Table 11.2: Temporary removal from school (suspension) | Restrictive
Temporary removal from school (suspension) | Restrictive
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NCIER®
Response Restrictive
61 claims on pp. 81–92 (fact 53, statement 2, conclusion 2, conjecture 1, definition 3).
Claims about Response Restrictive
Table 11.2: Permanent removal from school (e.g., expulsion, transfer ... | Restrictive
Permanent removal from school (e.g., expulsion, transfer to an alternative school) | Restrictive
cite page 81 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Table 11.2: Law enforcement action (for example, arrest), civil or cr... | Restrictive
Law enforcement action (for example, arrest), civil or criminal legal proceedings | Restrictive
cite page 81 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Law enforcement referral and permanent removal not among top interventions, even in severe scenarios
Even for the most serious scenarios, referral to law enforcement and permanent removal from school did not make principals’ lists of top interventions (although principals did frequently select temporary removal from school for a few scenarios).
cite page 83 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Finding does not indicate schools avoid exclusionary discipline; some use it frequently
This finding does not indicate that schools are avoiding exclusionary discipline practices altogether; indeed, our results indicate that schools are still turning to such practices, some frequently (see more on this point below).
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Exclusionary discipline and law enforcement referral are not schools' most common responses
However, the patterns in Figure 11.3 suggest that exclusionary discipline and referral to law enforcement are not the most common way that schools address the behaviors and situations depicted across our scenarios.
cite page 83 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Only very few principals would use restrictive measures for least severe incident
Only very few principals said they would use restrictive measures—such as law enforcement action or permanent removal from school—in response to the least severe incident we presented.
cite page 84 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Notable shares of schools said they use restrictive actions in the most severe cases
However, notable shares of schools said that they use such actions in the most severe cases.
cite page 84 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Schools answer low-level incidents with support-focused options, reserve restrictive ones for severe
Schools are responding to low-level incidents with support-focused intervention options and reserving restrictive practices for more severe incidents.
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Fig 11.4 Elementary, temporary removal from school: low-severity (A) 11; high-severity (H) 70
Sample (N = 351) · Scenario A respondents (schools with a school- or district-level BTAM team), Table A.16
Restrictive | Temporary removal from school | 11 | 70
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Fig 11.4 Elementary, Permanent removal from school: low-severity (Scn A) 2; high-severity (Scn H) 15
Sample (N = 351) · Scenario A respondents (schools with a school- or district-level BTAM team), Table A.16
Restrictive | Permanent removal from school | 2 | 15
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Fig 11.4 Elementary, Law enforcement action: low-severity (Scn A) 3; high-severity (Scn H) 41
Sample (N = 351) · Scenario A respondents (schools with a school- or district-level BTAM team), Table A.16
Restrictive | Law enforcement action | 3 | 41
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Fig 11.4 Secondary, Temporary removal from school: low-severity (Scn I) 8; high-severity (Scn P) 73
Sample (N = 734) · Scenario I respondents (schools with a school- or district-level BTAM team), Table A.17
Restrictive | Temporary removal from school | 8 | 73
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Fig 11.4 Secondary, Permanent removal from school: low-severity (Scn I) 3; high-severity (Scn P) 19
Sample (N = 734) · Scenario I respondents (schools with a school- or district-level BTAM team), Table A.17
Restrictive | Permanent removal from school | 3 | 19
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Fig 11.4 Secondary, Law enforcement action: low-severity (Scn I) 5; high-severity (Scn P) 53
Sample (N = 734) · Scenario I respondents (schools with a school- or district-level BTAM team), Table A.17
Restrictive | Law enforcement action | 5 | 53
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Analysis allows weighing support-focused against restrictive options across scenarios
This analysis allows one to consider the balance of interventions (e.g., between support-focused and restrictive options) and how that balance might differ across scenarios.
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Share of restrictive interventions grows as scenarios become more severe
Most notably, the share of restrictive interventions grows as the scenarios become more severe.
cite page 88 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Support-focused share exceeds supportive discipline and restrictive shares for nearly all scenarios
The share of support-focused interventions exceeds the share of supportive discipline and restrictive interventions for nearly all scenarios.
cite page 88 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Footnote on restrictive share: discussed in greater detail in Figure 11.6
We discuss this in greater detail in Figure 11.6.
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Authors examined how often principals reported using restrictive interventions across scenarios
To probe these issues, we specifically examined the frequency with which principals reported using restrictive interventions across the different scenarios.
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At least some schools would take or recommend restrictive actions in response to scenario behavior
at least some schools said they would likely take or recommend these types of actions in response to examples of student behavior included in the scenarios.
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Very few schools would remove a student or refer to law enforcement for least severe scenarios
very few schools responded they would temporarily or permanently remove a student from school or refer them to law enforcement in response to the least severe scenarios.
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Approximately half of respondents would refer the student to law enforcement for the most severe...
Sample (N = 1419) · Scenario observations, high severity: actions taken or recommended (Figure 11.7 note, p090)
Approximately half of respondents noted they would refer the student to law enforcement for the most severe scenarios.
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A surprising number of principals might refer students in middle-level scenarios to law...
A surprising number of principals also responded that they might refer students involved in middle-level scenarios to law enforcement, in particular for Scenarios J (history of misbehavior, history of academic issues, suspected substance use) and L (use or access to a weapon) in secondary schools.
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Figure 11.7, Scenario A (Elementary): temporary removal 11, permanent removal 2 (percent of schools)
Sample (N = 351) · Scenario A respondents (schools with a school- or district-level BTAM team), Table A.16
A (Elementary) | 11 | 2
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Figure 11.7, Scenario B (Elementary): temporary removal 30, permanent removal 2 (percent of schools)
Sample (N = 335) · Scenario B respondents (schools with a school- or district-level BTAM team), Table A.16
B (Elementary) | 30 | 2
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Figure 11.7, Scenario C (Elementary): temporary removal 32, permanent removal 1 (percent of schools)
Sample (N = 131) · Scenario C respondents (schools with a school- or district-level BTAM team), Table A.16
C (Elementary) | 32 | 1
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Figure 11.7, Scenario D (Elementary): temporary removal 21, permanent removal 3 (percent of schools)
Sample (N = 148) · Scenario D respondents (schools with a school- or district-level BTAM team), Table A.16
D (Elementary) | 21 | 3
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Figure 11.7, Scenario E (Elementary): temporary removal 16, permanent removal 0 (percent of schools)
Sample (N = 136) · Scenario E respondents (schools with a school- or district-level BTAM team), Table A.16
E (Elementary) | 16 | 0
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Figure 11.7, Scenario F (Elementary): temporary removal 45, permanent removal 7 (percent of schools)
Sample (N = 137) · Scenario F respondents (schools with a school- or district-level BTAM team), Table A.16
F (Elementary) | 45 | 7
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Figure 11.7, Scenario G (Elementary): temporary removal 29, permanent removal 5 (percent of schools)
Sample (N = 133) · Scenario G respondents (schools with a school- or district-level BTAM team), Table A.16
G (Elementary) | 29 | 5
cite page 90 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.7, Scenario H (Elementary): temporary removal 70, permanent removal 15 (percent of...
Sample (N = 1419) · Scenario observations, high severity: actions taken or recommended (p082, p087, p090, p092)
H (Elementary) | 70 | 15
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Figure 11.7, Scenario I (Secondary): temporary removal 8, permanent removal 3 (percent of schools)
Sample (N = 734) · Scenario I respondents (schools with a school- or district-level BTAM team), Table A.17
I (Secondary) | 8 | 3
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Figure 11.7, Scenario J (Secondary): temporary removal 60, permanent removal 12 (percent of schools)
Sample (N = 139) · Scenario J respondents (schools with a school- or district-level BTAM team), Table A.17
J (Secondary) | 60 | 12
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Figure 11.7, Scenario K (Secondary): temporary removal 9, permanent removal 3 (percent of schools)
Sample (N = 128) · Scenario K respondents (schools with a school- or district-level BTAM team), Table A.17
K (Secondary) | 9 | 3
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Figure 11.7, Scenario L (Secondary): temporary removal 56, permanent removal 11 (percent of schools)
Sample (N = 103) · Scenario L respondents (schools with a school- or district-level BTAM team), Table A.17
L (Secondary) | 56 | 11
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Figure 11.7, Scenario M (Secondary): temporary removal 48, permanent removal 8 (percent of schools)
Sample (N = 134) · Scenario M respondents (schools with a school- or district-level BTAM team), Table A.17
M (Secondary) | 48 | 8
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Figure 11.7, Scenario N (Secondary): temporary removal 27, permanent removal 12 (percent of schools)
Sample (N = 126) · Scenario N respondents (schools with a school- or district-level BTAM team), Table A.17
N (Secondary) | 27 | 12
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Figure 11.7, Scenario O (Secondary): temporary removal 52, permanent removal 24 (percent of schools)
Sample (N = 105) · Scenario O respondents (schools with a school- or district-level BTAM team), Table A.17
O (Secondary) | 52 | 24
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Figure 11.7, Scenario P (Secondary): temporary removal 73, permanent removal 19 (percent of schools)
Sample (N = 1419) · Scenario observations, high severity: actions taken or recommended (p082, p087, p090, p092)
P (Secondary) | 73 | 19
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Figure 11.7, Scenario A (Elementary): law enforcement action 3 (percent of schools)
Sample (N = 351) · Scenario A respondents (schools with a school- or district-level BTAM team), Table A.16
A (Elementary) | 3
cite page 90 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.7, Scenario B (Elementary): law enforcement action 3 (percent of schools)
Sample (N = 335) · Scenario B respondents (schools with a school- or district-level BTAM team), Table A.16
B (Elementary) | 3
cite page 90 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.7, Scenario C (Elementary): law enforcement action 15 (percent of schools)
Sample (N = 131) · Scenario C respondents (schools with a school- or district-level BTAM team), Table A.16
C (Elementary) | 15
cite page 90 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.7, Scenario D (Elementary): law enforcement action 3 (percent of schools)
Sample (N = 148) · Scenario D respondents (schools with a school- or district-level BTAM team), Table A.16
D (Elementary) | 3
cite page 90 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.7, Scenario E (Elementary): law enforcement action 9 (percent of schools)
Sample (N = 136) · Scenario E respondents (schools with a school- or district-level BTAM team), Table A.16
E (Elementary) | 9
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Figure 11.7, Scenario F (Elementary): law enforcement action 22 (percent of schools)
Sample (N = 137) · Scenario F respondents (schools with a school- or district-level BTAM team), Table A.16
F (Elementary) | 22
cite page 90 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.7, Scenario G (Elementary): law enforcement action 17 (percent of schools)
Sample (N = 133) · Scenario G respondents (schools with a school- or district-level BTAM team), Table A.16
G (Elementary) | 17
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Figure 11.7, Scenario H (Elementary): law enforcement action 41 (percent of schools)
Sample (N = 1419) · Scenario observations, high severity: actions taken or recommended (p082, p087, p090, p092)
H (Elementary) | 41
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Figure 11.7, Scenario I (Secondary): law enforcement action 5 (percent of schools)
Sample (N = 734) · Scenario I respondents (schools with a school- or district-level BTAM team), Table A.17
I (Secondary) | 5
cite page 90 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.7, Scenario J (Secondary): law enforcement action 32 (percent of schools)
Sample (N = 139) · Scenario J respondents (schools with a school- or district-level BTAM team), Table A.17
J (Secondary) | 32
cite page 90 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.7, Scenario K (Secondary): law enforcement action 4 (percent of schools)
Sample (N = 128) · Scenario K respondents (schools with a school- or district-level BTAM team), Table A.17
K (Secondary) | 4
cite page 90 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.7, Scenario L (Secondary): law enforcement action 26 (percent of schools)
Sample (N = 103) · Scenario L respondents (schools with a school- or district-level BTAM team), Table A.17
L (Secondary) | 26
cite page 90 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.7, Scenario M (Secondary): law enforcement action 13 (percent of schools)
Sample (N = 134) · Scenario M respondents (schools with a school- or district-level BTAM team), Table A.17
M (Secondary) | 13
cite page 90 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.7, Scenario N (Secondary): law enforcement action 25 (percent of schools)
Sample (N = 126) · Scenario N respondents (schools with a school- or district-level BTAM team), Table A.17
N (Secondary) | 25
cite page 90 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.7, Scenario O (Secondary): law enforcement action 52 (percent of schools)
Sample (N = 105) · Scenario O respondents (schools with a school- or district-level BTAM team), Table A.17
O (Secondary) | 52
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Figure 11.7, Scenario P (Secondary): law enforcement action 53 (percent of schools)
Sample (N = 1419) · Scenario observations, high severity: actions taken or recommended (p082, p087, p090, p092)
P (Secondary) | 53
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Schools rely on restrictive measures but not as first choices (Figure 11.3); use is correlated...
Schools do rely on restrictive measures, but these are not their first choices (Figure 11.3); their use is correlated with the severity of the scenario (Figure 11.4).
cite page 91 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Support-focused strategies are a component of almost all plans; restrictive options lightly...
These simultaneously depict the importance of support-focused strategies as a component of almost all intervention plans (notably mental health counseling and care across many scenarios) and the relatively light weighting assigned to all restrictive intervention options with the exception of temporary school suspensions.
cite page 91 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.8, Temporary removal from school (Restrictive): cell values for Scenarios A-P shown only b
Temporary removal from school | [unlabeled] | [unlabeled]
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Figure 11.8, Permanent removal from school (Restrictive): cell values for Scenarios A-P shown only b
Permanent removal from school | [unlabeled] | [unlabeled]
cite page 92 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.8, Law enforcement action (Restrictive): cell values for Scenarios A-P shown only by shadi
Law enforcement action | [unlabeled] | [unlabeled]
cite page 92 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
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