Sample (N = 122) · Appendix A table base (respondents answering the table question; see note for tables)
The outside BTAM team we work with only becomes involved in a case when we seek out their assistance | 54.8
Sample (N = 122) · Appendix A table base (respondents answering the table question; see note for tables)
We work with our outside BTAM team when we seek out their help AND when they approach us with information referred to them | 32.9
Sample (N = 122) · Appendix A table base (respondents answering the table question; see note for tables)
The only times we work with our outside BTAM team is when they approach us about a threat or tip reported to them | 8.2
Sample (N = 122) · Appendix A table base (respondents answering the table question; see note for tables)
Don’t know | 4.1
NOTE: n = 122.
Only respondents who said their school is served by a BTAM team external to the school or district and that they were somewhat or extremely familiar with the operation and processes of this outside team saw this question.
Sample (N = 122) · Appendix A table base (respondents answering the table question; see note for tables)
Very rarely | 23.6
Sample (N = 122) · Appendix A table base (respondents answering the table question; see note for tables)
Rarely | 23.2
Sample (N = 122) · Appendix A table base (respondents answering the table question; see note for tables)
Sometimes | 31.9
Sample (N = 122) · Appendix A table base (respondents answering the table question; see note for tables)
Frequently | 17.9
Sample (N = 122) · Appendix A table base (respondents answering the table question; see note for tables)
Very frequently | 3.4
NOTE: n = 122.
Only respondents who said their school is served by a BTAM team external to the school or district and that they were somewhat or extremely familiar with the operation and processes of this outside team saw this question.
Sample (N = 122) · Appendix A table base (respondents answering the table question; see note for tables)
Outside BTAM teams have access to more or different information than our school or district does, including ready access to law enforcement data and other sources | 38.4
Sample (N = 122) · Appendix A table base (respondents answering the table question; see note for tables)
Outside teams have access to a broader variety of service providers or providers with greater capacity to deliver intervention programming than we do at the school- or district-level | 54.2
Sample (N = 122) · Appendix A table base (respondents answering the table question; see note for tables)
Outside teams don’t know as much about school environments and/or youth populations, which can be problematic when it comes to assessing the level of threat posed by student behavior | 25.2
Sample (N = 122) · Appendix A table base (respondents answering the table question; see note for tables)
Outside teams don’t know as much about the community context of my school, which can be problematic in responding to student behavior in a practical way | 19.9
NOTE: n = 122.
Respondents were instructed to select all that apply.
Only respondents who said their school is served by a BTAM team external to the school or district and that they were somewhat or extremely familiar with the operation and processes of this outside team saw this question.
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