Research question 9: How do BTAM teams monitor intervention plans?
How do BTAM teams monitor intervention plans?
NCIER®
Monitoring
75 claims on pp. 22–140 (fact 57, statement 7, evidence 1, conclusion 2, conjecture 4, definition 4).
Claims about Monitoring
BTAM should not end once an intervention plan has been put in place
Behavioral threat management and support should not end once an intervention plan has been put in place.
cite page 70 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
Process should continue to ensure plan is carried out and reduces student risk
Instead, the process should continue to ensure that the intervention plan is being carried out appropriately and that it is successfully reducing the risk posed by a student.
cite page 70 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
Monitoring should ideally continue until team is no longer concerned (NTAC, 2018)
Such monitoring should ideally continue until the BTAM “team is no longer concerned about the student or [their potential] risk for violence” (NTAC, 2018).
cite page 70 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
Monitoring and follow-up to ensure interventions are implemented as directed are critical
Monitoring and follow-up to ensure that interventions and supports are being implemented as directed are therefore critical.
cite page 70 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
96 percent of schools engage in some monitoring after a plan is implemented
Sample (N = 1379) · Teams answering exclusionary discipline and arrest/prosecution questions (Figure 9.2)
As shown in Figure 10.1, virtually all schools (96 percent) said they engage in some sort of monitoring after a student’s behavioral intervention or safety plan has been implemented.
cite page 70 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
Half of schools: BTAM team monitors all cases with a plan and adjusts as needed
Sample (N = 1379) · Teams answering what the BTAM team does after an intervention or safety plan is implemented (Figure 10.1)
Half of schools said their BTAM team actively manages and monitors the progress of all cases where a behavioral or safety plan has been implemented and adjusted as needed.
cite page 70 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
Another 23 percent of schools: BTAM team monitors only some students
Sample (N = 1379) · Teams answering exclusionary discipline and arrest/prosecution questions (Figure 9.2)
Another 23 percent said their BTAM team does this only for some students during the implementation of a behavioral or safety plan.
cite page 70 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
Forty percent of schools lack measurable goals; 60 percent integrate them via active monitoring
Sample (N = 984) · Teams that monitor some or all students progress after intervention plans
Forty percent of schools are not integrating such measurable goals, and 60 percent did report that their BTAM teams engage in some level of active monitoring to integrate measurable goals into intervention
cite page 70 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
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
cite page 71 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
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
cite page 71 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
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
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).
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).
cite page 71 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
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.
cite page 71 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
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.
cite page 71 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
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.
cite page 71 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
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.
cite page 71 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
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?
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).
cite page 71 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
Fig 10.2 Periodic reports from teachers who have direct contact with the student: 65 percent
Sample (N = 984) · Teams that monitor some or all students progress after intervention plans
Periodic reports on progress from . . . | Teachers who have direct contact with the student | 65
cite page 72 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
Fig 10.2 Periodic reports from staff designated to speak with the student regularly: 65 percent
Sample (N = 984) · Teams that monitor some or all students progress after intervention plans
Periodic reports on progress from . . . | Staff designated to speak with the student regularly as part of the plan | 65
cite page 72 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
Fig 10.2 Periodic reports from other school staff: 59 percent
Sample (N = 984) · Teams that monitor some or all students progress after intervention plans
Periodic reports on progress from . . . | Other school staff^a | 59
cite page 72 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
Fig 10.2 Periodic reports from outside providers: 32 percent
Sample (N = 984) · Teams that monitor some or all students progress after intervention plans
Periodic reports on progress from . . . | Outside providers^b | 32
cite page 72 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
Fig 10.2 Revisiting cases when specific events occur: 39 percent
Sample (N = 984) · Teams that monitor some or all students progress after intervention plans
Revisiting cases during regular BTAM meetings . . . | When specific events occur^c | 39
cite page 72 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
Fig 10.2 Revisiting cases at regular time intervals: 38 percent
Sample (N = 984) · Teams that monitor some or all students progress after intervention plans
Revisiting cases during regular BTAM meetings . . . | At regular time intervals | 38
cite page 72 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?
Fig 10.2 survey question on how team monitors progress against a plan (n = 984)
This figure depicts response data from the following survey question: “How does your school or district BTAM team monitor progress against a student intervention/safety plan?” (n = 984).
cite page 72 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
Fig 10.2 includes only schools whose teams actively monitor some or all students
Includes only those who said their school has a school- or district-level BTAM team and that their team engages in active monitoring of some or all students’ progress.
cite page 72 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
Fig 10.2 note a: other school staff, for example counselors
For example, counselors.
cite page 72 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
Fig 10.2 note b: outside providers, for example reports on treatment delivery
For example, reports on treatment delivery.
cite page 72 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
Fig 10.2 note c: specific events, for example a student returning after an absence
For example, when a student returns to school after an absence.
cite page 72 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
Fig 10.2 note d: manual analysis, for example behavioral graphs
For example, use of behavioral graphs to visualize improvements in student behavior.
cite page 72 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
There is variability in how schools approach monitoring and follow-up
In sum, there is variability in how schools approach monitoring and follow-up as part of their BTAM programs.
cite page 72 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
Nearly all schools monitor after an intervention, but BTAM team involvement differs significantly
While nearly all schools engage in some form of monitoring after implementing an intervention or safety plan, the level of involvement by BTAM teams differs significantly from school to school.
cite page 72 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
Findings suggest most schools track progress but methods and intensity vary widely
These findings suggest that while most schools are taking steps to track progress after interventions are implemented, the methods and intensity of monitoring vary widely.
cite page 72 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
Structured goals, case reviews and tracking systems may be better positioned to adjust early
Schools using structured goals, routine case reviews, and formal tracking systems may be better positioned to adjust interventions early and improve long-term outcomes.
cite page 72 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
Broader adoption of consistent monitoring strategies may support greater effectiveness
As BTAM practices mature, broader adoption of consistent monitoring strategies may support greater effectiveness.
cite page 72 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
A.44 We do not monitor the progress of intervention/safety plans after they are implem...: 1.8 / 2.0
Sample (N = 1608 | 1379 by column) · Table A.44 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
We do not monitor the progress of intervention/safety plans after they are implemented. | 1.8 | 2.0
A.44 We rely on teachers, counselors, and others to monitor progress and make adjust...: 25.1 / 24.6
Sample (N = 1608 | 1379 by column) · Table A.44 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
We rely on teachers, counselors, and others to monitor progress and make adjustments to interventions without directly involving the BTAM team. | 25.1 | 24.6
A.44 We actively manage and monitor the progress of some students’ progress and make...: 22.7 / 22.7
Sample (N = 1608 | 1379 by column) · Table A.44 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
We actively manage and monitor the progress of some students’ progress and make adjustments as needed. | 22.7 | 22.7
A.44 We actively manage and monitor the progress of all students’ progress and make ...: 48.1 / 48.9
Sample (N = 1608 | 1379 by column) · Table A.44 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
We actively manage and monitor the progress of all students’ progress and make adjustments as needed. | 48.1 | 48.9
A.44 I don’t know if we monitor intervention progress.: 2.3 / 1.8
Sample (N = 1608 | 1379 by column) · Table A.44 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
I don’t know if we monitor intervention progress. | 2.3 | 1.8
Table A.44 note: Only respondents who said their school has a school- or district-level BTAM team...
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.45 We receive periodic reports on progress from teachers who have direct contact w...: 66.5 / 65.0
Sample (N = 1132 | 984 by column) · Table A.45 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
We receive periodic reports on progress from teachers who have direct contact with the student | 66.5 | 65.0
A.45 We receive periodic reports from staff designated to speak with the student reg...: 65.3 / 64.8
Sample (N = 1132 | 984 by column) · Table A.45 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
We receive periodic reports from staff designated to speak with the student regularly as part of the plan (e.g., check in, check out programs) | 65.3 | 64.8
A.45 We receive periodic reports from other school staff (e.g., counselors): 60.6 / 58.7
Sample (N = 1132 | 984 by column) · Table A.45 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
We receive periodic reports from other school staff (e.g., counselors) | 60.6 | 58.7
A.45 We receive periodic reports on treatment delivery and student progress from out...: 32.3 / 32.3
Sample (N = 1132 | 984 by column) · Table A.45 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
We receive periodic reports on treatment delivery and student progress from outside providers | 32.3 | 32.3
A.45 We revisit cases during our regular BTAM team meetings when specific events occ...: 40.4 / 39.4
Sample (N = 1132 | 984 by column) · Table A.45 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
We revisit cases during our regular BTAM team meetings when specific events occur (e.g., when a student returns to school after an absence) | 40.4 | 39.4
A.45 We revisit cases during our regular BTAM team meetings at regular time intervals: 38.1 / 37.7
Sample (N = 1132 | 984 by column) · Table A.45 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
We revisit cases during our regular BTAM team meetings at regular time intervals | 38.1 | 37.7
A.45 We manually analyze data and track progress (e.g., use behavioral graphs to vis...: 30.4 / 30.6
Sample (N = 1132 | 984 by column) · Table A.45 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
We manually analyze data and track progress (e.g., use behavioral graphs to visualize improvements in student behavior) | 30.4 | 30.6
A.45 We have a specific information/case management system that tracks data on the c...: 14.5 / 15.4
Sample (N = 1132 | 984 by column) · Table A.45 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
We have a specific information/case management system that tracks data on the cases we are monitoring | 14.5 | 15.4
A.45 Other (please specify):: 1.5 / 1.5
Sample (N = 1132 | 984 by column) · Table A.45 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
Other (please specify): | 1.5 | 1.5
Table A.45 note: Respondents were instructed to select all that apply.
Respondents were instructed to select all that apply.
Table A.45 note: Only respondents who said their school has a school- or district-level BTAM team...
Only respondents who said their school has a school- or district-level BTAM team (or an alternative team that performs BTAM-like functions) and one that monitors some or all students’ progress after a behavioral intervention or safety plan has been implemented saw this question.
A.46 No: 38.5 / 39.0
Sample (N = 1132 | 984 by column) · Table A.46 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
No | 38.5 | 39.0
A.46 Yes: 61.5 / 61.0
Sample (N = 1132 | 984 by column) · Table A.46 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
Yes | 61.5 | 61.0
Table A.46 note: Only respondents who said their school has a school- or district-level BTAM team...
Only respondents who said their school has a school- or district-level BTAM team (or an alternative team that performs BTAM-like functions) and one that monitors some or all students’ progress after a behavioral intervention or safety plan has been implemented saw this question.
We conduct after-action reviews of individual cases: 46.4 / 48.1 (weighted pct)
Sample (N = 1602 | 1376 by column) · Table A.57 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
We conduct after-action reviews of individual cases | 46.4 | 48.1
We validate that specific intervention options are bein…: 36.4 / 36.2 (weighted pct)
Sample (N = 1602 | 1376 by column) · Table A.57 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
We validate that specific intervention options are being delivered as designed, by appropriately trained staff, and for the recommended amount of time. | 36.4 | 36.2
We collect and analyze data about how specific interven…: 39.7 / 39.9 (weighted pct)
Sample (N = 1602 | 1376 by column) · Table A.57 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
We collect and analyze data about how specific intervention options are influencing student-level outcomes | 39.7 | 39.9
We periodically assess and revise the menu of intervent…: 29.2 / 29.9 (weighted pct)
Sample (N = 1602 | 1376 by column) · Table A.57 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
We periodically assess and revise the menu of interventions available to the BTAM team | 29.2 | 29.9
We collect and analyze data on student outcomes across…: 27.3 / 28.0 (weighted pct)
Sample (N = 1602 | 1376 by column) · Table A.57 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
We collect and analyze data on student outcomes across all students served by the program to monitor the overall effectiveness of our BTAM efforts | 27.3 | 28.0
We collect and analyze data on student outcomes for dif…: 16.3 / 16.7 (weighted pct)
Sample (N = 1602 | 1376 by column) · Table A.57 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
We collect and analyze data on student outcomes for different student populations (e.g., special education students, neurodiverse students, racial/ethnic minority students, gender and sexual minority students, socioeconomically disadvantaged students) to assess the fairness of our BTAM efforts | 16.3 | 16.7
We collect feedback from students and/or parents/guardi…: 18.5 / 18.7 (weighted pct)
Sample (N = 1602 | 1376 by column) · Table A.57 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
We collect feedback from students and/or parents/guardians of students once their BTAM intervention is complete | 18.5 | 18.7
We collect feedback from students, parents/guardians, a…: 18.6 / 19.2 (weighted pct)
Sample (N = 1602 | 1376 by column) · Table A.57 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
We collect feedback from students, parents/guardians, and/or staff who were the targets or victims of threatening behavior | 18.6 | 19.2
We collect feedback from school staff who have been dir…: 32.2 / 31.8 (weighted pct)
Sample (N = 1602 | 1376 by column) · Table A.57 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
We collect feedback from school staff who have been directly involved in implementing BTAM interventions | 32.2 | 31.8
We carry out training and outreach for the school staff…: 21.9 / 22.8 (weighted pct)
Sample (N = 1602 | 1376 by column) · Table A.57 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
We carry out training and outreach for the school staff and students to maintain knowledge of BTAM and how to refer individuals of concern | 21.9 | 22.8
None of these processes are part of how our BTAM progra…: 14.5 / 13.5 (weighted pct)
Sample (N = 1602 | 1376 by column) · Table A.57 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
None of these processes are part of how our BTAM program operates | 14.5 | 13.5
Table A.57 note: Respondents were instructed to select all that apply.
NOTE: Respondents were instructed to select all that apply.
Table A.57 note: Only respondents who said their school has a school- or district-level BTAM tea…
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.
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