Report page 106

We conduct after-action reviews of individual cases: small team 41 percent, large team 49 percent

Sample (column N undeterminable) · Figure 13.5 columns: schools with small BTAM teams; schools with large BTAM teams

We conduct after-action reviews of individual cases | 41 | 49

• Continuous Improvement
• Team Size

cite page 106 Ch 13: Sustaining and Improving BTAM Programs over Time

We collect and analyze data about how specific intervention options are influencing student-level ou

Sample (column N undeterminable) · Figure 13.5 columns: schools with small BTAM teams; schools with large BTAM teams

We collect and analyze data about how specific intervention options are influencing student-level outcomes | 35 | 41

• Continuous Improvement
• Team Size

cite page 106 Ch 13: Sustaining and Improving BTAM Programs over Time

We validate that specific intervention options are being delivered as designed, by appropriately tra

Sample (column N undeterminable) · Figure 13.5 columns: schools with small BTAM teams; schools with large BTAM teams

We validate that specific intervention options are being delivered as designed, by appropriately trained staff, and for the recommended amount of time* | 22 | 38

• Continuous Improvement
• Team Size

cite page 106 Ch 13: Sustaining and Improving BTAM Programs over Time

We collect feedback from school staff who have been directly involved in implementing BTAM intervent

Sample (column N undeterminable) · Figure 13.5 columns: schools with small BTAM teams; schools with large BTAM teams

We collect feedback from school staff who have been directly involved in implementing BTAM interventions* | 25 | 33

• Continuous Improvement
• Team Size

cite page 106 Ch 13: Sustaining and Improving BTAM Programs over Time

We periodically assess and revise the menu of interventions available to the BTAM team*: small team

Sample (column N undeterminable) · Figure 13.5 columns: schools with small BTAM teams; schools with large BTAM teams

We periodically assess and revise the menu of interventions available to the BTAM team* | 23 | 31

• Continuous Improvement
• Team Size

cite page 106 Ch 13: Sustaining and Improving BTAM Programs over Time

We collect and analyze data on student outcomes across all students served by the program to monitor

Sample (column N undeterminable) · Figure 13.5 columns: schools with small BTAM teams; schools with large BTAM teams

We collect and analyze data on student outcomes across all students served by the program to monitor the overall effectiveness of our BTAM efforts* | 17 | 30

• Continuous Improvement
• Team Size

cite page 106 Ch 13: Sustaining and Improving BTAM Programs over Time

We carry out training and outreach for the school staff and students to maintain knowledge of BTAM a

Sample (column N undeterminable) · Figure 13.5 columns: schools with small BTAM teams; schools with large BTAM teams

We carry out training and outreach for the school staff and students to maintain knowledge of BTAM and how to refer individuals of concern* | 15 | 24

• Continuous Improvement
• Team Size

cite page 106 Ch 13: Sustaining and Improving BTAM Programs over Time

We collect feedback from students and/or parents/guardians of students once their BTAM intervention

Sample (column N undeterminable) · Figure 13.5 columns: schools with small BTAM teams; schools with large BTAM teams

We collect feedback from students and/or parents/guardians of students once their BTAM intervention is complete* | 13 | 20

• Continuous Improvement
• Team Size

cite page 106 Ch 13: Sustaining and Improving BTAM Programs over Time

We collect feedback from students, parents/guardians, and/or staff who were the targets or victims o

Sample (column N undeterminable) · Figure 13.5 columns: schools with small BTAM teams; schools with large BTAM teams

We collect feedback from students, parents/guardians, and/or staff who were the targets or victims of threatening behavior | 18 | 19

• Continuous Improvement
• Team Size

cite page 106 Ch 13: Sustaining and Improving BTAM Programs over Time

We collect and analyze data on student outcomes for different student populations to assess the fair

Sample (column N undeterminable) · Figure 13.5 columns: schools with small BTAM teams; schools with large BTAM teams

We collect and analyze data on student outcomes for different student populations to assess the fairness of our BTAM efforts*

• Continuous Improvement
• Team Size

cite page 106 Ch 13: Sustaining and Improving BTAM Programs over Time

Figure 13.5 survey item: processes that are part of how BTAM program operates (n = 1,376)

This figure depicts response data from the following survey question: “Which of the following processes are part of how your BTAM program operates?” (n = 1,376).

• Continuous Improvement
• Survey Methodology

cite page 106 Ch 13: Sustaining and Improving BTAM Programs over Time

Figure 13.5 respondents instructed to select all that apply

Respondents were instructed to select all that apply.

• Survey Methodology

cite page 106 Ch 13: Sustaining and Improving BTAM Programs over Time

Figure 13.5 includes only principals whose school has a school- or district-level BTAM team

Includes only those who said their school has a school- or district-level BTAM team.

• Methodology
• Sample

cite page 106 Ch 13: Sustaining and Improving BTAM Programs over Time

Figure 13.5 asterisk marks statistically significant small-team versus large-team differences

An asterisk (*) indicates that the percentage of principals in schools with small BTAM teams who said their team engages in a specific review and reflection process was statistically significantly different from the percentage of principals in schools with large BTAM teams who said similarly.

• Methodology
• Team Size

cite page 106 Ch 13: Sustaining and Improving BTAM Programs over Time

Figure 13.5 note a: student populations include special education, neurodiverse, minority, and other

For example, special education students, neurodiverse students, race/ethnicity minority students, gender and sexual minority students, socioeconomically disadvantaged students.

• Equity Disparities

cite page 106 Ch 13: Sustaining and Improving BTAM Programs over Time