Active monitoring is usually a direct responsibility of the BTAM team
Usually, this active monitoring is a direct responsibility of the BTAM team.
cite page 70 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
NCIER®
Monitoring Responsibility
14 claims on pp. 70–72 (fact 10, conclusion 2, conjecture 2).
Claims about Monitoring Responsibility
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?
Twenty-five percent of schools rely on teachers, counselors and others without the BTAM team
Sample (N = 1379) · Teams answering what the BTAM team does after an intervention or safety plan is implemented (Figure 10.1)
Twenty-five percent of schools reported that they rely on teachers, counselors, and others to monitor progress and adjust interventions without directly involving the BTAM team.
cite page 70 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
District-level teams seem most likely to rely on staff outside the BTAM team
District-level teams seem most likely to rely on school staff outside the BTAM team.
cite page 70 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
37 percent of principals with only a district-level BTAM program rely exclusively on other staff
Sample (n = undeterminable of 1379) · Teams answering exclusionary discipline and arrest/prosecution questions (Figure 9.2)
As shown in Figure 10.1, 37 percent of principals with only a district-level BTAM program said they rely exclusively on other staff for monitoring.
cite page 70 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
Presumably district teams prefer school-level staff for monitoring
Presumably, these district-level teams prefer to rely on school-level staff for monitoring, given their more regular, day-to-day contact with the student.
cite page 70 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
Large teams with more roles more likely to monitor all students; smaller teams rely on others
Large BTAM teams that include representation of more roles are also more likely to actively monitor all students’ progress, while smaller teams are more likely to rely on teachers, counselors, and others to monitor progress and make adjustments.
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 District level: all 38, some 16, reliance on others 37, total 91
Sample (n = undeterminable of 1379) · Teams answering exclusionary discipline and arrest/prosecution questions (Figure 9.2)
District level | 38 | 16 | 37 | 91
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?
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?
Most schools rely on BTAM teams to monitor, but almost 25 percent delegate to other school staff
Sample (N = 1379) · Teams answering exclusionary discipline and arrest/prosecution questions (Figure 9.2)
Most schools rely on their BTAM teams to actively manage and monitor student progress, but almost 25 percent delegate this responsibility to other school staff, particularly in cases involving district-level teams or smaller BTAM teams.
cite page 72 Ch 10: How Do BTAM Teams Monitor Intervention Plans?
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