Scenario responses show interventions matched to case complexity
Scenario-based responses show that interventions are matched to the complexity of each case.
NCIER®
Scenario Severity Levels
135 claims on pp. 7–109 (fact 120, statement 3, conclusion 2, conjecture 4, definition 6).
Claims about Scenario Severity Levels
Even in the most severe scenarios, supportive interventions were the largest share of responses
Even in the most severe scenarios presented to principals, supportive interventions consistently composed the largest share of response strategies.
All principals received three scenarios: one low, one high-risk, one medium level
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.
cite page 74 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
More variation expected in responses to medium-level scenarios
For the medium-level scenarios, we expected more variation in principals’ responses about whether they would refer such incidents to their school’s BTAM team and the types of interventions that might be implemented in response to the student’s behavior.
cite page 74 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Higher number of medium-level scenarios purposely included
We purposely included a higher number of medium-level scenarios.
cite page 74 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Key behavioral elements were extracted from each scenario and summarized for ease of interpretation
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.”
cite page 74 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
T11.1 Severity A-P: Low,Low,Med.,Med.,Med.,Med.,Med.,High,Low,Med.,Med.,Med.,Med.,Med.,Med.,High
Severity level | Low | Low | Med. | Med. | Med. | Med. | Med. | High | Low | Med. | Med. | Med. | Med. | Med. | Med. | High
cite page 76 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
T11.1 Expected BTAM?: Yes for Scenarios H and P; No for A, B, I; Maybe for the rest
Expected BTAM? | No | No | Maybe | Maybe | Maybe | Maybe | Maybe | Yes | No | Maybe | Maybe | Maybe | Maybe | Maybe | Maybe | Yes
cite page 76 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
T11.1 n A-P: 353 335 131 148 137 137 133 687 734 139 128 103 134 126 107 734
n | 353 | 335 | 131 | 148 | 137 | 137 | 133 | 687 | 734 | 139 | 128 | 103 | 134 | 126 | 107 | 734
cite page 76 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Teachers typically first decide on lowest-level incidents, though administrators also play this role
As shown in Figure 11.1, teachers are typically the first to make decisions in response to the lowest-level incidents—although even in these cases, the principal or another school administrator also plays this role.
cite page 77 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.1 Scenario A: Teacher 58*, Counselor 6, School administrator 29, BTAM team 0
Sample (n = 353 of 353) · Scenario A respondents (observations)
A | 58 (ringed) | 6 | 29 | 0
cite page 78 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.1 Scenario B: Teacher 20, Counselor unlabeled, School administrator 64*, BTAM team 3
Sample (n = 335 of 335) · Scenario B respondents (observations)
B | 20 | [unlabeled] | 64 (ringed) | 3
cite page 78 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.1 Scenario C: Teacher unlabeled, Counselor 2, School administrator 84*, BTAM team 4
Sample (n = 131 of 131) · Scenario C respondents (observations)
C | [unlabeled] | 2 | 84 (ringed) | 4
cite page 78 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.1 Scenario D: Teacher 13, Counselor 22, School administrator 53*, BTAM team 4
Sample (n = 148 of 148) · Scenario D respondents (observations)
D | 13 | 22 | 53 (ringed) | 4
cite page 78 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.1 Scenario E: Teacher 25, Counselor 27, School administrator 34*, BTAM team 5
Sample (n = 137 of 137) · Scenario E respondents (observations)
E | 25 | 27 | 34 (ringed) | 5
cite page 78 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.1 Scenario F: Teacher 19, Counselor 3, School administrator 58*, BTAM team 15
Sample (n = 137 of 137) · Scenario F respondents (observations)
F | 19 | 3 | 58 (ringed) | 15
cite page 78 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.1 Scenario G: Teacher 14, Counselor 5, School administrator 59*, BTAM team 12
Sample (n = 133 of 133) · Scenario G respondents (observations)
G | 14 | 5 | 59 (ringed) | 12
cite page 78 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.1 Scenario H: Teacher 8, Counselor 0, School administrator 68*, BTAM team 15
Sample (n = 687 of 687) · Scenario H respondents (observations)
H | 8 | 0 | 68 (ringed) | 15
cite page 78 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.1 Scenario I: Teacher 56*, Counselor 9, School administrator 23, BTAM team 1
Sample (n = 734 of 734) · Scenario I respondents (observations)
I | 56 (ringed) | 9 | 23 | 1
cite page 78 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.1 Scenario J: Teacher 5, Counselor unlabeled, School administrator 85*, BTAM team 2
Sample (n = 139 of 139) · Scenario J respondents (observations)
J | 5 | [unlabeled] | 85 (ringed) | 2
cite page 78 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.1 Scenario K: Teacher 51*, Counselor 9, School administrator 35, BTAM team 0
Sample (n = 128 of 128) · Scenario K respondents (observations)
K | 51 (ringed) | 9 | 35 | 0
cite page 78 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.1 Scenario L: Teacher 15, Counselor 0, School administrator 76*, BTAM team 4
Sample (n = 103 of 103) · Scenario L respondents (observations)
L | 15 | 0 | 76 (ringed) | 4
cite page 78 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.1 Scenario M: Teacher 11, Counselor 1, School administrator 80*, BTAM team 2
Sample (n = 134 of 134) · Scenario M respondents (observations)
M | 11 | 1 | 80 (ringed) | 2
cite page 78 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.1 Scenario N: Teacher 18, Counselor 22, School administrator 44*, BTAM team 12
Sample (n = 126 of 126) · Scenario N respondents (observations)
N | 18 | 22 | 44 (ringed) | 12
cite page 78 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.1 Scenario O: Teacher 0, Counselor unlabeled, School administrator 58*, BTAM team 13
Sample (n = 107 of 107) · Scenario O respondents (observations)
O | 0 | [unlabeled] | 58 (ringed) | 13
cite page 78 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.1 Scenario P: Teacher unlabeled, Counselor 1, School administrator 77*, BTAM team 12
Sample (n = 734 of 734) · Scenario P respondents (observations)
P | [unlabeled] | 1 | 77 (ringed) | 12
cite page 78 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
BTAM chosen as initial decisionmaker more often as scenarios get more serious
The likelihood that principals selected the BTAM team as the party responsible for making the initial decision about how to respond to an incident does increase as the scenarios get more serious.
cite page 79 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Scenario P: 12 percent of principals named BTAM team initial decisionmaker
Sample (n = 734 of 734) · Scenario P respondents (observations)
For Scenario P (physical altercation, explicit threat, bullying, weapon, concerning home context), however, the highest-level scenario set in a secondary school environment, 12 percent of principals identified the BTAM team as the party making the initial decision about how to respond to an incident.
cite page 79 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Scenario data point to three types of situations showing how schools use BTAM teams
Across both elementary and secondary schools, our scenario data point to three types of situations that depict how schools are using BTAM teams:
cite page 79 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Middle scenarios, secondary: J, L, M mix risk factors, usually one violence-suggestive element
At the secondary level, they included Scenarios J, L, and M, depicting incidents integrating a mix of risk factors, with usually only one element suggestive of potential violence.
cite page 80 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
High end: greater likelihood BTAM decides initially, across grade levels
At the high end of the spectrum are those scenarios in which there was a greater likelihood for principals to identify the BTAM team as the party making the initial decision about how to respond to an incident, across grade levels.
cite page 80 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
High-end scenarios: F, G, H at elementary level and N, O, P at secondary level
These included Scenarios F, G, and H at the elementary level and Scenarios N, O, and P at the secondary level.
cite page 80 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
High-end scenarios included explicit references to violence paired with other concerning behaviors
Across both sets, these scenarios included explicit references to violence paired with other concerning behaviors, such as withdrawal or depression.
cite page 80 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Scenario L fell between the middle group and the higher-level scenarios
Scenario L fell somewhere in between this middle group and the higher-level scenarios.
cite page 80 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.3 n = 1,420 low-severity, 1,420 medium-severity, 1,419 high-severity observations
(n = 1,420 observations for low-severity scenarios; n = 1,420 observations for medium-severity scenarios; 1,419 for high-severity scenarios)
cite page 82 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Authors expected greatest divergence between least severe and most severe scenarios
We expected to observe the greatest divergence in responses across the least severe and most severe scenarios.
cite page 83 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Comparing least and most severe responses illuminates how responses change as concern rises
Comparing and contrasting how schools respond to the least and most severe incidents help illuminate how schools’ responses change as incidents become more serious and concerns about the safety of the student and school community also therefore increase.
cite page 83 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.4 compares Scenarios A and H (elementary) and I and P (secondary)
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
cite page 84 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.4 contrasts similarities and differences in responses to different situations
Figure 11.4 draws a contrast between the similarities and differences across school responses to different situations.
cite page 84 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Schools respond differently to more-severe incidents than to lower-level ones
Our data also show that schools respond differently to more-severe incidents than they do to lower-level ones, as shown in Figure 11.4.
cite page 84 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
About 60 percent would warn potential victims in severe cases; under 10 percent in low-level cases
Sample (N = None) · Figure 11.4 columns: low-severity observations | high-severity observations
For example, about 60 percent of schools said they would warn potential victims in the most severe situations, but less than 10 percent focused on warning potential victims in response to low-level incidents.
cite page 84 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Verbal warnings common for lower-level incidents but much less common in more severe cases
By contrast, use of verbal warnings was common for lower-level incidents but much less common in more severe cases.
cite page 84 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?
Findings suggest widespread agreement on responses to lowest-level and most severe incidents
Altogether, these findings suggest that there is widespread agreement over how to respond to the lowest-level and most severe incidents and that schools are delineating in their responses to low-level versus severe incidents.
cite page 84 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Footnote: low-level scenarios likely lack targets or victims of threats or violence
This could very likely be because lower-level incidents depicted in our scenarios, such as disruptive classroom behavior, do not involve targets or victims of threats or actual violence.
cite page 84 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.4 layout: Elementary and Secondary dot-plot panels, percentage of schools
Horizontal axis: Percentage of schools, ticks 0, 20, 40, 60, 80, 100.
cite page 85 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.4 legend: low-severity Scenario A, high-severity H (elementary); I and P (secondary)
Legend, Elementary panel: Low-severity incident (Scenario A) (blue diamond); High-severity incident (Scenario H) (orange diamond).
cite page 85 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.4 Elementary, Parent consultation or home visit: Scn A 85 (overlap); Scn H 85 (overlap)
Sample (N = 1085 | 1419 by column) · Figure 11.4 columns: low-severity observations | high-severity observations
Notification | Parent consultation or home visit | 85 [markers overlap; single label 85] | 85 [markers overlap; single label 85]
cite page 85 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.4 Elementary, Warning to named targets or victims of t: Scn A 6; Scn H 62
Sample (N = 1085 | 1419 by column) · Figure 11.4 columns: low-severity observations | high-severity observations
Target/victim support | Warning to named targets or victims of threats | 6 | 62
cite page 85 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.4 Elementary, Warning or verbal correction of behavior: Scn A 86; Scn H 23
Sample (N = 1085 | 1419 by column) · Figure 11.4 columns: low-severity observations | high-severity observations
Supportive discipline | Warning or verbal correction of behavior | 86 | 23
cite page 85 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.4 Elementary, Disciplinary measures: low-severity (Scn A) unlabeled; high-severity (Scn H) 70
Sample (N = 1085 | 1419 by column) · Figure 11.4 columns: low-severity observations | high-severity observations
Supportive discipline | Disciplinary measures | [unlabeled] | 70
cite page 85 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.4 Elementary, behavioral or movement controls: low-severity (A) 17; high-severity (H) 45
Sample (N = 1085 | 1419 by column) · Figure 11.4 columns: low-severity observations | high-severity observations
Supportive discipline | Behavioral or movement controls | 17 | 45
cite page 85 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.4 Elementary, Programming to build relationships with : Scn A 43; Scn H 52
Sample (N = 1085 | 1419 by column) · Figure 11.4 columns: low-severity observations | high-severity observations
Support-focused | Programming to build relationships with trusted adults | 43 | 52
cite page 85 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.4 Elementary, skill-building services: low-severity (A) unlabeled; high-severity (H) 41
Sample (N = 1085 | 1419 by column) · Figure 11.4 columns: low-severity observations | high-severity observations
Support-focused | Skill-building services | [unlabeled] | 41
cite page 85 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.4 Elementary, Programming to build peer relationships: Scn A 28; Scn H 40
Sample (N = 1085 | 1419 by column) · Figure 11.4 columns: low-severity observations | high-severity observations
Support-focused | Programming to build peer relationships | 28 | 40
cite page 85 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.4 Elementary, Individualized academic or vocational pr: Scn A unlabeled; Scn H 9
Sample (N = 1085 | 1419 by column) · Figure 11.4 columns: low-severity observations | high-severity observations
Support-focused | Individualized academic or vocational programming | [unlabeled] | 9
cite page 85 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.4 Elementary, Special education or disability supports: Scn A 23; Scn H 13
Sample (N = 1085 | 1419 by column) · Figure 11.4 columns: low-severity observations | high-severity observations
Support-focused | Special education or disability supports | 23 | 13
cite page 85 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.4 Elementary, mental health counseling or care: low-severity (A) 33; high-severity (H) 70
Sample (N = 1085 | 1419 by column) · Figure 11.4 columns: low-severity observations | high-severity observations
Support-focused | Mental health counseling or care | 33 | 70
cite page 85 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.4 Elementary, substance use treatment: low-severity (A) unlabeled; high-severity (H) 4
Sample (N = 1085 | 1419 by column) · Figure 11.4 columns: low-severity observations | high-severity observations
Support-focused | Substance use treatment | [unlabeled] | 4
cite page 85 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.4 Elementary, Family support and intervention programm: Scn A 14; Scn H 46
Sample (N = 1085 | 1419 by column) · Figure 11.4 columns: low-severity observations | high-severity observations
Support-focused | Family support and intervention programming | 14 | 46
cite page 85 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
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
cite page 85 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
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
cite page 85 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
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
cite page 85 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.4 Secondary, parent consultation or home visit: low-severity (I) 83; high-severity (P) 88
Sample (N = 734) · Scenario I respondents (schools with a school- or district-level BTAM team), Table A.17
Notification | Parent consultation or home visit | 83 | 88
cite page 85 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.4 Secondary, Warning to named targets or victims of t: Scn I 7; Scn P 58
Sample (N = 734) · Scenario I respondents (schools with a school- or district-level BTAM team), Table A.17
Target/victim support | Warning to named targets or victims of threats | 7 | 58
cite page 85 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.4 Secondary, Warning or verbal correction of behavior: Scn I 72; Scn P 19
Sample (N = 734) · Scenario I respondents (schools with a school- or district-level BTAM team), Table A.17
Supportive discipline | Warning or verbal correction of behavior | 72 | 19
cite page 85 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.4 Secondary, Disciplinary measures: low-severity (Scn I) 60; high-severity (Scn P) 68
Sample (N = 734) · Scenario I respondents (schools with a school- or district-level BTAM team), Table A.17
Supportive discipline | Disciplinary measures | 60 | 68
cite page 85 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.4 Secondary, behavioral or movement controls: low-severity (I) 11; high-severity (P) 56
Sample (N = 734) · Scenario I respondents (schools with a school- or district-level BTAM team), Table A.17
Supportive discipline | Behavioral or movement controls | 11 | 56
cite page 85 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.4 Secondary, Programming to build relationships with : Scn I 30; Scn P 44
Sample (N = 734) · Scenario I respondents (schools with a school- or district-level BTAM team), Table A.17
Support-focused | Programming to build relationships with trusted adults | 30 | 44
cite page 85 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.4 Secondary, Skill-building services: low-severity (Scn I) 26; high-severity (Scn P) 31
Sample (N = 734) · Scenario I respondents (schools with a school- or district-level BTAM team), Table A.17
Support-focused | Skill-building services | 26 | 31
cite page 85 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.4 Secondary, programming for peer relationships: low-severity (I) 16; high-severity (P) 32
Sample (N = 734) · Scenario I respondents (schools with a school- or district-level BTAM team), Table A.17
Support-focused | Programming to build peer relationships | 16 | 32
cite page 85 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.4 Secondary, Individualized academic or vocational pr: Scn I 37; Scn P 8
Sample (N = 734) · Scenario I respondents (schools with a school- or district-level BTAM team), Table A.17
Support-focused | Individualized academic or vocational programming | 37 | 8
cite page 85 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.4 Secondary, Special education or disability supports: Scn I 34; Scn P 13
Sample (N = 734) · Scenario I respondents (schools with a school- or district-level BTAM team), Table A.17
Support-focused | Special education or disability supports | 34 | 13
cite page 85 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.4 Secondary, mental health counseling or care: low-severity (I) 21; high-severity (P) 62
Sample (N = 734) · Scenario I respondents (schools with a school- or district-level BTAM team), Table A.17
Support-focused | Mental health counseling or care | 21 | 62
cite page 85 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.4 Secondary, Substance use treatment: low-severity (Scn I) 4; high-severity (Scn P) 9
Sample (N = 734) · Scenario I respondents (schools with a school- or district-level BTAM team), Table A.17
Support-focused | Substance use treatment | 4 | 9
cite page 85 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.4 Secondary, Family support and intervention programm: Scn I 12; Scn P 38
Sample (N = 734) · Scenario I respondents (schools with a school- or district-level BTAM team), Table A.17
Support-focused | Family support and intervention programming | 12 | 38
cite page 85 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
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
cite page 85 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
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
cite page 85 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
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
cite page 85 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.4 n = 1,085 observations low-severity; n = 1,419 high-severity
(n = 1,085 observations for low-severity scenarios and n = 1,419 for high-severity scenarios)
cite page 85 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Scenario P: schools selected one to 16 interventions, most four to nine, median six
Schools selected between one and 16 interventions in response to the scenario, but most schools selected between four and nine, and the typical (median) school selected six.
cite page 86 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
General trend: schools respond with more interventions as incidents become more severe
Furthermore, we noticed a general trend of schools responding with a higher number of intervention options as incidents become more severe.
cite page 86 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Elementary median: four interventions for Scenario A, five for Scenario B
the typical (median) school reported implementing four interventions in response to Scenario A (history of misbehavior) and five interventions in response in Scenario B (history of misbehavior, physical altercation).
cite page 86 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Typical school responded to most severe Scenario H with seven interventions
At the other end of the spectrum, the typical school responded to Scenario H (history of misbehavior, physical altercation, explicit threat, history of violence, bullying, weapon), the most severe scenario, with seven interventions.
cite page 86 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Rising intervention counts with severity not surprising; more intervention expected as concern grows
This pattern is not surprising, because we would expect schools to do more to intervene as student behavior becomes more concerning.
cite page 86 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.5 layout: box plots of number of interventions (0 to 16) by scenario and level
Box plots carry no printed data values; the box/whisker positions are not labeled.
cite page 87 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.5 color coding: A, B, I low; C-G and J-O medium; H and P high
Low scenario; Medium scenario; High scenario
cite page 87 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.5 Elementary Scenario A (low): range 1-10, middle half 3-6, median 4
Elementary | A | Low | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled]
cite page 87 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.5 Elementary Scenario B (low): range 1-13, middle half 3-7, median 5
Elementary | B | Low | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled]
cite page 87 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.5 Elementary Scenario C (medium): range 1-13, middle half 3-7, median 5
Elementary | C | Medium | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled]
cite page 87 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.5 Elementary Scenario D (medium): range 1-13, middle half 3-7, median 5
Elementary | D | Medium | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled]
cite page 87 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.5 Elementary Scenario E (medium): range 1-13, middle half 3-7, median 5
Elementary | E | Medium | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled]
cite page 87 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.5 Elementary Scenario F (medium): range 1-12, middle half 5-8, median 6
Elementary | F | Medium | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled]
cite page 87 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.5 Elementary Scenario G (medium): range 1-12, middle half 5-8, median 6
Elementary | G | Medium | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled]
cite page 87 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.5 Elementary Scenario H (high): range 1-15, middle half 5-9, median 7
Elementary | H | High | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled]
cite page 87 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.5 Secondary Scenario I (low): range 1-8, middle half 3-5, median 4
Secondary | I | Low | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled]
cite page 87 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.5 Secondary Scenario J (medium): range 1-14, middle half 4-8, median 6
Secondary | J | Medium | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled]
cite page 87 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.5 Secondary Scenario K (medium): range 1-7, middle half 2-4, median 3
Secondary | K | Medium | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled]
cite page 87 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.5 Secondary Scenario L (medium): range 1-8, middle half 3-5, median 3
Secondary | L | Medium | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled]
cite page 87 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.5 Secondary Scenario M (medium): range 1-11, middle half 4-7, median 5
Secondary | M | Medium | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled]
cite page 87 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.5 Secondary Scenario N (medium): range 1-11, middle half 4-7, median 5
Secondary | N | Medium | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled]
cite page 87 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.5 Secondary Scenario O (medium): range 1-16, middle half 4-9, median 6
Secondary | O | Medium | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled]
cite page 87 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Fig 11.5 Secondary Scenario P (high): range 1-16, middle half 4-9, median 6
Secondary | P | High | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled]
cite page 87 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.5 n = 1,420 low-severity, 1,420 medium-severity, 1,419 high-severity observations
(n = 1,420 observations for low-severity scenarios; n = 1,420 observations for medium-severity scenarios; n = 1,419 for high-severity scenarios)
cite page 87 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Elementary principals: Scenario H (most severe) averages seven interventions
elementary school principals told us they would respond to Scenario H (the most severe incident) with an average of seven interventions
cite page 88 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Intervention composition changes somewhat as incidents become more severe, though not overwhelmingly
However, the composition of interventions changes to some degree as incidents become more severe, though not overwhelmingly.
cite page 88 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
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?
Even medium- and high-severity scenarios include a significant share of support-focused...
even for medium- and high-severity scenarios, a significant share of the intervention plans designed for at-risk students includes support-focused interventions.
cite page 88 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.6, Elementary Scenario A: total mean number of interventions 5 (segments unlabeled)
Elementary | A | 5 | [unlabeled]
cite page 88 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.6, Elementary Scenario B: total mean number of interventions 6 (segments unlabeled)
Elementary | B | 6 | [unlabeled]
cite page 88 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.6, Elementary Scenario C: total mean number of interventions 5 (segments unlabeled)
Elementary | C | 5 | [unlabeled]
cite page 88 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.6, Elementary Scenario D: total mean number of interventions 6 (segments unlabeled)
Elementary | D | 6 | [unlabeled]
cite page 88 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.6, Elementary Scenario E: total mean number of interventions 5 (segments unlabeled)
Elementary | E | 5 | [unlabeled]
cite page 88 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.6, Elementary Scenario F: total mean number of interventions 7 (segments unlabeled)
Elementary | F | 7 | [unlabeled]
cite page 88 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.6, Elementary Scenario G: total mean number of interventions 7 (segments unlabeled)
Elementary | G | 7 | [unlabeled]
cite page 88 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.6, Elementary Scenario H: total mean number of interventions 7 (segments unlabeled)
Elementary | H | 7 | [unlabeled]
cite page 88 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.6, Secondary Scenario I: total mean number of interventions 4 (segments unlabeled)
Secondary | I | 4 | [unlabeled]
cite page 88 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.6, Secondary Scenario J: total mean number of interventions 6 (segments unlabeled)
Secondary | J | 6 | [unlabeled]
cite page 88 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.6, Secondary Scenario K: total mean number of interventions 4 (segments unlabeled)
Secondary | K | 4 | [unlabeled]
cite page 88 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.6, Secondary Scenario L: total mean number of interventions 4 (segments unlabeled)
Secondary | L | 4 | [unlabeled]
cite page 88 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.6, Secondary Scenario M: total mean number of interventions 6 (segments unlabeled)
Secondary | M | 6 | [unlabeled]
cite page 88 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.6, Secondary Scenario N: total mean number of interventions 6 (segments unlabeled)
Secondary | N | 6 | [unlabeled]
cite page 88 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.6, Secondary Scenario O: total mean number of interventions 6 (segments unlabeled)
Secondary | O | 6 | [unlabeled]
cite page 88 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Figure 11.6, Secondary Scenario P: total mean number of interventions 7 (segments unlabeled)
Secondary | P | 7 | [unlabeled]
cite page 88 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Schools do not respond to some incident types with only one intervention type
That is, they are not responding to certain types of incidents with only one type of intervention and to other types of incidents with a different type of intervention.
cite page 88 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Likelihood of considering exclusionary discipline tended to increase with severity, with exceptions
Principals’ likelihood of indicating they would consider exclusionary discipline tended to increase along with incident severity level, though there were exceptions.
cite page 89 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
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.
cite page 89 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Most severe scenarios: around 70 percent would suspend; one in five to one in six permanent removal
Sample (N = 1419) · Scenario observations, high severity: actions taken or recommended (p082, p087, p090, p092)
For the most severe scenarios, around 70 percent of schools said they would likely suspend the involved student, and between one in five and one in six said they would permanently remove the student from school.
cite page 89 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
A smaller subset of schools would suspend students in middle-level scenarios
Importantly, schools in a smaller subset indicated that they would suspend students in response to behavior depicted in middle-level scenarios
cite page 89 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
As situations move from low risk to much more serious, principals selected very different...
As situations move from relatively low risk to much more serious, they selected very different responses (Figure 11.4).
cite page 91 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
As complexity and risk rise, schools tend to respond with additional interventions (Figure 11.5)
Moreover, as the complexity of a situation and risk level rise, schools tend to respond with additional interventions (Figure 11.5).
cite page 91 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
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?
Figure 11.8: Percentage of Schools That Would Use Various Actions in Response to the Scenarios Provi
Percentage of Schools That Would Use Various Actions in Response to the Scenarios Provided
cite page 92 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?
Discussion: even in the most severe scenarios, supportive interventions were the largest share
Even in the most severe scenarios presented to principals, supportive interventions consistently composed the largest share of response strategies.
Top
Find the Perfect Training Class For You