Sample (N = 450) · Principals at schools with a school- or district-level BTAM team who used a named, other or locally developed model and were present at initial implementation (Table A.32)
The BTAM program we chose was easy to adapt to our local needs. | 0.6 | 4.5 | 16.9 | 61.4 | 16.6
Sample (N = 450) · Principals at schools with a school- or district-level BTAM team who used a named, other or locally developed model and were present at initial implementation (Table A.32)
Our school community (e.g., parents, students) were supportive of our school’s adoption of BTAM. | 0.2 | 1.6 | 35.1 | 45.7 | 17.5
Sample (N = 450) · Principals at schools with a school- or district-level BTAM team who used a named, other or locally developed model and were present at initial implementation (Table A.32)
It was easy to coordinate with relevant outside partners while implementing BTAM (e.g., police, service providers). | 1.1 | 7.2 | 16.5 | 53.7 | 21.5
Sample (N = 450) · Principals at schools with a school- or district-level BTAM team who used a named, other or locally developed model and were present at initial implementation (Table A.32)
Our school and local service providers had enough capacity to support our BTAM efforts (e.g., counselors, mental health treatment providers). | 3.1 | 17.5 | 12.8 | 49.5 | 17.1
Sample (N = 450) · Principals at schools with a school- or district-level BTAM team who used a named, other or locally developed model and were present at initial implementation (Table A.32)
Our school staff was supportive of our school’s adoption of BTAM. | 0.0 | 1.4 | 14.0 | 63.1 | 21.5
Sample (N = 450) · Principals at schools with a school- or district-level BTAM team who used a named, other or locally developed model and were present at initial implementation (Table A.32)
BTAM was well-matched to our culture and relationships between school leaders and staff. | 0.0 | 2.4 | 15.3 | 62.0 | 20.4
Sample (N = 450) · Principals at schools with a school- or district-level BTAM team who used a named, other or locally developed model and were present at initial implementation (Table A.32)
Our existing school records and other systems were easy to use in support of BTAM. | 0.9 | 7.7 | 17.2 | 57.9 | 16.2
Sample (N = 450) · Principals at schools with a school- or district-level BTAM team who used a named, other or locally developed model and were present at initial implementation (Table A.32)
We had no issues sharing information among partners for BTAM purposes (e.g., FERPA or HIPAA did not hinder information sharing). | 1.1 | 9.2 | 25.6 | 52.7 | 11.4
Sample (N = 450) · Principals at schools with a school- or district-level BTAM team who used a named, other or locally developed model and were present at initial implementation (Table A.32)
We had enough staff time to implement BTAM. | 3.5 | 21.0 | 20.3 | 44.3 | 10.9
Sample (N = 450) · Principals at schools with a school- or district-level BTAM team who used a named, other or locally developed model and were present at initial implementation (Table A.32)
Our instructional and other school staff clearly understood the goals and reasons for implementing BTAM. | 0.9 | 7.9 | 21.0 | 58.7 | 11.4
Sample (N = 450) · Principals at schools with a school- or district-level BTAM team who used a named, other or locally developed model and were present at initial implementation (Table A.32)
Training opportunities for BTAM team members were readily available. | 2.0 | 13.5 | 18.6 | 49.3 | 16.6
Sample (N = 450) · Principals at schools with a school- or district-level BTAM team who used a named, other or locally developed model and were present at initial implementation (Table A.32)
It was easy to adjust school procedures to integrate BTAM into the way we dealt with student behavior and discipline issues previously. | 0.9 | 5.6 | 17.0 | 62.5 | 13.9
Sample (N = 450) · Principals at schools with a school- or district-level BTAM team who used a named, other or locally developed model and were present at initial implementation (Table A.32)
We were able to use a staged process to implement BTAM so that it integrated smoothly into school systems broadly speaking. | 1.7 | 10.3 | 25.8 | 53.4 | 8.8
NOTE: n = 450.
Only respondents who said their school has a school- or district-level BTAM team (or an alternative team that performs BTAM-like functions); that their team was using (1) a named model that we listed, (2) an “Other” model, or (3) a locally developed model; and that said they were around for the initial implementation of this model saw this question.
Table only includes data from respondents who said their school has a school- or district-level BTAM team, not respondents who said they have an alternative team that performs BTAM-like functions.
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)
Rows may not sum to 100 percent because of rounding.
FERPA = Family Educational Rights and Privacy Act; HIPAA = Health Insurance Portability and Accountability Act.
Find the Perfect Training Class For You
