Considerable variability in BTAM member training across schools
There is considerable variability in training for BTAM members across schools.
NCIER®
Training Frequency
34 claims on pp. 7–139 (fact 30, statement 1, conjecture 2, definition 1).
Claims about Training Frequency
Fewer than half of schools provide annual training; many offer it only as needed
Sample (N = 1376) · Teams answering the BTAM training-frequency question (Figure 5.4)
Fewer than half of schools provide annual training, and many only offer it as needed, which may limit team members’ skills in such key areas as risk assessment and bias mitigation.
Training gaps are especially pronounced in urban and high-poverty schools
Training gaps are especially pronounced in urban and high-poverty schools.
BTAM-specific training may be important for foundational knowledge and team relationships
This finding means that BTAM-specific training may be important for providing a foundation of BTAM-specific knowledge across all members and as a mechanism for building working relationships within the team.
48 percent of schools with BTAM teams provide BTAM training annually
Sample (N = 1376) · Teams answering community support / challenges / processes / training questions
According to principals’ responses, about half of schools (48 percent) with BTAM teams provide training or professional development related to BTAM to their team members annually (see Figure 5.4).
36 percent train once per school year; 12 percent train multiple times in a single school year
Sample (N = 1376) · Teams answering community support / challenges / processes / training questions
This includes 36 percent of schools that train their BTAM members once per school year and 12 percent that train multiple times in a single school year.
23 percent of schools provide training on an as-needed basis
Sample (N = 1376) · Teams answering the BTAM training-frequency question (Figure 5.4)
Meanwhile, 23 percent of schools provide training on an as-needed basis
Section discusses principals' responses on training for members of BTAM teams
This section discusses principals’ responses to questions exploring the training for members of their schools’ BTAM teams.
Fig 5.4 Total: once 36, twice+ 12, as-needed 23, at start 16, none 13
Sample (N = 1376) · Teams answering community support / challenges / processes / training questions
Total | 36 | 12 | 23 | 16 | 13
Fig 5.4 School level: once 31, twice+ 10, as-needed 22, at start 21, none 16
Sample (n = undeterminable of 1376) · Teams answering community support / challenges / processes / training questions
School level | 31 | 10 | 22 | 21 | 16
Fig 5.4 District level: once 27, twice+ 12, as-needed 34, at start 9, none 18
Sample (n = undeterminable of 1376) · Teams answering community support / challenges / processes / training questions
District level | 27 | 12 | 34 | 9 | 18
Fig 5.4 Both: once 41, twice+ 14, as-needed 21, at start 16, none 9
Sample (n = undeterminable of 1376) · Teams answering community support / challenges / processes / training questions
Both | 41 | 14 | 21 | 16 | 9
Fig 5.4 survey item: how often BTAM team members receive training (n = 1,376)
This figure depicts response data from the following survey question: “How often do the members of your BTAM team receive training and/or professional development related to BTAM?” (n = 1,376).
Fig 5.4 includes only schools with a school- or district-level BTAM team
Includes only those who said their school has a school- or district-level BTAM team.
Fig 5.4 note: bars may not sum to totals because of rounding
Bars may not sum to totals because of rounding.
16 percent train members only at the beginning of tenure on the team
Sample (N = 1376) · Teams answering the BTAM training-frequency question (Figure 5.4)
16 percent train members only at the beginning of one’s tenure on the team.
About one in six schools (13 percent) provide no training
Sample (N = 1376) · Teams answering community support / challenges / processes / training questions
About one in six schools (13 percent) do not provide any training.
Training frequency is related to team level
The frequency at which schools provide training to their BTAM members is related to team level, as shown in Figure 5.4.
Annual training: 55 percent both-level teams, 39 percent district-only, 41 percent school-only
Sample (n = undeterminable of 1376) · Teams answering community support / challenges / processes / training questions
That is, 55 percent of schools served by both types of teams train annually, compared with 39 percent of schools with district-only teams and 41 percent with school-only teams.
Authors hypothesize the difference might reflect resources in districts with multi-level teams
We hypothesize that this difference might reflect the level of resources available in districts that maintain teams at multiple levels.
Schools with both school- and district-level BTAM teams especially likely to receive annual training
Schools where the principals reported that they had both a school- and district-level BTAM team are especially likely to receive annual training.
Schools in 2019-legislation states were not ahead on funding and training
We did identify two areas where schools in states with BTAM legislation in 2019 were not ahead of others that did not: funding and training.
2019-legislation states neither more nor less likely to dedicate funding or annual training
That is, schools in states that included BTAM in legislation in 2019 were neither more nor less likely to dedicate funding or annual training to BTAM than other schools at the time of our survey.
There is considerable variability in training for BTAM members across schools
There is considerable variability in training for BTAM members across schools.
Fewer than half of schools provide annual training; about one-quarter only as needed
Fewer than half of schools provide BTAM team members with annual training, and approximately one-quarter of schools only provide training on an as-needed basis.
Table A.54, N/A; Our team members do not receive BTAM-specific training: 16.1 / 12.6
Sample (N = 1603 | 1376 by column) · Tables A.52-A.54 columns: official+other school-based teams (1,603); official teams only (1,376)
N/A; Our team members do not receive BTAM-specific training | 16.1 | 12.6
Table A.54, Once at the beginning of their tenure on the team: 14.8 / 16.3
Sample (N = 1603 | 1376 by column) · Tables A.52-A.54 columns: official+other school-based teams (1,603); official teams only (1,376)
Once at the beginning of their tenure on the team | 14.8 | 16.3
Table A.54, Once per school year: 34.2 / 35.7
Sample (N = 1603 | 1376 by column) · Tables A.52-A.54 columns: official+other school-based teams (1,603); official teams only (1,376)
Once per school year | 34.2 | 35.7
Table A.54, At least twice per school year: 11.6 / 12.2
Sample (N = 1603 | 1376 by column) · Tables A.52-A.54 columns: official+other school-based teams (1,603); official teams only (1,376)
At least twice per school year | 11.6 | 12.2
Table A.54, On an as-needed basis: 23.3 / 23.3
Sample (N = 1603 | 1376 by column) · Tables A.52-A.54 columns: official+other school-based teams (1,603); official teams only (1,376)
On an as-needed basis | 23.3 | 23.3
Table A.54 note: Columns may not sum to 100 percent because of rounding.
Sample (no n: a percentage change, not a share of a sample) · a percentage that is not a share of a sample (e.g. a percentage-point change or a weighted estimate of the population)
Columns may not sum to 100 percent because of rounding.
Table A.54 note: Only respondents who said their school has a school- or district-level BTAM team
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.
Table A.56, Can’t get needed training for BTAM team members: 8.3 / 7.3
Sample (N = 1603 | 1376 by column) · Tables A.55-A.56 columns: official+other school-based teams (1,603); official teams only (1,376)
Can’t get needed training for BTAM team members | 8.3 | 7.3
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