6 claims on pp. 33–136 (fact 3, conjecture 2, definition 1).
For example, a school might conclude that its BTAM program is not serving a specific population of students effectively: An example of such a situation could be students in special education programs being assessed as posing significantly different levels of threat compared with general education students exhibiting similar concerning behavior.
Compared with more ad hoc approaches, structured intervention planning—supported by tools and inventories—may help ensure airer and more consistent outcomes across students.
cite page 63 Ch 9: How Do BTAM Teams Develop Intervention Plans?
For example, special education students, neurodiverse students, race/ethnicity minority students, gender and sexual minority students, socioeconomically disadvantaged students.
cite page 106 Ch 13: Sustaining and Improving BTAM Programs over Time
Sample (N = 1377) · Appendix A table base (respondents answering the table question; see note for tables)
Racial disparities in suspension and expulsion rates | 8.5 | 31.6 | 58.3 | 1.5 | 0.0
Sample (N = 1377) · Appendix A table base (respondents answering the table question; see note for tables)
Gender disparities in suspension and expulsion rates | 7.9 | 27.1 | 63.5 | 1.5 | 0.0
Sample (N = 1377) · Appendix A table base (respondents answering the table question; see note for tables)
Special and general education disparities in suspension and expulsion rates | 7.5 | 35.8 | 53.9 | 2.7 | 0.0
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