We examine the policies and procedures schools have in place that are specific to BTAM, the membership structure of school BTAM teams, the training that team members receive, how often these teams meet, and how they are funded.
Sample (n = 1408 of 1746) · All principals who completed the survey and received a weight (weighted to national K-12 public school principals/schools)
To do so, we focus on the 82 percent of schools in our sample (n = 1,408) that had an official BTAM team.
Throughout our analysis, we consider how and to what extent differences in the operation of BTAM programs may be related to factors such as BTAM team size, team level (school-level only, district-level only, or both), and other school characteristics.
At the end of this chapter, we explore how BTAM operations differ across schools in states with different BTAM policy contexts in 2019.
Policies and procedures specific to BTAM help ensure that the overall process is implemented with fidelity across individual cases and that policies help provide structure, consistency, and accountability.
Procedures provide clear guidelines, such as step-by-step instructions for implementing specific components of BTAM (e.g., conducting behavioral threat assessments, assigning supports and interventions).
Clear procedures for assessment and management help improve the reliability of BTAM outcomes at both the individual student level and broader school level.
Policies can touch on various BTAM topics; some policies, for instance, will specify the composition of BTAM teams to ensure that multiple perspectives and experiences provide input into the various BTAM steps.
Having policies specific to the BTAM team can also add a degree of formality by specifying leadership roles, details about meeting structure and regularity, and training requirements for team members.
Some policies related to BTAM also mandate the collection of specific types of data about individual cases, allowing schools to analyze trends and improve their practices over time.
Sample (N = 1441) · Appendix A table base (respondents answering the table question; see note for tables)
The majority of principals (71 percent) said they are extremely familiar with BTAM (e.g., they are a member of the team or lead it or otherwise have detailed knowledge).
Sample (N = 1441) · Appendix A table base (respondents answering the table question; see note for tables)
Another 25 percent said they were at least somewhat familiar (e.g., “you have referred students and/or have knowledge of the team’s processes”).
Principals’ overwhelming familiarity with BTAM increases our confidence about the accuracy of the responses they provided to our survey.
At the onset of this project, we were concerned that principals may not always be familiar enough with their school- or district-level BTAM teams to be able to answer detailed questions about how these teams operate. Therefore, we confirmed principals' familiarity in our survey (see Appendix A, Table A.8).
Implementing BTAM with fidelity means consistently following established protocols and best practices for BTAM, ensuring that each step of the process is carried out as intended by the chosen model or guidelines, whether a school has chosen to adopt an existing, named model or developed its own model to meet its needs.
In this chapter, we investigate how public schools are operationalizing BTAM as part of their school safety efforts.
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