Research question 3: What is the scope of schools’ BTAM programs?
What is the scope of schools’ BTAM programs?
NCIER®
Grade Level Scope
17 claims on pp. 22–148 (fact 11, statement 1, conjecture 2, definition 3).
Claims about Grade Level Scope
High school principals: 48 percent said external teams do not know much about school environments or
Sample (column N undeterminable) · High school principals served by an external BTAM team
They were more likely than their elementary and middle school counterparts to believe that external teams do not know much about school environments and/or youth populations (48 percent said this) and also less likely than middle school principals to believe that these teams have access to a broader variety of service providers.
Secondary schools more likely than elementary to have more varied personnel on BTAM teams
For example, secondary (middle and high) schools were more likely to have a greater variety of personnel on their teams—including other school administrators beyond the principal, school-based law enforcement, counselors, and social workers—than their elementary counterparts.
Middle and high schools more likely to have school-based law enforcement and other security staff
For example, middle and high schools were more likely to have school-based law enforcement officers and other security staff who are not law enforcement officers present at school.
More secondary than elementary schools have substance use treatment, likely because illicit use rise
Unsurprisingly, more secondary schools have access to substance use treatment options than elementary schools, likely because the percentage of youth reporting they use any illicit substance increases with age (National Institute on Drug Abuse [NIDA], 2023).
cite page 64 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Responses suggest teams rarely use exclusionary discipline, especially at elementary level, but do s
Although principals’ survey responses suggest that BTAM teams rarely use exclusionary discipline measures—especially at the elementary level—they show that teams do still use these options (see Figure 9.1).
cite page 66 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Elementary schools were particularly likely to say they never use exclusionary discipline
Our data also show that elementary schools—whose BTAM teams likely deal with relatively less serious student behavior compared with secondary schools—were particularly likely to say they never use exclusionary discipline for students referred to a BTAM team.
cite page 66 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Some elementary schools said their teams have expelled or referred students to law enforcement with
However, although these practices are less common in elementary schools compared with middle and high schools, some elementary schools said that their BTAM teams have expelled or referred students to law enforcement with some regularity.
cite page 66 Ch 9: How Do BTAM Teams Develop Intervention Plans?
16 scenarios administered: eight elementary and eight secondary
We administered a total of 16 different scenarios, eight of which focused on situations occurring in elementary schools and eight on incidents more relevant to secondary schools.
cite page 74 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Secondary principals most often named an administrator, then a teacher (Scenarios I and K)
Secondary school principals most commonly identified a school administrator as the initial decisionmaker; the second most commonly selected option was a teacher (e.g., in Scenario I [history of misbehavior and academic issues] and Scenario K [physical altercation]).
cite page 77 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Scenarios were scaled to the grade level of students the school serves
The scenarios were scaled to the grade level of students in the schools that principals reported serving.
Principals categorized into grade levels from reported grades served that school year
Principals were first categorized into school grade levels based on their reports of the grade levels of students their schools served in that school year.
Middle grades: school contained grades 7 or 8
Principals were categorized as primarily serving middle grades if their school contained grades 7 or 8.
Elementary: school contained any grades from kindergarten through 6
Principals were categorized as serving primarily elementary grades if their school contained any grades from kindergarten through 6.
High school: school contained any grades from 9 through 12
Principals were categorized as serving primarily high school grades if their school contained any grades from 9 through 12.
Schools serving both elementary and high grades were randomly assigned elementary or high
If principals were in a school that served both elementary and high school grades, they were randomly assigned to be elementary or high.
Mostly elementary schools got elementary scenarios; mostly middle or high got secondary scenarios
Principals in schools serving mostly elementary grades were assigned the elementary scenarios, while principals in schools serving mostly middle or high school grades were assigned the secondary scenarios.
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