Report page 57

Smaller districts may seek buy-in outside their school community; larger ones use internal resources

This could also suggest that smaller districts are having to look outside their immediate school community for buy-in and support, relative to larger districts that are able to draw and depend more on internal resources.

• Pre Implementation Planning
• Subgroup Differences

cite page 57 Ch 7: Why Did Schools Adopt Specific BTAM Models?

Most schools did not carry out many recommended planning activities; none done by over half

Sample (N = 451) · Principals answering the pre-implementation actions question

Although only 5 percent of respondents overall said that their school or district administrators engaged in none of the activities we listed, no one option was implemented by more than half of represented schools.

• Pre Implementation Planning

cite page 57 Ch 7: Why Did Schools Adopt Specific BTAM Models?

Most common planning activity was consulting local law enforcement (just over 42 percent)

Sample (N = 451) · Principals answering the pre-implementation actions question

The most common planning activity across schools was to consult with local law enforcement (just over 42 percent of schools did that).

• Law Enforcement
• Pre Implementation Planning

cite page 57 Ch 7: Why Did Schools Adopt Specific BTAM Models?

Surveying students or parents and estimating funding needs least common (more than 17 percent)

Sample (N = 451) · Principals answering the pre-implementation actions question

Across the other options, surveying or meeting with students or parents and estimating funding needs were the least common (more than 17 percent reported doing each of those).

• Funding
• Pre Implementation Planning

cite page 57 Ch 7: Why Did Schools Adopt Specific BTAM Models?

About 30 percent of schools implemented each of the other three planning activities

Sample (N = 451) · Principals answering the pre-implementation actions question

Only about 30 percent of schools implemented one of each of the other three types of planning activities (surveying or meeting with staff, inventorying intervention programs, and discussing participation with community organizations and service providers).

• Pre Implementation Planning

cite page 57 Ch 7: Why Did Schools Adopt Specific BTAM Models?

Many schools did some planning but few pursued a comprehensive set; potential readiness gaps

These data suggest that while many schools did engage in some pre-implementation planning, few pursued a comprehensive set of activities, indicating potential gaps in readiness or variability across districts.

• Pre Implementation Planning
• Variability Of Approaches

cite page 57 Ch 7: Why Did Schools Adopt Specific BTAM Models?

Most schools did not carry out many recommended planning activities for BTAM adoption

Despite these differences, most schools did not carry out many of these recommended activities when planning for BTAM adoption.

• Pre Implementation Planning

cite page 57 Ch 7: Why Did Schools Adopt Specific BTAM Models?