Fig 5.2: 1 role represented on BTAM team, 1 percent of schools
Sample (N = 1408) · Schools with an official BTAM team (82 percent of sample)
| 1 | 1 |
NCIER®
Report page 45
Claims on this page
Fig 5.2: 2 roles represented on BTAM team, 3 percent of schools
Sample (N = 1408) · Schools with an official BTAM team (82 percent of sample)
| 1 | 1 | | 2 | 3 |
Fig 5.2: 3 roles represented on BTAM team, 9 percent of schools
Sample (N = 1408) · Schools with an official BTAM team (82 percent of sample)
| 1 | 1 | | 2 | 3 | | 3 | 9 |
Fig 5.2: 4 roles represented on BTAM team, 18 percent of schools
Sample (N = 1408) · Schools with an official BTAM team (82 percent of sample)
| 2 | 3 | | 3 | 9 | | 4 | 18 |
Fig 5.2: 5 roles represented on BTAM team, 24 percent of schools
Sample (N = 1408) · Schools with an official BTAM team (82 percent of sample)
| 3 | 9 | | 4 | 18 | | 5 | 24 |
Fig 5.2: 6 roles represented on BTAM team, 22 percent of schools
Sample (N = 1408) · Schools with an official BTAM team (82 percent of sample)
| 4 | 18 | | 5 | 24 | | 6 | 22 |
Fig 5.2: 7 roles represented on BTAM team, 14 percent of schools
Sample (N = 1408) · Schools with an official BTAM team (82 percent of sample)
| 5 | 24 | | 6 | 22 | | 7 | 14 |
Fig 5.2: 8 roles represented on BTAM team, 7 percent of schools
Sample (N = 1408) · Schools with an official BTAM team (82 percent of sample)
| 6 | 22 | | 7 | 14 | | 8 | 7 |
Fig 5.2: 9 roles represented on BTAM team, 1 percent of schools
Sample (N = 1408) · Schools with an official BTAM team (82 percent of sample)
| 7 | 14 | | 8 | 7 | | 9 | 1 |
Fig 5.2: 10 roles represented on BTAM team, 0 percent of schools
Sample (N = 1408) · Schools with an official BTAM team (82 percent of sample)
| 8 | 7 | | 9 | 1 | | 10 | 0 |
Figure 5.2 note: survey question 'Which person(s) are regular members of this BTAM team?' (n = 1,408
This figure depicts response data from the following survey question: “Which person(s) are regular members of this BTAM team?” (n = 1,408).
Figure 5.2 note: includes only schools with a school- or district-level BTAM team
Includes only those who said their school has a school- or district-level BTAM team.
Figure 5.2 note: percentages may not sum to 100 percent because of rounding
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)
Percentages may not sum to 100 percent because of rounding.
Principals and counselors likely involved in even smallest teams and in virtually all teams with mor
likely to be involved in even the smallest BTAM teams and are regular members of virtually all BTAM teams with more than four or five members.
Why inferred The sentence crosses a page break: this quote is the page 45 part and the sentence begins on page 43. Full sentence (pages 43–45): “Principals and counselors are highly likely to be involved in even the smallest BTAM teams and are regular members of virtually all BTAM teams with more than four or five members.” Page 44 holds a callout and Table 5.1; the paragraph resumes on page 45.
Other school administrators such as assistant principals not typically on very small teams but first
Other school-level administrators, such as assistant principals, are not typically involved in very small BTAM teams but appear to be the first member added as team size increases.
With five or more members, specialized roles are next to be added to teams
When teams have five or more members, personnel in more specialized roles (e.g., special education professionals, school-based law enforcement, school social workers, instructional staff, or school psychologists) are next to be added to BTAM teams.
Specialized personnel rarely on small teams but typically all present once teams have more than five
These personnel are rarely present on small teams but are typically all present once teams have more than five or six members.
Principals' responses suggest specialized personnel are not added in any obvious order
Principals’ responses suggest that these personnel are not added to teams in any obvious order.
District administrators tend to be involved only in especially large teams, present about half the t
Meanwhile, district administrators only tend to be involved in especially large teams; even among schools with larger BTAM teams, these personnel are only present about half of the time.
District administrators disproportionately present on district-level teams, not on school-only teams
Unsurprisingly, district administrators are disproportionately present on district-level BTAM teams and do not tend to be involved in teams that exist only at the school level.
Survey results suggest non-school-based law enforcement rarely present on school BTAM teams regardle
Our survey results also suggest that non-school-based law enforcement is rarely present on school BTAM teams, regardless of size.
Many named K–12 BTAM models recommend involving school-based law enforcement, local police or public
Many named BTAM models specific to the K–12 school context recommend involving school-based law enforcement, local police, or other individuals with public safety expertise as team members.
Rationale: officers can help keep school safe or provide knowledge such as a prior criminal record
The rationale is that law enforcement officers can assist with decisions about keeping a school safe and secure in the event of a threat or provide access to knowledge that other school-focused professionals do not have (e.g., if a student has a prior criminal record).
Officers may also provide police or criminal justice information, such as juvenile justice resources
They may also be able to provide police or criminal justice information as part of assessments (e.g., knowledge about resources available, if appropriate, through the juvenile justice system)
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