Named Models

Fact [V] p007-23

Most schools have adopted BTAM but there is considerable variability in models used

Even though most schools have adopted BTAM practices, there is still considerable variability in the models they use.

p. 7 · NCIER Claim Map

cite page 7 Summary

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Fact [V] p020-13

Many schools and districts developed their own BTAM models besides private, federal, and state model

Although several entities, such as private organizations, federal government agencies, and U.S. states, have developed BTAM models and frameworks for use by K–12 schools, many schools and districts across the country have also developed their own models and approaches, as this report discusses.

p. 20 · NCIER Claim Map

cite page 20 Ch 1: Introduction

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Statement [V] p022-10

Research question 5: Do schools use named BTAM models, to what extent do they modify them, or are th

Do schools use named BTAM models, to what extent do they modify them, or are they building their own models?

p. 22 · NCIER Claim Map

cite page 22 Ch 1: Introduction

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Definition [V] p033-10

"Adaptation" means adjusting a named model to match local needs

During implementation efforts, such changes are often labeled “adaptation”—adjusting a named model to match local needs.

p. 33 · NCIER Claim Map

cite page 33 Ch 3: When Did Schools Establish BTAM Teams?

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Fact [V] p035-07

Table 3.1: Easy to pick the BTAM program from options available: 10 / 40 / 50

Sample (N = 450) · Principals answering the implementation experience agreement statements

It was easy for us to pick the BTAM program we wanted to use from the options available. | 10 | 40 | 50

p. 35 · NCIER Claim Map

cite page 35 Ch 3: When Did Schools Establish BTAM Teams?

Report page 35 with the cited passage highlighted — Source page 35 · click to enlarge · all claims on this page

Evidence [V] p041-13

Most named BTAM frameworks and some state laws specify minimum team sizes and required disciplines

Most named BTAM frameworks and even some laws or regulations in states requiring or supporting BTAM implementation specify minimum team sizes and specific disciplines that must or should be represented (see, e.g., NTAC, 2018; National Center on Safe Supportive Learning Environments, undated).

p. 41 · NCIER Claim Map

cite page 41 Ch 5: How Are Schools Operationalizing BTAM?

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Evidence [V] p041-14

Models most commonly recommend administration, mental health services and public safety members

Most commonly, BTAM models or implementation guidance recommend including individuals from school administration (e.g., a principal or assistant principal), mental health services (e.g., a counselor or school psychologist), and public safety (e.g., a school resource officer [SRO] or another individual with security expertise).

p. 41 · NCIER Claim Map

cite page 41 Ch 5: How Are Schools Operationalizing BTAM?

Evidence [V] p041-15

A wide variety of other specialists and community members often flagged as additional potential team

That said, a wide variety of other specialists and individuals with community or other knowledge are often flagged as additional potential team members (e.g., instructional staff, special education professionals, among others).

p. 41 · NCIER Claim Map

cite page 41 Ch 5: How Are Schools Operationalizing BTAM?

Evidence [V] p045-22

Many named K–12 BTAM models recommend involving school-based law enforcement, local police or public

Many named BTAM models specific to the K–12 school context recommend involving school-based law enforcement, local police, or other individuals with public safety expertise as team members.

p. 45 · NCIER Claim Map

cite page 45 Ch 5: How Are Schools Operationalizing BTAM?

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Evidence [V] p045-23

Rationale: officers can help keep school safe or provide knowledge such as a prior criminal record

The rationale is that law enforcement officers can assist with decisions about keeping a school safe and secure in the event of a threat or provide access to knowledge that other school-focused professionals do not have (e.g., if a student has a prior criminal record).

p. 45 · NCIER Claim Map

cite page 45 Ch 5: How Are Schools Operationalizing BTAM?

Fact [V] p052-01

BTAM has been recommended for more than two decades; a variety of frameworks have been developed

Because BTAM has been a recommended school safety practice for more than two decades, a variety of different frameworks have been developed to support schools when it comes to implementing BTAM.

p. 52 · NCIER Claim Map

cite page 52 Ch 6: What BTAM Models Do Schools Use?

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Fact [V] p052-02

Frameworks range from overarching guidance to named models with road maps and rubrics

Frameworks range from overarching guidance for schools to develop their own processes (e.g., from such federal government agencies as the U.S. Secret Service, or state-level school safety agencies) to more specific named models that provide explicit road maps paired with such resources as worksheets and assessment rubrics.

p. 52 · NCIER Claim Map

cite page 52 Ch 6: What BTAM Models Do Schools Use?

Fact [V] p052-03

Many named models define in detail each BTAM stage, from assessing risk to student safety plans

Many named models also define in detail how to carry out each stage of the BTAM process, from assessing risk to developing student safety plans.

p. 52 · NCIER Claim Map

cite page 52 Ch 6: What BTAM Models Do Schools Use?

Fact [V] p052-05

Private experts and organizations have designed and published their own BTAM models

Private experts and organizations have also contributed to the field by designing and publishing their own models.

p. 52 · NCIER Claim Map

Named Models

cite page 52 Ch 6: What BTAM Models Do Schools Use?

Evidence [V] p052-06

Prominent, widely used frameworks include those from federal agencies such as NTAC (NTAC, 2018)

Additionally, prominent and widely used frameworks for establishing BTAM in schools include those created by U.S. federal government agencies, such as the U.S. Secret Service’s NTAC (NTAC, 2018).

p. 52 · NCIER Claim Map

cite page 52 Ch 6: What BTAM Models Do Schools Use?

Fact [V] p052-08

As in the previous chapter, analysis stays on the 82 percent of schools with an official BTAM team

Sample (N = 1746) · All principals who completed the survey and received a weight (weighted to national K-12 public school principals/schools)

As in the previous chapter, we remain focused on the 82 percent of schools that told us they had an official BTAM team.

p. 52 · NCIER Claim Map

cite page 52 Ch 6: What BTAM Models Do Schools Use?

Statement [V] p052-09

Survey item on model use: five named models, a model not listed, or a locally developed model

We asked schools whether they used a named model to structure their approach to BTAM, allowing them to select among a list of five named models; specify the name of a model not included in the response options; or indicate that they used a locally developed model that draws on other models and resources to fit their needs.

p. 52 · NCIER Claim Map

cite page 52 Ch 6: What BTAM Models Do Schools Use?

Fact [V] p052-10

A minority of schools (20 pct) reported using an available named BTAM model

Sample (N = 1404) · Teams answering which program the team uses to structure its BTAM approach (Table 6.1)

As shown in Table 6.1, a minority of schools (20 percent) reported using an available named BTAM model.

p. 52 · NCIER Claim Map

Named Models

cite page 52 Ch 6: What BTAM Models Do Schools Use?

Fact [V] p052-11

There was no convergence around any particular BTAM model

There was no convergence around any particular model.

p. 52 · NCIER Claim Map

cite page 52 Ch 6: What BTAM Models Do Schools Use?

Fact [V] p052-13

Another 11 pct reported using a BTAM model not listed in the response options

Sample (N = 1404) · Teams answering which program the team uses to structure its BTAM approach (Table 6.1)

Another 11 percent reported using a BTAM model not listed in the response options.

p. 52 · NCIER Claim Map

Named Models

cite page 52 Ch 6: What BTAM Models Do Schools Use?

Fact [V] p052-16

The chapter investigates which BTAM frameworks or models schools are using

In this chapter, we investigate which BTAM frameworks or models schools are using.

p. 52 · NCIER Claim Map

Named Models

cite page 52 Ch 6: What BTAM Models Do Schools Use?

Statement [V] p052-17

Respondents could also say their school used no defined BTAM model or did not know

Respondents could also indicate that their school did not use a defined model as part of their approach to BTAM or that they did not know.

p. 52 · NCIER Claim Map

cite page 52 Ch 6: What BTAM Models Do Schools Use?

Fact [V] p052-18

Most principals reported their schools used locally developed BTAM models

Instead, most principals reported their schools were using locally developed models.

p. 52 · NCIER Claim Map

cite page 52 Ch 6: What BTAM Models Do Schools Use?

Fact [V] p053-01

Table 6.1 Named models: All 20 pct, Not Addressed 22 pct, Encouraged 13 pct, Early Legis. 23 pct

Sample (N = 1404 | 423 | 481 | 842 by column) · Table 6.1 columns: All, Not Addressed (other states), States That Encouraged BTAM Use, Early Legislation States

Named models | 20 | 22 | 13 | 23

p. 53 · NCIER Claim Map

cite page 53 Ch 6: What BTAM Models Do Schools Use?

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Fact [V] p053-02

Table 6.1 "Other" program: All 11 pct, Not Addressed 8 pct, Encouraged 9 pct, Early Legis. 12 pct

Sample (N = 1404 | 423 | 481 | 842 by column) · Table 6.1 columns: All, Not Addressed (other states), States That Encouraged BTAM Use, Early Legislation States

“Other” program | 11 | 8 | 9 | 12

p. 53 · NCIER Claim Map

cite page 53 Ch 6: What BTAM Models Do Schools Use?

Statement [V] p053-06

Table 6.1 source item: program the team uses to structure its BTAM approach (n = 1,404)

This table depicts response data from the following survey question: “What program does this team currently use to structure its approach to BTAM?” (n = 1,404).

p. 53 · NCIER Claim Map

cite page 53 Ch 6: What BTAM Models Do Schools Use?

Fact [I] p053-09

State-developed frameworks most often cited: Florida, Texas, and Wisconsin models

developed frameworks referenced above, most often the Florida Harm Prevention and Threat Management Model, Texas School Safety Center Threat Assessment Guidelines, and Wisconsin School Threat Assessment and Management Protocol (Florida Department of Education, 2025; Texas School Safety Center, undated; Wisconsin Department of Justice Office of School Safety, 2025).

p. 53 · NCIER Claim Map

Why inferred The sentence crosses a page break: this quote is the page 53 part and the sentence begins on page 52. Full sentence (pages 52–53): “In free-text responses, some of these principals mentioned using the state-developed frameworks referenced above, most often the Florida Harm Prevention and Threat Management Model, Texas School Safety Center Threat Assessment Guidelines, and Wisconsin School Threat Assessment and Management Protocol (Florida Department of Education, 2025; Texas School Safety Center, undated; Wisconsin Department of Justice Office of School Safety, 2025).”

cite page 53 Ch 6: What BTAM Models Do Schools Use?

Fact [V] p053-12

Likelihood of using named models depended on various factors, most notably state policy context

Schools’ likelihood of using named models depended on various factors, most notably their state policy context.

p. 53 · NCIER Claim Map

cite page 53 Ch 6: What BTAM Models Do Schools Use?

Fact [V] p053-13

Schools in states with 2019 legislation were the most likely to use named models

Unsurprisingly, schools in states that already had legislation in 2019 were the most likely to use named models (some states with early legislation included states where named models were developed in their state—e.g., Virginia).

p. 53 · NCIER Claim Map

cite page 53 Ch 6: What BTAM Models Do Schools Use?

Fact [V] p053-14

Named model use still relatively uncommon in early-legislation states, equal to not-addressed states

However, the use of named models was still relatively uncommon even in these states and equal to the likelihood of schools in states that did not address BTAM in 2019 policy.

p. 53 · NCIER Claim Map

cite page 53 Ch 6: What BTAM Models Do Schools Use?

Fact [V] p053-15

States that encouraged but did not mandate BTAM in 2019 were least likely to use named models

Schools in the group of states that encouraged but did not mandate BTAM use in 2019 were the least likely to use named BTAM models.

p. 53 · NCIER Claim Map

cite page 53 Ch 6: What BTAM Models Do Schools Use?

Fact [V] p053-16

Schools with smaller teams, large districts or district-only teams least likely to use named models

Our results also show that schools with smaller BTAM teams, those located in large school districts, and those that only have district-level teams are the least likely to adopt named models.

p. 53 · NCIER Claim Map

cite page 53 Ch 6: What BTAM Models Do Schools Use?

Statement [V] p054-11

Principals were asked about personal involvement in initial implementation of a named or local model

We asked all principals whether they were personally involved in the initial implementation of their school’s BTAM model and whether they reported using a named BTAM model or one that was locally created for their context.

p. 54 · NCIER Claim Map

cite page 54 Ch 7: Why Did Schools Adopt Specific BTAM Models?

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Evidence [V] p059-12

Different BTAM models recommend different information, but virtually all recommend broad data collec

Different BTAM models recommend collecting and using different types of information, but virtually all recommend broad data collection and integrating information from many sources to build the best understanding of student behavior.

p. 59 · NCIER Claim Map

cite page 59 Ch 8: How Do BTAM Teams Assess Risk of Harm?

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Fact [V] p062-04

Many BTAM models differ in specificity of management and support guidance

Many BTAM models differ in the specificity of their guidance for management and support strategies, leaving schools and their safety partners to develop their own approaches.

p. 62 · NCIER Claim Map

cite page 62 Ch 9: How Do BTAM Teams Develop Intervention Plans?

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Fact [V] p109-20

Schools often borrow selectively from named programs and blend them with local practices

According to principals’ reports, schools often borrow selectively from nationally recognized, named programs and blend elements from these programs with locally developed practices.

p. 109 · NCIER Claim Map

cite page 109 Ch 14: Discussion and Implications

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Fact [V] p109-21

Some schools rely on modified named programs while others opt for fully localized approaches

Schools rely on named programs with modifications tailored to their specific needs, while others opt for fully localized approaches.

p. 109 · NCIER Claim Map

cite page 109 Ch 14: Discussion and Implications

Fact [V] p122-08