Figure 5.3: line chart, likelihood each of ten personnel types is on BTAM team by team size 3 to 8;
Counselor | | | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled]
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Report page 46
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Figure 5.3 annotation: very few schools had teams with fewer than three people
Very few schools had teams with fewer than three people
Figure 5.3 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 5.3 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 5.3 note: teams with fewer than three members omitted because results are not reliable
We omit results for teams with less than three members; very few schools had BTAM teams with fewer than three members, so results are not reliable.
Figure 5.3 note: principals directed to include school-based and external psychologists, counselors,
For psychologists, counselors, and social workers, we directed principals to include both school-based and external personnel.
Officers can coordinate with their agencies if immediate action is needed, e.g., searches of a stude
and can coordinate with their agencies if immediate action is needed to ensure the safety of the school community (e.g., conducting searches of a student’s home for weapons, if permissible).
Police involvement in BTAM controversial over concern it increases students' justice system involvem
Police involvement in BTAM has been controversial for some individuals and civil society groups, driven by concern that their involvement will increase the chance that students will end up in the justice system—i.e., that the outcome of threat assessment and management will increase the likelihood of arrest and prosecution for student behavior at school.
Authors say survey results indicate otherwise given how principals described law enforcement's role
Our survey results indicate otherwise, given how principals described the role of law enforcement on their school BTAM teams.
Survey asked about officers' role on team and frequency of criminal justice outcomes
In our survey, we explored the involvement of law enforcement in BTAM by asking respondents about officers’ role on the team and assessing the frequency of criminal justice–related outcomes in the BTAM process (we discuss the latter in more detail in Chapters 8, 10, and 11).
Principals with law enforcement on team were asked the officers' role; five options, up to two
We listed five options and asked respondents to select up to two responses that best capture law enforcement’s involvement on their specific school teams.
82 percent of respondents selected two roles, 14 percent selected only one
Sample (N = 854) · Appendix A table base (respondents answering the table question; see note for tables)
The vast majority of respondents (82 percent) selected two roles, while 14 percent selected only one.
Forced choice intended to focus on most important roles police play, in respondents' view
The intent in forcing a choice was to focus on the most important roles police play on these teams, in the view of respondents.
Note: 4 percent of respondents ignored instructions and selected more than two roles
Sample (N = 854) · Appendix A table base (respondents answering the table question; see note for tables)
A handful of respondents (4 percent) ignored the instructions and selected more than two roles.
Principals with law enforcement on team were asked what role those individuals played
Specifically, we asked those principals who included either school-based or non-school-based law enforcement on their school’s BTAM team what role these individuals played on the team.
Authors first examined how many principals said law enforcement play listed roles on BTAM teams
We first examined how many principals responded that law enforcement personnel play the following role(s) on their school BTAM teams:
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