SOPs Protocols

Fact [I] p007-33

Most schools rely on informal approaches; about half lack formal policies or SOPs

Sample (N = 1400) · Appendix A table base (respondents answering the table question; see note for tables)

Although some schools use structured processes, most rely on informal approaches, and about half lack formal policies or standard

p. 7 · NCIER Claim Map

Why inferred The sentence crosses a page break: this quote is the page 7 part and the sentence continues on page 8. Full sentence (pages 7–8): “Although some schools use structured processes, most rely on informal approaches, and about half lack formal policies or standard operating procedures.”

cite page 7 Summary

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Definition [V] p040-06

Procedures provide clear guidelines, such as step-by-step instructions for BTAM components

Procedures provide clear guidelines, such as step-by-step instructions for implementing specific components of BTAM (e.g., conducting behavioral threat assessments, assigning supports and interventions).

p. 40 · NCIER Claim Map

SOPs Protocols

cite page 40 Ch 5: How Are Schools Operationalizing BTAM?

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Statement [V] p040-07

Clear procedures help improve reliability of BTAM outcomes at student and school levels

Clear procedures for assessment and management help improve the reliability of BTAM outcomes at both the individual student level and broader school level.

p. 40 · NCIER Claim Map

cite page 40 Ch 5: How Are Schools Operationalizing BTAM?

Fact [V] p041-07

49 percent of schools with BTAM teams have written standard operating procedures guiding team functi

Sample (N = 1400) · Appendix A table base (respondents answering the table question; see note for tables)

About half of schools with BTAM teams (49 percent) have written standard operating procedures (SOPs) that guide team functions.

p. 41 · NCIER Claim Map

SOPs Protocols

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

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Fact [V] p041-08

SOPs more common in majority-students-of-color schools, large districts, large teams, and school-and

Similar to the patterns we observed around the existence of defining policy documents, SOPs were more common in schools serving a majority of students of color, in large districts, and in support of large teams and schools with teams at both the school and district levels.

p. 41 · NCIER Claim Map

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

Fact [V] p041-09

One in five principals unsure whether school or district had established SOPs for BTAM team

Sample (N = 1400) · Appendix A table base (respondents answering the table question; see note for tables)

One in five principals were not sure whether their school or district had established SOPs for how their BTAM team regularly functions.

p. 41 · NCIER Claim Map

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

Fact [V] p041-10

Principals with only district-level BTAM teams especially unsure whether teams followed established

Principals in schools that had only district-level BTAM teams were especially unsure about whether these teams functioned according to established SOPs.

p. 41 · NCIER Claim Map

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

Fact [V] p050-02

Schools in 2019-legislation states more likely to have multiple organizational and procedural compon

As shown in Figure 5.5, schools in states with specific BTAM legislation in 2019 were more likely to have multiple organizational and procedural components in place for the operation of their BTAM team at the time of our survey.

p. 50 · NCIER Claim Map

cite page 50 Ch 5: How Are Schools Operationalizing BTAM?

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Fact [V] p050-03

Components include defining policy documents, written SOPs, and a standard meeting schedule

This includes having defining policy documents, written SOPs, and a standard meeting schedule for their BTAM teams.

p. 50 · NCIER Claim Map

cite page 50 Ch 5: How Are Schools Operationalizing BTAM?

Fact [V] p052-03

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

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

p. 52 · NCIER Claim Map

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

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Fact [V] p108-12

Those states’ schools more likely to have standard meeting schedules, written SOPs and policies

Today, schools in these states are more likely to have standardized meeting schedules for their BTAM teams, as well as written SOPs and defining policy documents for their BTAM programs.

p. 108 · NCIER Claim Map

cite page 108 Ch 14: Discussion and Implications

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Fact [V] p110-10

Half of schools do not have formal policies guiding their BTAM program and half do not have SOPs

The reality is that half of schools do not have formal policies guiding their BTAM program and half do not have SOPs.

p. 110 · NCIER Claim Map

cite page 110 Ch 14: Discussion and Implications

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Fact [V] p128-06

A.34 No: 35.6 (all teams incl. other school-based), 31.0 (official BTAM teams only)

Sample (N = 1635 | 1400 by column) · Table A.34 columns: Official BTAM teams and other school-based teams | Official BTAM teams only

No | 35.6 | 31.0

p. 128 · NCIER Claim Map

cite page 128 Appendix A: Survey Frequencies

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Fact [V] p128-07

A.34 Yes: 44.3 (all teams incl. other school-based), 49.3 (official BTAM teams only)

Sample (N = 1635 | 1400 by column) · Table A.34 columns: Official BTAM teams and other school-based teams | Official BTAM teams only

Yes | 44.3 | 49.3

p. 128 · NCIER Claim Map

cite page 128 Appendix A: Survey Frequencies

Fact [V] p128-08

A.34 Don’t know: 20.1 (all teams incl. other school-based), 19.7 (official BTAM teams only)

Sample (N = 1635 | 1400 by column) · Table A.34 columns: Official BTAM teams and other school-based teams | Official BTAM teams only

Don’t know | 20.1 | 19.7

p. 128 · NCIER Claim Map

cite page 128 Appendix A: Survey Frequencies

Fact [V] p128-09

A.34 N: all teams incl. other school-based: N=1,635; official BTAM teams only: N=1,400

N | 1,635 | 1,400

p. 128 · NCIER Claim Map

cite page 128 Appendix A: Survey Frequencies

Fact [V] p128-10

A.34 note: Only respondents who said their school has a school- or district-level BTAM team (or an a

Only respondents who said their school has a school- or district-level BTAM team (or an alternative team that performs BTAM-like functions) saw this question.

p. 128 · NCIER Claim Map

SOPs Protocols

cite page 128 Appendix A: Survey Frequencies

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