Report page 49

Forty-three percent of schools have a standard meeting schedule for BTAM teams

Sample (N = 1401) · Appendix A table base (respondents answering the table question; see note for tables)

Forty-three percent of schools have a standard meeting schedule for their BTAM teams.

• Team Meetings

cite page 49 Ch 5: How Are Schools Operationalizing BTAM?

No convergence: 9 percent weekly, 8 biweekly, 19 monthly, 6 percent every two to three months

Sample (N = 1401) · Appendix A table base (respondents answering the table question; see note for tables)

However, there was no convergence among these schools about how often meetings occurred: 9 percent met once per week, 8 percent met once every two weeks, 19 percent met once per month, and 6 percent met every two to three months.

• Team Meetings

cite page 49 Ch 5: How Are Schools Operationalizing BTAM?

The remaining 57 percent of schools met irregularly on an as-needed basis

Sample (N = 1401) · Appendix A table base (respondents answering the table question; see note for tables)

The remaining 57 percent of schools met irregularly on an as-needed basis depending on their case load.

• Team Meetings

cite page 49 Ch 5: How Are Schools Operationalizing BTAM?

Urban, large, large-district and majority-students-of-color schools more likely to have a standard s

Principals in urban schools, large schools, large districts, and schools serving a majority of students of color—categories that are highly overlapping—were particularly likely to report having a standard meeting schedule.

• Subgroup Differences
• Team Meetings

cite page 49 Ch 5: How Are Schools Operationalizing BTAM?

BTAM funding varies significantly across U.S. states and school districts

Funding for school BTAM teams and programs varies significantly across U.S. states and individual school districts.

• Funding
• Variability Of Approaches

cite page 49 Ch 5: How Are Schools Operationalizing BTAM?

Stable funding is often a driver of whether a program can be sustained

Whether a program has stable funding is often a driver for whether it can be sustained over time, because funding instability (and the competition of other priorities for funds) can put programs at risk.

• Funding
• Sustainability

cite page 49 Ch 5: How Are Schools Operationalizing BTAM?

BTAM funding is typically used for training, conferences, or case management software

Funding for BTAM programs is typically used to support annual and other training for BTAM team members, BTAM conference attendance, or the purchase of case management software.

• Case Management Systems
• Funding

cite page 49 Ch 5: How Are Schools Operationalizing BTAM?

Forming a BTAM team does not require funding beyond total school or district program funding

Forming a BTAM team per se does not require funding outside total program funding for a school or district, which already covers the salaries of such key BTAM team personnel as administrators and counselors.

• BTAM Team
• Funding

cite page 49 Ch 5: How Are Schools Operationalizing BTAM?

Most schools (57 percent) implement BTAM without dedicated staff or additional funds

Sample (N = 1376) · Teams answering community support / challenges / processes / training questions

Most schools (57 percent) said their BTAM programs are implemented without dedicated staff or additional funds beyond the levels already available.

• Funding
• Staffing Constraints

cite page 49 Ch 5: How Are Schools Operationalizing BTAM?

Schools in large districts especially likely to have dedicated funds for BTAM

Schools in large districts were especially likely to have dedicated funds for BTAM activities.

• Funding
• Subgroup Differences

cite page 49 Ch 5: How Are Schools Operationalizing BTAM?

District-only teams and school teams working with a district team more likely to have dedicated fund

Teams housed only at the district level and those housed at the school level that worked alongside a district-level team were also more likely to have dedicated funds.

• District Level Team
• Funding

cite page 49 Ch 5: How Are Schools Operationalizing BTAM?

BTAM funding comes from various sources including school or district general fund budgets

Funding for school BTAM programs comes from various sources, including through aforementioned school or district general fund budgets that also fund the positions of key team members.

• Funding

cite page 49 Ch 5: How Are Schools Operationalizing BTAM?

Some districts might have a dedicated budget line to support BTAM implementation

Some districts might also have a dedicated funding line in budget to support BTAM implementation.

• Funding

cite page 49 Ch 5: How Are Schools Operationalizing BTAM?

Others might seek funds externally via grants

Others might seek funds externally via grants.

• Funding

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Survey asked principals whether the school or district budget includes dedicated BTAM funding

We asked principals whether their school or district budget includes dedicated funding to support their BTAM program.

• Funding
• Survey Methodology

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About one-quarter of principals (23 percent) reported dedicated BTAM funding in budget

Sample (N = 1376) · Teams answering community support / challenges / processes / training questions

Only about one-quarter of principals (23 percent) said their BTAM teams were supported with dedicated funding in their school or district budget.

• Funding

cite page 49 Ch 5: How Are Schools Operationalizing BTAM?

19 percent of schools did not know how their BTAM programs were funded

Sample (N = 1376) · Official BTAM teams answering Table A.53 (program funding)

Nineteen percent of schools did not know how their BTAM programs were funded.

• Funding

cite page 49 Ch 5: How Are Schools Operationalizing BTAM?

No information about the amounts of dedicated funds

We do not have information about the amounts of dedicated funds.

• Funding
• Limitations

cite page 49 Ch 5: How Are Schools Operationalizing BTAM?