Figure 3.1: 9 or more years ago: 12 percent of teams formed
Sample (N = 1505) · Schools with BTAM team, excluding principals who did not know how long the team had been in place
9 or more years ago | 12 percent
NCIER®
Report page 33
Claims on this page
Figure 3.1: 5 to 8 years ago: 21 percent of teams formed
Sample (N = 1505) · Schools with BTAM team, excluding principals who did not know how long the team had been in place
5 to 8 years ago | 21 percent
Figure 3.1: 2 to 4 years ago: 53 percent of teams formed
Sample (N = 1505) · Schools with BTAM team, excluding principals who did not know how long the team had been in place
2 to 4 years ago | 53 percent
Figure 3.1: in the past year: 14 percent of teams formed
Sample (N = 1505) · Schools with BTAM team, excluding principals who did not know how long the team had been in place
in the past year | 14 percent
Figure 3.1 survey question: how many school years the BTAM team has been in place (n = 1,505)
This figure depicts response data from the following survey question: “Approximately how many school years has this BTAM team been in place?” (n = 1,505).
Only principals with a school- or district-level BTAM or equivalent team received the question
Only those who said their school has a school- or district-level BTAM team (or another team not called a BTAM team that functions as a BTAM team) received this question.
Principals who did not know how long the team had been in place were excluded
We excluded principals who did not know how long the BTAM team had been in place at their school.
Arrow width is correlated with the share of teams formed in each period
The width of the arrows is correlated with the share of teams formed during this period.
Effective long-term program management requires processes to adjust the program over time
Because almost no program is implemented perfectly from the start, and local contexts often change over time in response to shifting circumstances and student needs, effective long-term program management requires integrating processes and activities designed to adjust the program over time to maintain or to improve performance (see discussion in Cook et al., 2019).
"Adaptation" means adjusting a named model to match local needs
During implementation efforts, such changes are often labeled “adaptation”—adjusting a named model to match local needs.
Survey asked how schools adjusted their selected BTAM models during initial implementation
We probed this process of adaptation in survey questions that asked about how schools had adjusted their selected BTAM models during the initial implementation phase.
Schools can encounter challenges running BTAM early and later
Schools can also encounter other challenges when running their BTAM programs, both early during initial implementation and also later on.
Effective implementation requires processes to identify issues and opportunities
Effective implementation requires processes and activities that can help identify issues and opportunities to improve program performance as they arise.
Teams must identify specific actions and have processes to implement change
It also requires teams to identify specific actions in response to these identified issues or opportunities and have processes in place to implement change.
Example: school may find BTAM not serving a specific student population effectively
For example, a school might conclude that its BTAM program is not serving a specific population of students effectively: An example of such a situation could be students in special education programs being assessed as posing significantly different levels of threat compared with general education students exhibiting similar concerning behavior.
School might add a special education professional, collect data, or create decision aids
In this case, a school might determine that changes need to be made to their threat assessment process, for instance, by adding a special education professional to the BTAM team; collecting additional data to support assessments; or creating new decision aids that can help the BTAM team be more consistent, fair, and effective across all referred cases.
Top
Find the Perfect Training Class For You