Parents are a key part of schools' behavioral threat management processes
Parents are a key part of schools’ behavioral threat management processes.
NCIER®
Parents Families
34 claims on pp. 7–133 (fact 22, statement 1, conclusion 4, conjecture 5, definition 2).
Claims about Parents Families
Only 20 percent of schools directly involve parents in intervention planning; most consult them
Sample (N = 1379) · Appendix A table base (respondents answering the table question; see note for tables)
Although only 20 percent of schools directly involve parents in intervention planning, most consult with them during the process.
One-third of schools identify lack of parent participation as a significant challenge
Sample (N = 1376) · Teams answering the BTAM program challenges question (Figure 13.3; Table A.56)
Parent engagement is seen as crucial to the success of intervention plans, with one-third of schools identifying a lack of parent participation as a significant challenge.
Highlights the importance of family buy-in for effective BTAM implementation
This highlights the importance of family buy-in for effective BTAM implementation.
91 percent of BTAM teams involve parents or guardians; 84 percent involve the referred student
Sample (N = 1379) · Appendix A table base (respondents answering the table question; see note for tables)
According to principals’ reports, 91 percent of school BTAM teams typically involve parents or guardians of the referred student in the intervention and safety planning process; 84 percent also noted involving the referred student in the process.
cite page 63 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Parents and students were generally consulted rather than directly participating in decisions
Principals indicated that parents and students were generally consulted to provide information that informs the team’s decisions, as opposed to directly participating in planning decisions.
cite page 63 Ch 9: How Do BTAM Teams Develop Intervention Plans?
72 percent of schools consulted with parents or guardians; only 19 percent allowed direct participat
Sample (N = 1379) · Appendix A table base (respondents answering the table question; see note for tables)
For example, 72 percent of schools consulted with parents or guardians, but only 19 percent allowed parents to directly participate in planning decisions.
cite page 63 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Parents add value, but trained BTAM team members select interventions
In short, although parents provide added value to the intervention planning process thanks to their knowledge, awareness, and buy-in, principals confirmed that trained BTAM team members are responsible for ultimately selecting appropriate interventions and supports.
cite page 63 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Presumably cost influences the likelihood a student receives an intervention
Presumably, the cost of an intervention will influence the likelihood of a student receiving that intervention, especially if borne by the student and the student’s family, and could be an insurmountable barrier for some families.
cite page 67 Ch 9: How Do BTAM Teams Develop Intervention Plans?
Scenario E vignette: teacher notes unreachable family and withdrawn, sad student
The teacher mentions previous unsuccessful attempts to contact the student’s family about their academic progress, and that the student had recently appeared withdrawn and sad in class.
cite page 75 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Parent consultation or home visit most common in 13 of 16 scenarios, second in the other three
in the vast majority of scenarios (13 out of 16 scenarios), a parent consultation or home visit was the most commonly selected intervention; it was the second most common intervention in the remaining three scenarios.
cite page 82 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Bringing parents in may be the number one action schools take in response to any incident
This suggests that bringing parents into the process of responding to student behavioral concerns is the number one action schools take in response to any type of incident, whether it be low-level behavior issues or very serious threats.
cite page 82 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Function of a home visit and who performs it may differ across incident types
The function of a home visit and who performs that visit may differ across incident types.
cite page 83 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
For lower-risk incidents parental consultation might be a phone call by the principal
For lower-risk incidents with limited indicators of potential violence and no concern about weapon access, parental consultation might be a phone call made by the principal.
cite page 83 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
At least 80 percent of schools consult parents or visit homes regardless of severity or grade level
Sample (N = None) · Figure 11.4 columns: low-severity observations | high-severity observations
regardless of incident severity or grade level, at least 80 percent of schools consult with parents or guardians or conduct a home visit.
cite page 84 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Scenario B: family declined staff suggestion of supports for neurodiverse learners
Last school year, the family declined staff suggestions that the student might benefit from supports for neurodiverse learners.
cite page 86 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.8 shows heavy weight of parental involvement and situational relevance of target or...
Grouped by intervention type, Figure 11.8 shows the heavy weight of parental involvement across situations and the situational relevance of target or victim support (because not all scenarios involved specifically identified targets of a threat).
cite page 91 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.8, Parent consultation or home visit (Notification): cell values for Scenarios A-P shown o
Parent consultation or home visit | [unlabeled] | [unlabeled]
cite page 92 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.8, Family support and intervention programming (Support-focused): cell values for Scenario
Family support and intervention programming | [unlabeled] | [unlabeled]
cite page 92 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 13.3 note a: parents unable to support, for example because of costs
For example, because of costs.
cite page 103 Ch 13: Sustaining and Improving BTAM Programs over Time
Parents are a key part of schools’ behavioral threat management processes
Parents are a key part of schools’ behavioral threat management processes.
Only 20 percent of schools directly involve parents in planning; most consult them
Sample (n = undeterminable of 1384) · Teams answering intervention/safety plan components question
Though our survey results show that only 20 percent of schools directly involve parents in the intervention and support planning process, an overwhelming majority consult parents as part of this process.
Schools are not planning interventions in isolation; parent buy-in is key to success
This suggests that schools are not conducting intervention planning in isolation and that parent buy-in is key to the success of an intervention plan.
A.39 No, because our BTA…: 7.8 (all teams incl. other school-based), 7.4 (official BTAM teams only)
Sample (N = 1623 | 1392 by column) · Table A.39 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
No, because our BTAM files and deliberations are closed. We cannot share any information with parents, guardians, or other third-parties. | 7.8 | 7.4
A.39 Potentially, but…: 17.5 (all teams incl. other school-based), 16.1 (official BTAM teams only)
Sample (N = 1623 | 1392 by column) · Table A.39 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
Potentially, but it would be difficult because of how much our process differs from case to case. | 17.5 | 16.1
A.39 Potentially, but…: 16.9 (all teams incl. other school-based), 15.9 (official BTAM teams only)
Sample (N = 1623 | 1392 by column) · Table A.39 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
Potentially, but could be difficult because assessments are the result of verbal deliberations among our BTAM team members. | 16.9 | 15.9
A.39 Yes, because our…: 57.8 (all teams incl. other school-based), 60.6 (official BTAM teams only)
Sample (N = 1623 | 1392 by column) · Table A.39 columns: Official BTAM teams and other school-based teams | Official BTAM teams only
Yes, because our BTAM process captures detailed information on both the rationale and data behind an assessment that would provide a basis for explanation. | 57.8 | 60.6
A.39 N: all teams incl. other school-based: N=1,623; official BTAM teams only: N=1,392
N | 1,623 | 1,392
A.43 Parents/guardians of the student being assessed: 9.3 / 18.9 / 71.8
Sample (N = 1379) · Appendix A table base (respondents answering the table question; see note for tables)
Parents/guardians of the student being assessed | 9.3 | 18.9 | 71.8
A.43 Student being assessed: 16.0 / 17.7 / 66.2
Sample (N = 1379) · Appendix A table base (respondents answering the table question; see note for tables)
Student being assessed | 16.0 | 17.7 | 66.2
Table A.43 note: Rows may not sum to 100 percent because of rounding.
Sample (no n: a percentage change, not a share of a sample) · a percentage that is not a share of a sample (e.g. a percentage-point change or a weighted estimate of the population)
Rows may not sum to 100 percent because of rounding.
Table A.43 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.
Table A.43 note: Table only includes data from respondents who said their school has a school- or...
Table only includes data from respondents who said their school has a school- or district-level BTAM team, not respondents who said they have an alternative team that performs BTAM-like functions.
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