (or an a
Only respondents who said their school has a school- or district-level BTAM team (or an alternative team that performs BTAM-like functions) saw this question.
A.37 note: Table only includes data from respondents who said their school has a school- or district
Table only includes data from respondents who said their school has a school- or district-level BTAM team, not respondents who said they have an alternative team that performs BTAM-like functions.
A.37 note: Rows may not sum to 100 percent because of rounding.
Sample (no n: a percentage change, not a share of a sample) · a percentage that is not a share of a sample (e.g. a percentage-point change or a weighted estimate of the population)
Rows may not sum to 100 percent because of rounding.
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