Team Composition

BTAM approach: a multidisciplinary team systematically evaluates and responds to concerning behavior

The BTAM approach involves a multidisciplinary team—often including school administrators, counselors, and public safety professionals—systematically evaluating and responding to concerning student behaviors or threats.

• BTAM Team
• Key Terms
• Team Composition

cite page 20 Ch 1: Introduction

Safe School Initiative stressed multidisciplinary teams and positive school climates

It also stressed the importance of multidisciplinary teams to assess concerning behaviors and efforts to foster positive school climates that encourage reporting of concerns.

• Prior Research
• Referral And Reporting
• Team Composition

cite page 21 Ch 1: Introduction

Maryland and Texas both require BTAM teams but with different emphases (Texas SSC; MCSS)

Although both Maryland and Texas require schools to have BTAM teams, Texas explicitly requires that members of teams have a range of specific types of expertise “to the greatest extent practicable” (Texas School Safety Center, undated), and Maryland emphasizes coordination with the Maryland Center for School Safety (MCSS), which provides training and other resources to K–12 schools in this area (MCSS, undated).

• State Policy Mandates
• Team Composition
• Training Source

cite page 24 Ch 1: Introduction

Kentucky, Nevada, and Oregon required BTAM by 2019 and stress multidisciplinary teams

Other states that required BTAM in schools as early as 2019, such as Kentucky, Nevada, and Oregon, also specifically stress the importance of multidisciplinary teams in the threat assessment process, with added emphasis on the role of mental health professionals.

• Mental Health
• State Policy Mandates
• Team Composition

cite page 24 Ch 1: Introduction

This chapter examines BTAM policies, team membership, training, meetings and funding

We examine the policies and procedures schools have in place that are specific to BTAM, the membership structure of school BTAM teams, the training that team members receive, how often these teams meet, and how they are funded.

• BTAM Program
• Team Composition

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

Policies can specify BTAM team composition so multiple perspectives provide input

Policies can touch on various BTAM topics; some policies, for instance, will specify the composition of BTAM teams to ensure that multiple perspectives and experiences provide input into the various BTAM steps.

• Policy
• Team Composition

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

BTAM process relies on a multidisciplinary team to assess level of concern and decide responses

The BTAM process relies on a multidisciplinary team of individuals to assess the level of concern appropriate to specific behaviors or threats and make decisions about how to respond.

• BTAM Team
• Team Composition

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

A BTAM team should bring together individuals with different but complementary expertise

That is, a BTAM team should bring together individuals with different but complementary expertise to best assess and respond to individual referred cases and student needs.

• BTAM Team
• Team Composition

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

Most named BTAM frameworks and some state laws specify minimum team sizes and required disciplines

Most named BTAM frameworks and even some laws or regulations in states requiring or supporting BTAM implementation specify minimum team sizes and specific disciplines that must or should be represented (see, e.g., NTAC, 2018; National Center on Safe Supportive Learning Environments, undated).

• Named Models
• State Policy Mandates
• Team Composition

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

Models most commonly recommend administration, mental health services and public safety members

Most commonly, BTAM models or implementation guidance recommend including individuals from school administration (e.g., a principal or assistant principal), mental health services (e.g., a counselor or school psychologist), and public safety (e.g., a school resource officer [SRO] or another individual with security expertise).

• Mental Health
• Named Models
• Team Composition

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

A wide variety of other specialists and community members often flagged as additional potential team

That said, a wide variety of other specialists and individuals with community or other knowledge are often flagged as additional potential team members (e.g., instructional staff, special education professionals, among others).

• Named Models
• Team Composition

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

Number and types of specialists can drive BTAM team performance, so composition was a focus of the s

Because the number and types of specialists that are part of the team can drive the performance of BTAM teams, team composition and roles that different individuals play on the team were significant focuses of the survey.

• Survey Methodology
• Team Composition

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

Fig 5.1 Principal: internal 84, external none, total 84

Sample (N = 1408) · Schools with an official BTAM team (82 percent of sample)

Principal | 84 | | 84

• Team Composition
• Team Roles

cite page 42 Ch 5: How Are Schools Operationalizing BTAM?

Fig 5.1 Other school administrators: internal 69, external none, total 69

Sample (N = 1408) · Schools with an official BTAM team (82 percent of sample)

Other school administrators | 69 | | 69

• Team Composition
• Team Roles

cite page 42 Ch 5: How Are Schools Operationalizing BTAM?

Fig 5.1 District administrators: internal 36, external none, total 36

Sample (N = 1408) · Schools with an official BTAM team (82 percent of sample)

District administrators | 36 | | 36

• Team Composition
• Team Roles

cite page 42 Ch 5: How Are Schools Operationalizing BTAM?

Fig 5.1 School-based law enforcement: internal 45, external 7, total 53

Sample (N = 1408) · Schools with a school- or district-level BTAM team answering the Figure 5.1 team-membership question

School-based law enforcement | 45 | 7 | 53

• Team Composition
• Team Roles

cite page 42 Ch 5: How Are Schools Operationalizing BTAM?

Fig 5.1 Non-school-based law enforcement: internal none, external 13, total 13

Sample (N = 1408) · Schools with an official BTAM team (82 percent of sample)

Non-school-based law enforcement | | 13 | 13

• Team Composition
• Team Roles

cite page 42 Ch 5: How Are Schools Operationalizing BTAM?

Fig 5.1 Counselor: internal 82, external 3, total 84

Sample (N = 1408) · Schools with a school- or district-level BTAM team answering the Figure 5.1 team-membership question

Counselor | 82 | 3 | 84

• Team Composition
• Team Roles

cite page 42 Ch 5: How Are Schools Operationalizing BTAM?

Fig 5.1 Social worker: internal 44, external 6, total 50

Sample (N = 1408) · Schools with a school- or district-level BTAM team answering the Figure 5.1 team-membership question

Social worker | 44 | 6 | 50

• Team Composition
• Team Roles

cite page 42 Ch 5: How Are Schools Operationalizing BTAM?

Fig 5.1 Psychologist: internal 43, external 6, total 49

Sample (N = 1408) · Schools with a school- or district-level BTAM team answering the Figure 5.1 team-membership question

Psychologist | 43 | 6 | 49

• Team Composition
• Team Roles

cite page 42 Ch 5: How Are Schools Operationalizing BTAM?

Fig 5.1 Instructional staff: internal 45, external none, total 45

Sample (N = 1408) · Schools with an official BTAM team (82 percent of sample)

Instructional staff | 45 | | 45

• Team Composition
• Team Roles

cite page 42 Ch 5: How Are Schools Operationalizing BTAM?

Fig 5.1 Special education specialist: internal 43, external none, total 43

Sample (N = 1408) · Schools with an official BTAM team (82 percent of sample)

Special education specialist | 43 | | 43

• Team Composition
• Team Roles

cite page 42 Ch 5: How Are Schools Operationalizing BTAM?

Figure 5.1 note: survey question 'Which person(s) are regular members of this BTAM team?' (n = 1,408

This figure depicts response data from the following survey question: “Which person(s) are regular members of this BTAM team?” (n = 1,408).

• Survey Methodology
• Team Composition

cite page 42 Ch 5: How Are Schools Operationalizing BTAM?

Principals and counselors were the two most common BTAM team members (both 84 percent)

Sample (N = 1408) · Schools with an official BTAM team (82 percent of sample)

By far, the two most common members were principals and counselors (both 84 percent).

• Team Composition
• Team Roles

cite page 42 Ch 5: How Are Schools Operationalizing BTAM?

BTAM teams are overwhelmingly composed of individuals internal to the school, per principals

Principals’ responses indicate that BTAM teams are overwhelmingly composed of individuals internal to the school (i.e., who are on staff or are located at the school).

• Mental Health
• Team Composition

cite page 42 Ch 5: How Are Schools Operationalizing BTAM?

Authors say 6 percent figure indicates those schools made extra effort to draw personnel from outsid

this indicates that these schools made the extra effort to ensure that these disciplines were represented on the team, even though it required them to draw personnel from outside their current staffing.

• Mental Health
• Team Composition

cite page 43 Ch 5: How Are Schools Operationalizing BTAM?

Same pattern for all health professional positions suggests school staffing shapes team inclusion

We saw this same pattern with all the health professional positions we asked about, suggesting that schools’ access to school-based mental and physical health staff usually shapes whether their BTAM team includes such personnel.

• Mental Health
• Team Composition

cite page 43 Ch 5: How Are Schools Operationalizing BTAM?

Schools have differential access to school-based personnel; outside access can be challenging

This is noteworthy because schools have differential access to various types of school-based personnel, and accessing those disciplines from outside the school can be challenging, especially when it comes to individuals with specialized expertise.

• Mental Health
• Team Composition

cite page 43 Ch 5: How Are Schools Operationalizing BTAM?

Team personnel was highly related to school context

Which specific personnel were included on schools’ BTAM teams was also highly related to the school context (although this is intertwined with which types of schools tend to have which staff, as discussed in the “Differential Access to School Personnel Likely Shapes the Composition of BTAM Teams” box).

• Subgroup Differences
• Team Composition

cite page 43 Ch 5: How Are Schools Operationalizing BTAM?

Secondary schools more likely than elementary to have more varied personnel on BTAM teams

For example, secondary (middle and high) schools were more likely to have a greater variety of personnel on their teams—including other school administrators beyond the principal, school-based law enforcement, counselors, and social workers—than their elementary counterparts.

• Grade Level Scope
• Subgroup Differences
• Team Composition

cite page 43 Ch 5: How Are Schools Operationalizing BTAM?

Schools in small districts (<10,000 students) especially likely to include principals and district a

Schools in small districts (those serving fewer than 10,000 students) were especially likely to directly include school principals and district administrators on their BTAM teams.

• Subgroup Differences
• Team Composition

cite page 43 Ch 5: How Are Schools Operationalizing BTAM?

In large districts, other school administrators such as assistant principals more likely involved

Conversely, in large districts, other school administrators, such as assistant principals, were more likely to be involved.

• Subgroup Differences
• Team Composition

cite page 43 Ch 5: How Are Schools Operationalizing BTAM?

Authors infer larger districts might have greater capacity for specialized roles or delegation

We infer from these patterns that larger districts might have greater capacity for specialized roles or delegation of specific individuals to be involved in BTAM, given they tend to employ more school- and district-level administrators.

• Subgroup Differences
• Team Composition

cite page 43 Ch 5: How Are Schools Operationalizing BTAM?

Team composition differed by school poverty level

We also observed some differences in school BTAM team composition by school poverty level.

• Subgroup Differences
• Team Composition

cite page 43 Ch 5: How Are Schools Operationalizing BTAM?

Schools in higher-income neighborhoods more likely to have school psychologists than lower-income ne

For example, schools in higher-income neighborhoods were more likely to have school psychologists than schools serving lower-income neighborhoods.

• Mental Health
• Subgroup Differences
• Team Composition

cite page 43 Ch 5: How Are Schools Operationalizing BTAM?

Analysis examined likelihood of personnel types on BTAM teams given team size

To understand how BTAM team membership changes as these teams increase in size (i.e., which types of personnel are added as teams grow), we investigated the likelihood of various types of personnel being on a BTAM teams given team size.

• Methodology
• Team Composition
• Team Size

cite page 43 Ch 5: How Are Schools Operationalizing BTAM?

BTAM team composition likely related to which personnel are present at school

The composition of schools’ BTAM teams is likely related to which personnel are present at school—either employed directly by the district or as part of a contract agreement.

• Mental Health
• Team Composition

cite page 44 Ch 5: How Are Schools Operationalizing BTAM?

Schools with regular access to specialized staff are more likely to include them on BTAM teams

That is, schools with regular access to specialized staff are more likely to include these staff on their BTAM teams, compared with schools that lack such regular access.

• Mental Health
• Team Composition

cite page 44 Ch 5: How Are Schools Operationalizing BTAM?

Staff at school full/part time: counselor 89 percent, nurse 89 percent, psychologist 67 percent, swo

Sample (N = 1746) · All principals, staff available at school question

Unsurprisingly, we found that some types of staff were much more common than others, with principals reporting as follows: school counselor (89 percent), school nurse (89 percent), school psychologist (67 percent), sworn law enforcement officer (58 percent), social worker (56 percent), and security guard (22 percent).

• Law Enforcement
• Mental Health
• Team Composition

cite page 44 Ch 5: How Are Schools Operationalizing BTAM?

Table 5.1 Total: couns 89, nurse 89, SW 56, psych 67, SBLE 58, guard 22

Sample (N = 1746) · All principals, staff available at school question

Total | 89 | 89 | 56 | 67 | 58 | 22

• Subgroup Differences
• Team Composition

cite page 44 Ch 5: How Are Schools Operationalizing BTAM?

Table 5.1 Elementary: couns 84, nurse 90, SW 51, psych 68, SBLE 47, guard 16

Sample (N = 1746 total; column N not printed) · All principals, staff available at school question

Elementary | 84 | 90 | 51 | 68 | 47 | 16

• Subgroup Differences
• Team Composition

cite page 44 Ch 5: How Are Schools Operationalizing BTAM?

Table 5.1 Middle: couns 96, nurse 91, SW 63, psych 72, SBLE 74, guard 26

Sample (N = 1746 total; column N not printed) · All principals, staff available at school question

Middle | 96 | 91 | 63 | 72 | 74 | 26

• Subgroup Differences
• Team Composition

cite page 44 Ch 5: How Are Schools Operationalizing BTAM?

Table 5.1 High: couns 97, nurse 86, SW 63, psych 62, SBLE 73, guard 34

Sample (N = 1746 total; column N not printed) · All principals, staff available at school question

High | 97 | 86 | 63 | 62 | 73 | 34

• Subgroup Differences
• Team Composition

cite page 44 Ch 5: How Are Schools Operationalizing BTAM?

Table 5.1 Urban: couns 87, nurse 88, SW 60, psych 72, SBLE 41, guard 32

Sample (N = 1746 total; column N not printed) · All principals, staff available at school question

Urban | 87 | 88 | 60 | 72 | 41 | 32

• Subgroup Differences
• Team Composition

cite page 44 Ch 5: How Are Schools Operationalizing BTAM?

Table 5.1 Suburban: couns 88, nurse 91, SW 66, psych 82, SBLE 61, guard 25

Sample (N = 1746 total; column N not printed) · All principals, staff available at school question

Suburban | 88 | 91 | 66 | 82 | 61 | 25

• Subgroup Differences
• Team Composition

cite page 44 Ch 5: How Are Schools Operationalizing BTAM?

Table 5.1 Rural: couns 92, nurse 88, SW 46, psych 53, SBLE 67, guard 13

Sample (N = 1746 total; column N not printed) · All principals, staff available at school question

Rural | 92 | 88 | 46 | 53 | 67 | 13

• Subgroup Differences
• Team Composition

cite page 44 Ch 5: How Are Schools Operationalizing BTAM?

Table 5.1 High neighborhood poverty: couns 92, nurse 89, SW 51, psych 55, SBLE 53, guard 28

Sample (N = 1746 total; column N not printed) · All principals, staff available at school question

High | 92 | 89 | 51 | 55 | 53 | 28

• Subgroup Differences
• Team Composition

cite page 44 Ch 5: How Are Schools Operationalizing BTAM?

Table 5.1 Middle neighborhood poverty: couns 90, nurse 88, SW 55, psych 65, SBLE 61, guard 20

Sample (N = 1746 total; column N not printed) · All principals, staff available at school question

Middle | 90 | 88 | 55 | 65 | 61 | 20

• Subgroup Differences
• Team Composition

cite page 44 Ch 5: How Are Schools Operationalizing BTAM?

Table 5.1 Low neighborhood poverty: couns 84, nurse 92, SW 63, psych 84, SBLE 51, guard 24

Sample (N = 1746 total; column N not printed) · All principals, staff available at school question

Low | 84 | 92 | 63 | 84 | 51 | 24

• Subgroup Differences
• Team Composition

cite page 44 Ch 5: How Are Schools Operationalizing BTAM?

Table 5.1 Small district: couns 88, nurse 88, SW 51, psych 63, SBLE 62, guard 15

Sample (N = 1746 total; column N not printed) · All principals, staff available at school question

Small | 88 | 88 | 51 | 63 | 62 | 15

• Subgroup Differences
• Team Composition

cite page 44 Ch 5: How Are Schools Operationalizing BTAM?

Table 5.1 Large district: couns 90, nurse 91, SW 62, psych 74, SBLE 52, guard 31

Sample (N = 1746 total; column N not printed) · All principals, staff available at school question

Large | 90 | 91 | 62 | 74 | 52 | 31

• Subgroup Differences
• Team Composition

cite page 44 Ch 5: How Are Schools Operationalizing BTAM?

Principals confirmed which specialized staff are present at school full or part time (Table 5.1)

We confirmed with principals what types of specialized staff—counselors, nurses, social workers, psychologists, sworn law enforcement officers, and security guards—are present at their schools either full time or part time (see Table 5.1).

• Staffing Constraints
• Team Composition

cite page 44 Ch 5: How Are Schools Operationalizing BTAM?

Multidisciplinary teams are recommended or required to ensure this happens (NTAC, 2018)

Ensuring that this happens is a strong driver behind recommendations or even requirements for BTAM teams to be multidisciplinary (see, e.g., NTAC, 2018).

• NTAC Guidance
• Team Composition

cite page 63 Ch 9: How Do BTAM Teams Develop Intervention Plans?

Table A.5: School counselor, 89.0 weighted percent

Sample (N = 1746) · Respondents answering Tables A.4 and A.5 (N = 1,746)

School counselor | 89.0

• Team Composition

cite page 113 Appendix A: Survey Frequencies

Table A.5: School nurse, 89.1 weighted percent

Sample (N = 1746) · Respondents answering Tables A.4 and A.5 (N = 1,746)

School nurse | 89.1

• Team Composition

cite page 113 Appendix A: Survey Frequencies

Table A.5: School social worker, 56.0 weighted percent

Sample (N = 1746) · Respondents answering Tables A.4 and A.5 (N = 1,746)

School social worker | 56.0

• Team Composition

cite page 113 Appendix A: Survey Frequencies

Table A.5: School psychologist, 67.3 weighted percent

Sample (N = 1746) · Respondents answering Tables A.4 and A.5 (N = 1,746)

School psychologist | 67.3

• Team Composition

cite page 113 Appendix A: Survey Frequencies

Table A.5: School resource officer/school-based law enforcement officer, 57.6 weighted percent

Sample (N = 1746) · Respondents answering Tables A.4 and A.5 (N = 1,746)

School resource officer/school-based law enforcement officer | 57.6

• Team Composition

cite page 113 Appendix A: Survey Frequencies

Table A.5: Non-law enforcement school security officer or guard, 22.1 weighted percent

Sample (N = 1746) · Respondents answering Tables A.4 and A.5 (N = 1,746)

Non-law enforcement school security officer or guard | 22.1

• Team Composition

cite page 113 Appendix A: Survey Frequencies

Table A.5: We do not have any of these types of staff members at our school, 0.8 weighted percent

Sample (N = 1746) · Respondents answering Tables A.4 and A.5 (N = 1,746)

We do not have any of these types of staff members at our school | 0.8

• Team Composition

cite page 113 Appendix A: Survey Frequencies

Table A.5 note: Table A.5 note: N = 1,746.

NOTE: N = 1,746.

• Team Composition

cite page 113 Appendix A: Survey Frequencies

Table A.5 note: Respondents were instructed to select all that apply.

Respondents were instructed to select all that apply.

• Team Composition

cite page 113 Appendix A: Survey Frequencies

Table A.21 You (school leader): 84.5 (official + other teams); 84.0 (official only)

Sample (N = 1646 | 1408 by column) · Table A.21 columns: Official BTAM teams and other school-based teams | Official BTAM teams only

You (school leader) | 84.5 | 84.0

• Team Composition
• Team Roles

cite page 121 Appendix A: Survey Frequencies

Table A.21 District administrators: 33.6 (official + other teams); 36.4 (official only)

Sample (N = 1646 | 1408 by column) · Table A.21 columns: Official BTAM teams and other school-based teams | Official BTAM teams only

District administrators | 33.6 | 36.4

• Team Composition
• Team Roles

cite page 121 Appendix A: Survey Frequencies

Table A.21 Other school administrators besides you: 66.7 (official + other teams); 68.7 (official...

Sample (N = 1646 | 1408 by column) · Table A.21 columns: Official BTAM teams and other school-based teams | Official BTAM teams only

Other school administrators besides you (for example, assistant principal, other senior administrator) | 66.7 | 68.7

• Team Composition
• Team Roles

cite page 121 Appendix A: Survey Frequencies

Table A.21 School-based law enforcement: 47.6 (official + other teams); 52.6 (official only)

Sample (N = 1646 | 1408 by column) · Table A.21 columns: Official BTAM teams and other school-based teams | Official BTAM teams only

School-based law enforcement (for example, school resource officer) | 47.6 | 52.6

• Team Composition
• Team Roles

cite page 121 Appendix A: Survey Frequencies

Table A.21 Non-school-based law enforcement: 12.5 (official + other teams); 13.3 (official only)

Sample (N = 1646 | 1408 by column) · Table A.21 columns: Official BTAM teams and other school-based teams | Official BTAM teams only

Non-school-based law enforcement (for example, police officer from local department who is not regularly in the school) | 12.5 | 13.3

• Team Composition
• Team Roles

cite page 121 Appendix A: Survey Frequencies

Table A.21 Psychologist, whether school-based or external: 46.8 (official + other teams); 48.5 (o...

Sample (N = 1646 | 1408 by column) · Table A.21 columns: Official BTAM teams and other school-based teams | Official BTAM teams only

Psychologist, whether school-based or external | 46.8 | 48.5

• Team Composition
• Team Roles

cite page 121 Appendix A: Survey Frequencies

Table A.21 Counselor, whether school-based or external: 82.4 (official + other teams); 84.2 (offi...

Sample (N = 1646 | 1408 by column) · Table A.21 columns: Official BTAM teams and other school-based teams | Official BTAM teams only

Counselor, whether school-based or external | 82.4 | 84.2

• Team Composition
• Team Roles

cite page 121 Appendix A: Survey Frequencies

Table A.21 Social worker, whether school-based or external: 48.2 (official + other teams); 50.2 (...

Sample (N = 1646 | 1408 by column) · Table A.21 columns: Official BTAM teams and other school-based teams | Official BTAM teams only

Social worker, whether school-based or external | 48.2 | 50.2

• Team Composition
• Team Roles

cite page 121 Appendix A: Survey Frequencies

Table A.21 General instructional staff: 47.5 (official + other teams); 45.2 (official only)

Sample (N = 1646 | 1408 by column) · Table A.21 columns: Official BTAM teams and other school-based teams | Official BTAM teams only

General instructional staff (for example, teacher) | 47.5 | 45.2

• Team Composition
• Team Roles

cite page 121 Appendix A: Survey Frequencies

Table A.21 Special education specialist: 44.4 (official + other teams); 42.5 (official only)

Sample (N = 1646 | 1408 by column) · Table A.21 columns: Official BTAM teams and other school-based teams | Official BTAM teams only

Special education specialist | 44.4 | 42.5

• Team Composition
• Team Roles

cite page 121 Appendix A: Survey Frequencies

Table A.21 Other (please specify): 13.7 (official + other teams); 13.6 (official only)

Sample (N = 1646 | 1408 by column) · Table A.21 columns: Official BTAM teams and other school-based teams | Official BTAM teams only

Other (please specify) | 13.7 | 13.6

• Team Composition
• Team Roles

cite page 121 Appendix A: Survey Frequencies

Table A.21 None of these personnel are members: 0.4 (official + other teams); 0.2 (official only)

Sample (N = 1646 | 1408 by column) · Table A.21 columns: Official BTAM teams and other school-based teams | Official BTAM teams only

None of these personnel are members | 0.4 | 0.2

• Team Composition
• Team Roles

cite page 121 Appendix A: Survey Frequencies

Table A.21 N: 1,646 (official + other teams); 1,408 (official only)

N | 1,646 | 1,408 |

• Team Composition
• Team Roles

cite page 121 Appendix A: Survey Frequencies

Table A.27 Reduced recommended personnel (resource/staff constraints): 39.5 (official + other tea...

Sample (N = 162 | 153 by column) · Table A.27 columns: Official BTAM teams and other school-based teams | Official BTAM teams only (N row printed on p124, continuation page)

We reduced the number of recommended personnel serving on the team due to resource or staff constraints | 39.5 | 40.4

• Program Changes
• Team Composition

cite page 123 Appendix A: Survey Frequencies

Table A.27 Reduced recommended personnel (community concerns/context): 6.5 (official + other team...

Sample (N = 162 | 153 by column) · Table A.27 columns: Official BTAM teams and other school-based teams | Official BTAM teams only (N row printed on p124, continuation page)

We reduced the number of recommended personnel serving on the team due to community concerns or context | 6.5 | 5.3

• Program Changes
• Team Composition

cite page 123 Appendix A: Survey Frequencies

Table A.27 Added personnel beyond recommended: 29.2 (official + other teams); 29.6 (official only)

Sample (N = 162 | 153 by column) · Table A.27 columns: Official BTAM teams and other school-based teams | Official BTAM teams only (N row printed on p124, continuation page)

We added personnel to our team beyond the recommended personnel | 29.2 | 29.6

• Program Changes
• Team Composition

cite page 123 Appendix A: Survey Frequencies