154 claims on pp. 6–120 (fact 110, statement 26, conjecture 1, definition 17).
Each survey respondent also answered a set of scenario-based questions representative of incidents they might experience at their schools, for more insight into how their schools use BTAM as a violence prevention tool.
Chapter 11 is unique insofar as we examine principals’ responses to a set of hypothetical scenarios about student behaviors; the goal of these scenarios is to understand whether schools’ BTAM programs are working as intended and whether principals’ reports of what their BTAM team does matches with how they respond to hypothetical scenarios.
We also presented survey respondents with a set of behavioral scenarios and associated follow up questions to explore how they viewed the role of their BTAM teams in response to different types of incidents.
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Before principals answered any detailed questions about their BTAM team and program, we presented them with a series of scenarios describing distinct school safety incidents and then asked three questions about how they would respond to each specific incident.
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Through these scenario-based questions, we sought to elicit information that was as close to practice as possible about situations that principals may have encountered and had to address in their own schools.
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All principals received three different scenarios: (1) one scenario capturing a low-level behavioral incident that would typically fall outside the scope of a BTAM team, (2) one scenario capturing a high-risk incident that would fall within the scope of a BTAM team, and (3) one medium-level scenario falling somewhere in between.
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These scenario-based questions allowed us to examine in more depth how schools are determining the boundaries and criteria for their BTAM programs.
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We administered a total of 16 different scenarios, eight of which focused on situations occurring in elementary schools and eight on incidents more relevant to secondary schools.
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Principals were randomly assigned scenarios conditional on their school grade level.
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We purposely included a higher number of medium-level scenarios.
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In Appendix B, Table B.1, we provide the full wording for all 16 scenarios presented to respondents.
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This chapter also includes boxes with scenario descriptions where specific scenarios appear in the text.
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For ease of interpretation, we extracted key behavioral elements captured in each scenario and summarize them in
Why inferred The sentence crosses a page break: this quote is the page 74 part and the sentence continues on page 75. Full sentence (pages 74–75): “For ease of interpretation, we extracted key behavioral elements captured in each scenario and summarize them in Table 11.1.”
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The box below (“Identifying Behavior Elements in Scenarios”) also uses Scenario E as an illustrative example of how we collapsed the scenarios down to the key behavioral elements they contained.
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We completed this process for all 16 scenarios.
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Note that these fictitious incidents are not meant to be an exhaustive representation of the types of safety-related incidents occurring in schools but rather an illustration of what schools are likely addressing.
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We also note that some of these categorizations may be ambiguous or open to interpretation, which we believe also accurately reflects the experiences of today’s schools.
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we also include a shortened description of these key details in parentheses as a reminder for the reader.
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Scenario E: In a drawing assignment that asked students to visualize different ways to solve problems, a student draws a graphic picture of someone shooting at a group of people, including details like bleeding and other physical injuries.
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fixation on violence (graphic picture of someone shooting at a group of people)
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concerning home context (previous unsuccessful attempts to contact the student’s family)
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history of academic issues (academic progress)
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withdrawal or depression (appeared withdrawn and sad in class).
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Table 11.1 also shows the total number of respondents who answered questions about each scenario during the survey (denoted by n).
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Severity level | Low | Low | Med. | Med. | Med. | Med. | Med. | High | Low | Med. | Med. | Med. | Med. | Med. | Med. | High
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Expected BTAM? | No | No | Maybe | Maybe | Maybe | Maybe | Maybe | Yes | No | Maybe | Maybe | Maybe | Maybe | Maybe | Maybe | Yes
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n | 353 | 335 | 131 | 148 | 137 | 137 | 133 | 687 | 734 | 139 | 128 | 103 | 134 | 126 | 107 | 734
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History of misbehavior | X | X | | | | X | X | X | X | X | | | X | | |
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Physical altercation | | X | X | | | | | X | | | X | | | | | X
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Explicit threat | | | | X | | X | | X | | | | | | | X | X
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Fixation on violence | | | | | X | | X | | | | | | | X | X |
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History of violence | | | | | | X | | X | | | | | X | | |
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History of academic issues | | | | X | X | | | | X | X | | | X | | X |
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Suspected substance use | | | X | | | | | | | X | | | | | |
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Bullying | | | | | | | | X | | | | | | | | X
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Weapon (use and/or access) | | | | | | X | | X | | | | X | | | | X
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Withdrawal or depression | | | | X | X | | | | | | | | | X | X |
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Special education context | | X | | | | | | | | | | | X | | |
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Concerning home context | | | | | X | X | X | | | | | | | | | X
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Also, throughout this chapter, we have boxes with brief examples of each scenario.
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Scenario D: A student has an intense verbal confrontation with another student at school, shouting, “I am going to kill you for that.” The student has no history of fighting or disruptive behavior but has had academic problems. A teacher who spoke with the student does not believe the threat was serious but does note that the student started crying during their conversation and would not share why they were so upset.
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Scenario I: A student is repeatedly disruptive in their biology class, talking with other students or playing on their phone. Though in a course normally taken by students one grade below theirs, the student still appears to be struggling with the material. The teacher has made attempts to correct or redirect the behavior but has been unsuccessful and reached a point where frustration is affecting the entire class.
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Scenario K: During P.E., two students begin pushing each other during a soccer activity. When the P.E. teacher approaches and tells them to stop, both back off and apologize to varying degrees. The teacher notices and is concerned that one of the students still appears angry and agitated after the fight.
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Scenario A: A student is repeatedly disruptive in class, wandering the classroom, interrupting the lesson by talking to other students, and sometimes shouting loudly to get attention. The student does not respond to multiple teacher requests to stop their behavior.
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Scenario N: A student notices that another student in class is especially interested in the details of the Columbine High School shooting and the personal history of the students involved. The student repeatedly brings up the attackers by name during discussions with peers and has been searching for information about the incident on their school laptop. The teacher has also noticed that the student has become increasingly withdrawn in class.
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After presenting respondents with each scenario, the survey presented a set of possible intervention options (see Table 11.2).
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We acknowledged this in our instructions to principals and asked them to indicate which intervention(s) the primary decisionmaker (whether or not it is the BTAM team) would likely take or recommend in response to the behavior depicted in each scenario.
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Figure 11.3 displays the top three most commonly selected interventions for each of our 16 scenarios.
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Column header: Most commonly used interventions. Columns: 1st, 2nd, 3rd. Row groups (vertical labels): Elementary (Scenarios A–H), Secondary (Scenarios I–P).
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What action(s) would this person or group at your school likely take or recommend in response to this student’s behavior?
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Scenario E: In a drawing assignment that asked students to visualize different ways to solve problems, a student draws a graphic picture of someone shooting at a group of people, including details like bleeding and other physical injuries.
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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.
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In Figure 11.4, we present the percentage of schools that selected specific intervention options in response to the most severe and least severe scenarios, by grade level
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Scenario A: A student is repeatedly disruptive in class, wandering the classroom, interrupting the lesson by talking to other students, and sometimes shouting loudly to get attention.
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The student does not respond to multiple teacher requests to stop their behavior.
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Scenario H: A student has a history of getting into fights with other students at school and being generally disruptive in the classroom.
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Earlier this year, the student complained about being singled out and bullied by many other members of the class.
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The student was later caught bringing a knife to school, explaining it was “for protection,” and an investigation determined that there were firearms in the family home.
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After a fight on the playground with a classmate, the student yells that “he’d be sorry” and warned another classmate that “they shouldn’t come to school tomorrow.”
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Scenario I: A student is repeatedly disruptive in their biology class, talking with other students or playing on their phone.
cite page 84 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Though in a course normally taken by students one grade below theirs, the student still appears to be struggling with the material.
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The teacher has made attempts to correct or redirect the behavior but has been unsuccessful, and reached a point where frustration is affecting the entire class.
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Scenario P: A fight breaks out in the hallway during passing time, and student witnesses reported hearing one of the aggressors shout, “see you tomorrow for another round,” and the bullied student replying, “Fine. This ends tomorrow.”
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The incident involves a student who has a history of being bullied and was caught brandishing a knife (which they said they needed “to try to get all of them to stop”) last school year.
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An investigation determined that there were unsecured firearms in the family home.
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Legend, Elementary panel: Low-severity incident (Scenario A) (blue diamond); High-severity incident (Scenario H) (orange diamond).
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What action(s) would this person or group at your school likely take or recommend in response to this student’s behavior?
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Scenario B: A student regularly engages in disruptive behavior during class, but the student’s teachers do not consider the student’s behavior threatening.
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Last school year, the family declined staff suggestions that the student might benefit from supports for neurodiverse learners.
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This school year, the student’s behavior has escalated, and the student is involved in a physical altercation with another student that does not result in injuries.
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What action(s) would this person or group at your school likely take or recommend in response to this student’s behavior?
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(n = 1,420 observations for low-severity scenarios; n = 1,420 observations for medium-severity scenarios; n = 1,417 for high-severity scenarios)
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To probe these issues, we specifically examined the frequency with which principals reported using restrictive interventions across the different scenarios.
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(n = 1,420 observations for low-severity scenarios; n = 1,420 observations for medium-severity scenarios; n = 1,419 for high-severity scenarios)
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(n = 1,420 observations for low-severity scenarios; n = 1,420 observations for medium-severity scenarios; n = 1,419 for high-severity scenarios)
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We saw this both in descriptive survey results and in principals’ responses to scenario-based survey items, where principals identified that BTAM teams rarely made the initial decision in response to incidents.
Sample (N = 353 | 335 | 131 | 148 | 137 | 137 | 133 | 687 by column) · Table A.14 scenario columns A-H (elementary), schools with a school- or district-level BTAM team
Classroom/direct contact teacher | 57.8 | 20.2 | 1.9 | 13.2 | 25.1 | 18.7 | 13.6 | 8.3
Sample (N = 353 | 335 | 131 | 148 | 137 | 137 | 133 | 687 by column) · Table A.14 scenario columns A-H (elementary), schools with a school- or district-level BTAM team
School administrator (for example, principal or assistant principal) | 29.4 | 63.5 | 84.2 | 53.1 | 33.8 | 57.8 | 58.9 | 67.8
Sample (N = 353 | 335 | 131 | 148 | 137 | 137 | 133 | 687 by column) · Table A.14 scenario columns A-H (elementary), schools with a school- or district-level BTAM team
School counselor[^a] | 6.3 | 3.5 | 1.9 | 21.6 | 26.6 | 2.6 | 4.7 | 0.3
Sample (N = 353 | 335 | 131 | 148 | 137 | 137 | 133 | 687 by column) · Table A.14 scenario columns A-H (elementary), schools with a school- or district-level BTAM team
School nurse[^a] | 0.0 | 0.0 | 0.0 | 0.0 | 0.0 | 0.0 | 0.0 | 0.0
Sample (N = 353 | 335 | 131 | 148 | 137 | 137 | 133 | 687 by column) · Table A.14 scenario columns A-H (elementary), schools with a school- or district-level BTAM team
School social worker[^a] | 0.5 | 0.3 | 0.0 | 4.1 | 6.3 | 0.4 | 1.9 | 0.7
Sample (N = 353 | 335 | 131 | 148 | 137 | 137 | 133 | 687 by column) · Table A.14 scenario columns A-H (elementary), schools with a school- or district-level BTAM team
School psychologist[^a] | 0.1 | 0.4 | 0.0 | 0.4 | 0.7 | 1.6 | 1.7 | 0.2
Sample (N = 353 | 335 | 131 | 148 | 137 | 137 | 133 | 687 by column) · Table A.14 scenario columns A-H (elementary), schools with a school- or district-level BTAM team
SRO or school-based law enforcement officer[^a] | 0.0 | 0.1 | 0.5 | 0.0 | 0.8 | 0.0 | 0.0 | 3.1
Sample (N = 353 | 335 | 131 | 148 | 137 | 137 | 133 | 687 by column) · Table A.14 scenario columns A-H (elementary), schools with a school- or district-level BTAM team
Law enforcement (not school-based) | 0.0 | 0.0 | 0.0 | 0.0 | 0.0 | 1.2 | 0.8 | 2.0
Sample (N = 353 | 335 | 131 | 148 | 137 | 137 | 133 | 687 by column) · Table A.14 scenario columns A-H (elementary), schools with a school- or district-level BTAM team
Non-law enforcement security officer or guard[^a] | 0.0 | 0.0 | 0.0 | 0.0 | 0.0 | 0.0 | 0.0 | 0.1
Sample (N = 353 | 335 | 131 | 148 | 137 | 137 | 133 | 687 by column) · Table A.14 scenario columns A-H (elementary), schools with a school- or district-level BTAM team
School- or district-level multi-person BTAM team[^a] | 0.3 | 2.6 | 4.2 | 3.9 | 4.8 | 15.3 | 11.8 | 14.6
Sample (N = 353 | 335 | 131 | 148 | 137 | 137 | 133 | 687 by column) · Table A.14 scenario columns A-H (elementary), schools with a school- or district-level BTAM team
Outside BTAM team serving our school[^a] | 0.0 | 0.0 | 0.0 | 0.0 | 0.0 | 0.0 | 0.0 | 0.0
Sample (N = 353 | 335 | 131 | 148 | 137 | 137 | 133 | 687 by column) · Table A.14 scenario columns A-H (elementary), schools with a school- or district-level BTAM team
MTSS, PBIS, or other behavioral support team[^a] | 3.4 | 8.5 | 1.1 | 3.1 | 0.8 | 2.4 | 4.2 | 1.6
Sample (N = 353 | 335 | 131 | 148 | 137 | 137 | 133 | 687 by column) · Table A.14 scenario columns A-H (elementary), schools with a school- or district-level BTAM team
Other (please specify) | 2.1 | 0.7 | 6.1 | 0.8 | 1.1 | 0.0 | 2.3 | 1.3
N | 353 | 335 | 131 | 148 | 137 | 137 | 133 | 687
Principals were randomly assigned specific scenarios (see Appendix B).
Respondents saw this response option only if they indicated previously that their school had such staff.
Sample (N = 734 | 139 | 128 | 103 | 134 | 126 | 107 | 734 by column) · Table A.15 scenario columns I-P (secondary), schools with a school- or district-level BTAM team
Classroom/direct contact teacher | 55.6 | 5.1 | 50.8 | 15.3 | 11.1 | 17.8 | 0.3 | 1.3
Sample (N = 734 | 139 | 128 | 103 | 134 | 126 | 107 | 734 by column) · Table A.15 scenario columns I-P (secondary), schools with a school- or district-level BTAM team
School administrator (for example, principal or assistant principal) | 23.0 | 85.1 | 35.4 | 76.5 | 80.3 | 44.0 | 58.1 | 77.1
Sample (N = 734 | 139 | 128 | 103 | 134 | 126 | 107 | 734 by column) · Table A.15 scenario columns I-P (secondary), schools with a school- or district-level BTAM team
School counselor[^a] | 8.8 | 3.9 | 9.3 | 0.0 | 0.9 | 21.9 | 11.3 | 0.8
Sample (N = 734 | 139 | 128 | 103 | 134 | 126 | 107 | 734 by column) · Table A.15 scenario columns I-P (secondary), schools with a school- or district-level BTAM team
School nurse[^a] | 0.0 | 0.0 | 0.0 | 0.0 | 0.6 | 0.0 | 0.0 | 0.0
Sample (N = 734 | 139 | 128 | 103 | 134 | 126 | 107 | 734 by column) · Table A.15 scenario columns I-P (secondary), schools with a school- or district-level BTAM team
School social worker[^a] | 0.4 | 0.0 | 0.0 | 0.0 | 0.0 | 2.1 | 3.0 | 0.0
Sample (N = 734 | 139 | 128 | 103 | 134 | 126 | 107 | 734 by column) · Table A.15 scenario columns I-P (secondary), schools with a school- or district-level BTAM team
School psychologist[^a] | 0.1 | 0.0 | 0.0 | 0.0 | 0.0 | 1.1 | 0.0 | 0.0
Sample (N = 734 | 139 | 128 | 103 | 134 | 126 | 107 | 734 by column) · Table A.15 scenario columns I-P (secondary), schools with a school- or district-level BTAM team
SRO or school-based law enforcement officer[^a] | 0.1 | 0.0 | 0.0 | 0.6 | 0.0 | 0.0 | 6.3 | 4.5
Sample (N = 734 | 139 | 128 | 103 | 134 | 126 | 107 | 734 by column) · Table A.15 scenario columns I-P (secondary), schools with a school- or district-level BTAM team
Law enforcement (not school-based) | 0.0 | 0.0 | 0.0 | 0.0 | 0.0 | 0.0 | 4.9 | 1.8
Sample (N = 734 | 139 | 128 | 103 | 134 | 126 | 107 | 734 by column) · Table A.15 scenario columns I-P (secondary), schools with a school- or district-level BTAM team
Non-law enforcement security officer or guard[^a] | 0.2 | 1.7 | 0.0 | 0.0 | 0.0 | 0.0 | 0.0 | 0.5
Sample (N = 734 | 139 | 128 | 103 | 134 | 126 | 107 | 734 by column) · Table A.15 scenario columns I-P (secondary), schools with a school- or district-level BTAM team
School- or district-level multi-person BTAM team[^a] | 1.0 | 1.7 | 0.5 | 4.0 | 2.3 | 11.9 | 12.8 | 11.9
Sample (N = 734 | 139 | 128 | 103 | 134 | 126 | 107 | 734 by column) · Table A.15 scenario columns I-P (secondary), schools with a school- or district-level BTAM team
Outside BTAM team serving our school[^a] | 0.0 | 0.0 | 0.0 | 0.0 | 0.0 | 0.0 | 0.0 | 0.1
Sample (N = 734 | 139 | 128 | 103 | 134 | 126 | 107 | 734 by column) · Table A.15 scenario columns I-P (secondary), schools with a school- or district-level BTAM team
MTSS, PBIS, or other behavioral support team[^a] | 9.7 | 0.5 | 3.7 | 2.4 | 3.2 | 1.2 | 0.9 | 0.3
Sample (N = 734 | 139 | 128 | 103 | 134 | 126 | 107 | 734 by column) · Table A.15 scenario columns I-P (secondary), schools with a school- or district-level BTAM team
Other (please specify) | 1.1 | 1.9 | 0.4 | 1.3 | 1.6 | 0.0 | 2.5 | 1.8
N | 734 | 139 | 128 | 103 | 134 | 126 | 107 | 734
Principals were randomly assigned specific scenarios (see Appendix B).
Respondents saw this response option only if they indicated previously that their school had such staff.
Sample (N = 351 | 335 | 131 | 148 | 136 | 137 | 133 | 686 by column) · Table A.16 scenario columns A-H (elementary), schools with a school- or district-level BTAM team
Warning or verbal correction of behavior | 86.4 | 48.0 | 33.2 | 54.0 | 37.8 | 40.2 | 55.0 | 23.1
Sample (N = 351 | 335 | 131 | 148 | 136 | 137 | 133 | 686 by column) · Table A.16 scenario columns A-H (elementary), schools with a school- or district-level BTAM team
Disciplinary measures (for example, in-school detention; removal of privileges) | 67.7 | 78.4 | 73.5 | 59.7 | 23.9 | 78.5 | 71.3 | 69.8
Sample (N = 351 | 335 | 131 | 148 | 136 | 137 | 133 | 686 by column) · Table A.16 scenario columns A-H (elementary), schools with a school- or district-level BTAM team
Parent consultation or home visit | 86.0 | 83.7 | 87.8 | 88.8 | 90.4 | 92.8 | 90.9 | 85.3
Sample (N = 351 | 335 | 131 | 148 | 136 | 137 | 133 | 686 by column) · Table A.16 scenario columns A-H (elementary), schools with a school- or district-level BTAM team
Warning to named targets or victims of threats and safety planning to protect targets/victims | 5.9 | 20.4 | 19.1 | 44.0 | 24.8 | 36.8 | 46.1 | 61.7
Sample (N = 351 | 335 | 131 | 148 | 136 | 137 | 133 | 686 by column) · Table A.16 scenario columns A-H (elementary), schools with a school- or district-level BTAM team
Behavioral or movement controls (for example, changes to arrival time or passing times) | 17.1 | 29.3 | 18.6 | 18.8 | 21.8 | 31.8 | 47.4 | 45.2
Sample (N = 351 | 335 | 131 | 148 | 136 | 137 | 133 | 686 by column) · Table A.16 scenario columns A-H (elementary), schools with a school- or district-level BTAM team
Assess need for or start programming to help the student build relationships with trusted adults (for example, regular check-ins; adult mentoring) | 43.0 | 50.0 | 27.6 | 59.1 | 64.6 | 63.1 | 63.3 | 51.8
Sample (N = 351 | 335 | 131 | 148 | 136 | 137 | 133 | 686 by column) · Table A.16 scenario columns A-H (elementary), schools with a school- or district-level BTAM team
Assess need for or start skill-building services (e.g., social skills- or leadership skills-building program) | 42.4 | 51.7 | 23.6 | 46.2 | 47.6 | 57.4 | 53.4 | 40.6
Sample (N = 351 | 335 | 131 | 148 | 136 | 137 | 133 | 686 by column) · Table A.16 scenario columns A-H (elementary), schools with a school- or district-level BTAM team
Assess need for or start programming to help the student build peer relationships and engagement (for example, friend or peer mentor groups) | 27.6 | 42.0 | 20.3 | 49.2 | 42.6 | 31.6 | 44.9 | 40.0
Sample (N = 351 | 335 | 131 | 148 | 136 | 137 | 133 | 686 by column) · Table A.16 scenario columns A-H (elementary), schools with a school- or district-level BTAM team
Assess need for or start individualized academic or vocational programming | 11.3 | 9.4 | 2.1 | 15.4 | 7.9 | 14.9 | 4.5 | 8.8
Sample (N = 351 | 335 | 131 | 148 | 136 | 137 | 133 | 686 by column) · Table A.16 scenario columns A-H (elementary), schools with a school- or district-level BTAM team
Assess need for or start special education or disability supports | 22.6 | 30.7 | 3.5 | 13.0 | 7.7 | 22.8 | 14.8 | 13.5
Sample (N = 351 | 335 | 131 | 148 | 136 | 137 | 133 | 686 by column) · Table A.16 scenario columns A-H (elementary), schools with a school- or district-level BTAM team
Assess need for or start mental health counseling or care | 33.3 | 45.7 | 43.4 | 62.7 | 77.1 | 65.1 | 71.7 | 70.1
Sample (N = 351 | 335 | 131 | 148 | 136 | 137 | 133 | 686 by column) · Table A.16 scenario columns A-H (elementary), schools with a school- or district-level BTAM team
Assess need for or start substance use treatment | 2.2 | 2.8 | 71.3 | 4.7 | 4.0 | 4.8 | 0.8 | 4.2
Sample (N = 351 | 335 | 131 | 148 | 136 | 137 | 133 | 686 by column) · Table A.16 scenario columns A-H (elementary), schools with a school- or district-level BTAM team
Assess need for or start family support and intervention programming for the student and their family | 14.3 | 26.9 | 39.6 | 27.5 | 52.0 | 40.7 | 46.3 | 45.8
Sample (N = 351 | 335 | 131 | 148 | 136 | 137 | 133 | 686 by column) · Table A.16 scenario columns A-H (elementary), schools with a school- or district-level BTAM team
Temporary removal from school (suspension) | 11.3 | 29.7 | 31.7 | 20.8 | 15.6 | 44.9 | 29.5 | 70.4
Sample (N = 351 | 335 | 131 | 148 | 136 | 137 | 133 | 686 by column) · Table A.16 scenario columns A-H (elementary), schools with a school- or district-level BTAM team
Law enforcement action (for example, arrest), civil or criminal legal proceedings | 3.0 | 3.1 | 15.2 | 3.5 | 9.1 | 22.4 | 17.5 | 41.1
Sample (N = 351 | 335 | 131 | 148 | 136 | 137 | 133 | 686 by column) · Table A.16 scenario columns A-H (elementary), schools with a school- or district-level BTAM team
Permanent removal from school (expulsion, transfer to an alternative school) | 1.6 | 2.2 | 1.0 | 2.5 | 0.0 | 6.8 | 5.0 | 15.0
N | 351 | 335 | 131 | 148 | 136 | 137 | 133 | 686
Principals were randomly assigned specific scenarios (see Appendix B).
Sample (N = 734 | 139 | 128 | 103 | 134 | 126 | 105 | 733 by column) · Table A.17 scenario columns I-P (secondary), schools with a school- or district-level BTAM team
Warning or verbal correction of behavior | 72.5 | 25.5 | 85.5 | 34.9 | 41.7 | 32.5 | 15.4 | 18.8
Sample (N = 734 | 139 | 128 | 103 | 134 | 126 | 105 | 733 by column) · Table A.17 scenario columns I-P (secondary), schools with a school- or district-level BTAM team
Disciplinary measures (for example, in-school detention; removal of privileges) | 59.8 | 79.1 | 52.9 | 74.6 | 87.3 | 32.3 | 36.0 | 67.7
Sample (N = 734 | 139 | 128 | 103 | 134 | 126 | 105 | 733 by column) · Table A.17 scenario columns I-P (secondary), schools with a school- or district-level BTAM team
Parent consultation or home visit | 83.4 | 92.1 | 67.1 | 80.7 | 87.1 | 89.4 | 88.1 | 87.5
Sample (N = 734 | 139 | 128 | 103 | 134 | 126 | 105 | 733 by column) · Table A.17 scenario columns I-P (secondary), schools with a school- or district-level BTAM team
Warning to named targets or victims of threats and safety planning to protect targets/victims | 7.3 | 9.8 | 18.1 | 9.5 | 13.1 | 24.1 | 46.8 | 57.7
Sample (N = 734 | 139 | 128 | 103 | 134 | 126 | 105 | 733 by column) · Table A.17 scenario columns I-P (secondary), schools with a school- or district-level BTAM team
Behavioral or movement controls (for example, changes to arrival time or passing times) | 11.2 | 34.2 | 18.1 | 11.6 | 26.8 | 28.6 | 34.9 | 56.3
Sample (N = 734 | 139 | 128 | 103 | 134 | 126 | 105 | 733 by column) · Table A.17 scenario columns I-P (secondary), schools with a school- or district-level BTAM team
Assess need for or start programming to help the student build relationships with trusted adults (for example, regular check-ins; adult mentoring) | 30.3 | 47.3 | 24.4 | 16.5 | 48.4 | 61.1 | 58.3 | 44.0
Sample (N = 734 | 139 | 128 | 103 | 134 | 126 | 105 | 733 by column) · Table A.17 scenario columns I-P (secondary), schools with a school- or district-level BTAM team
Assess need for or start skill-building services (e.g., social skills- or leadership skills-building program) | 25.8 | 25.8 | 18.7 | 12.2 | 36.1 | 44.2 | 33.4 | 31.0
Sample (N = 734 | 139 | 128 | 103 | 134 | 126 | 105 | 733 by column) · Table A.17 scenario columns I-P (secondary), schools with a school- or district-level BTAM team
Assess need for or start programming to help the student build peer relationships and engagement (for example, friend or peer mentor groups) | 16.4 | 21.3 | 23.1 | 12.4 | 20.4 | 46.4 | 31.5 | 32.4
Sample (N = 734 | 139 | 128 | 103 | 134 | 126 | 105 | 733 by column) · Table A.17 scenario columns I-P (secondary), schools with a school- or district-level BTAM team
Assess need for or start individualized academic or vocational programming | 37.2 | 9.9 | 2.2 | 1.8 | 8.3 | 11.5 | 12.0 | 8.2
Sample (N = 734 | 139 | 128 | 103 | 134 | 126 | 105 | 733 by column) · Table A.17 scenario columns I-P (secondary), schools with a school- or district-level BTAM team
Assess need for or start special education or disability supports | 33.7 | 8.0 | 2.3 | 3.7 | 29.2 | 13.9 | 14.2 | 12.7
Sample (N = 734 | 139 | 128 | 103 | 134 | 126 | 105 | 733 by column) · Table A.17 scenario columns I-P (secondary), schools with a school- or district-level BTAM team
Assess need for or start mental health counseling or care | 21.4 | 68.1 | 18.2 | 20.8 | 56.1 | 81.9 | 70.6 | 61.8
Sample (N = 734 | 139 | 128 | 103 | 134 | 126 | 105 | 733 by column) · Table A.17 scenario columns I-P (secondary), schools with a school- or district-level BTAM team
Assess need for or start substance use treatment | 4.1 | 68.1 | 2.0 | 4.6 | 6.5 | 13.4 | 16.0 | 8.8
Sample (N = 734 | 139 | 128 | 103 | 134 | 126 | 105 | 733 by column) · Table A.17 scenario columns I-P (secondary), schools with a school- or district-level BTAM team
Assess need for or start family support and intervention programming for the student and their family | 12.3 | 40.9 | 4.5 | 12.3 | 27.3 | 49.6 | 46.0 | 37.6
Sample (N = 734 | 139 | 128 | 103 | 134 | 126 | 105 | 733 by column) · Table A.17 scenario columns I-P (secondary), schools with a school- or district-level BTAM team
Temporary removal from school (suspension) | 7.9 | 60.3 | 9.2 | 56.1 | 48.0 | 26.6 | 51.7 | 72.9
Sample (N = 734 | 139 | 128 | 103 | 134 | 126 | 105 | 733 by column) · Table A.17 scenario columns I-P (secondary), schools with a school- or district-level BTAM team
Law enforcement action (for example, arrest), civil or criminal legal proceedings | 4.7 | 32.4 | 3.8 | 26.4 | 12.8 | 25.4 | 51.7 | 52.7
Sample (N = 734 | 139 | 128 | 103 | 134 | 126 | 105 | 733 by column) · Table A.17 scenario columns I-P (secondary), schools with a school- or district-level BTAM team
Permanent removal from school (expulsion, transfer to an alternative school) | 3.0 | 12.2 | 3.3 | 11.1 | 8.2 | 12.0 | 23.9 | 18.6
N | 734 | 139 | 128 | 103 | 134 | 126 | 105 | 733
Principals were randomly assigned specific scenarios (see Appendix B).
Sample (N = 350 | 326 | 126 | 142 | 130 | 114 | 119 | 589 by column) · Principals at schools with a school- or district-level BTAM team whose multi-person team would not make the initial decision (Table A.18 scenario columns A-H)
No | 72.8 | 45.4 | 44.8 | 22.2 | 15.0 | 8.6 | 13.4 | 4.7
Sample (N = 350 | 326 | 126 | 142 | 130 | 114 | 119 | 589 by column) · Principals at schools with a school- or district-level BTAM team whose multi-person team would not make the initial decision (Table A.18 scenario columns A-H)
Yes | 27.2 | 54.6 | 55.2 | 77.8 | 85.0 | 91.4 | 86.6 | 95.3
N | 350 | 326 | 126 | 142 | 130 | 114 | 119 | 589
Principals were randomly assigned specific scenarios (see Appendix B).
Sample (N = 727 | 138 | 127 | 101 | 131 | 110 | 92 | 646 by column) · Table A.19 columns: scenarios I through P (secondary), in column order
No | 74.2 | 37.3 | 72.2 | 24.7 | 31.3 | 6.3 | 6.1 | 5.1
Sample (N = 727 | 138 | 127 | 101 | 131 | 110 | 92 | 646 by column) · Table A.19 columns: scenarios I through P (secondary), in column order
Yes | 25.8 | 62.7 | 27.8 | 75.3 | 68.7 | 93.7 | 93.9 | 94.9
N | 727 | 138 | 127 | 101 | 131 | 110 | 92 | 646
Principals were randomly assigned specific scenarios (see Appendix B).
Table includes only respondents who said their school has a school- or district-level BTAM team.
Only respondents who said their school- or district-level multi-person BTAM team would not make the initial decision about how to respond to a student’s behavior saw this question.
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