Report page 67

Excl. discipline, Total: never 30, rarely 46, sometimes 21; frequently and every time unlabeled

Sample (N = 1379) · Teams answering exclusionary discipline and arrest/prosecution questions (Figure 9.2)

Total | 30 | 46 | 21 | [unlabeled] | [unlabeled]

• Exclusionary Discipline
• Subgroup Differences

cite page 67 Ch 9: How Do BTAM Teams Develop Intervention Plans?

Excl. discipline, Elementary: never 43, rarely 42, sometimes 13; frequently/every time unlabeled

Sample (n = undeterminable of 1379) · Teams answering exclusionary discipline and arrest/prosecution questions (Figure 9.2)

Elementary | 43 | 42 | 13 | [unlabeled] | [unlabeled]

• Exclusionary Discipline
• Subgroup Differences

cite page 67 Ch 9: How Do BTAM Teams Develop Intervention Plans?

Excl. discipline, Middle: never 13, rarely 52, sometimes 30, frequently 4; every time unlabeled

Sample (n = undeterminable of 1379) · Teams answering exclusionary discipline and arrest/prosecution questions (Figure 9.2)

Middle | 13 | 52 | 30 | 4 | [unlabeled]

• Exclusionary Discipline
• Subgroup Differences

cite page 67 Ch 9: How Do BTAM Teams Develop Intervention Plans?

Excl. discipline, High: never 11, rarely 52, sometimes 32, frequently 4; every time unlabeled

Sample (n = undeterminable of 1379) · Teams answering exclusionary discipline and arrest/prosecution questions (Figure 9.2)

High | 11 | 52 | 32 | 4 | [unlabeled]

• Exclusionary Discipline
• Subgroup Differences

cite page 67 Ch 9: How Do BTAM Teams Develop Intervention Plans?

Arrest or prosecution, Total: never 40, rarely 40, sometimes 16, frequently 4; every time unlabeled

Sample (N = 1379) · Teams answering exclusionary discipline and arrest/prosecution questions (Figure 9.2)

Total | 40 | 40 | 16 | 4 | [unlabeled]

• Arrest Prosecution
• Subgroup Differences

cite page 67 Ch 9: How Do BTAM Teams Develop Intervention Plans?

Arrest/prosecution, Elementary: never 56, rarely 30, sometimes 10; frequently/every time unlabeled

Sample (n = undeterminable of 1379) · Teams answering exclusionary discipline and arrest/prosecution questions (Figure 9.2)

Elementary | 56 | 30 | 10 | [unlabeled] | [unlabeled]

• Arrest Prosecution
• Subgroup Differences

cite page 67 Ch 9: How Do BTAM Teams Develop Intervention Plans?

Arrest or prosecution, Middle: never 21, rarely 52, sometimes 21, frequently 6; every time unlabeled

Sample (n = undeterminable of 1379) · Teams answering exclusionary discipline and arrest/prosecution questions (Figure 9.2)

Middle | 21 | 52 | 21 | 6 | [unlabeled]

• Arrest Prosecution
• Subgroup Differences

cite page 67 Ch 9: How Do BTAM Teams Develop Intervention Plans?

Arrest or prosecution, High: never 15, rarely 56, sometimes 24, frequently 4; every time unlabeled

Sample (n = undeterminable of 1379) · Teams answering exclusionary discipline and arrest/prosecution questions (Figure 9.2)

High | 15 | 56 | 24 | 4 | [unlabeled]

• Arrest Prosecution
• Subgroup Differences

cite page 67 Ch 9: How Do BTAM Teams Develop Intervention Plans?

Figure 9.2 note: survey questions on expulsion, school change, long suspension, and arrest or prosec

NOTE: This figure depicts response data from the following survey questions: “When your BTAM team assesses students, how frequently are students expelled, placed in a different school, or suspended for one month or more for their threatening or concerning behavior?” and “When your BTAM team assesses students, how frequently are students arrested or prosecuted for their threatening or concerning behavior?” (n = 1,379).

• Arrest Prosecution
• Exclusionary Discipline
• Survey Methodology

cite page 67 Ch 9: How Do BTAM Teams Develop Intervention Plans?

Figure 9.2 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.

• BTAM Team
• Methodology

cite page 67 Ch 9: How Do BTAM Teams Develop Intervention Plans?

Figure 9.2 bars may not sum to totals because of rounding; some labels removed

Bars may not sum to totals because of rounding. Some data labels have been removed for readability.

• Methodology

cite page 67 Ch 9: How Do BTAM Teams Develop Intervention Plans?

Exclusionary discipline includes expulsion, relocation, and suspension of one month or more

Includes expulsion, relocation (i.e., placed in a different school), and suspension for one month or more.

• Exclusionary Discipline
• Key Terms

cite page 67 Ch 9: How Do BTAM Teams Develop Intervention Plans?

Many interventions BTAM teams could recommend cost money to provide

Many interventions that BTAM teams could recommend for students assessed as being at risk of harming themselves or others cost money to provide.

• Free Mental Health Services
• Funding

cite page 67 Ch 9: How Do BTAM Teams Develop Intervention Plans?

Private-provider mental health counseling has a cost depending on means or insurance

For example, mental health counseling through a private provider has a cost, and how much a family might have to pay to access such services will be determined by whether they have financial means or relevant medical insurance coverage.

• Free Mental Health Services
• Mental Health

cite page 67 Ch 9: How Do BTAM Teams Develop Intervention Plans?

Presumably cost influences the likelihood a student receives an intervention

Presumably, the cost of an intervention will influence the likelihood of a student receiving that intervention, especially if borne by the student and the student’s family, and could be an insurmountable barrier for some families.

• Free Mental Health Services
• Parents Families

cite page 67 Ch 9: How Do BTAM Teams Develop Intervention Plans?

If services are free, student uptake may be higher, increasing the likelihood of meeting needs and s

If services are provided at no cost through the school or other community sources, student uptake may be higher, increasing the likelihood that intervention efforts will successfully meet their needs and school safety goals.

• Free Mental Health Services

cite page 67 Ch 9: How Do BTAM Teams Develop Intervention Plans?

Survey asked about four services provided at no cost, inside or outside school

We asked whether schools provide four different types of services at no cost to students’ families either inside school or outside school through an external service provider: skill-building services, mental health counseling or care, substance use treatment, and family support and intervention programming.

• Free Mental Health Services
• Survey Methodology

cite page 67 Ch 9: How Do BTAM Teams Develop Intervention Plans?

Four services chosen because they often require licensed professionals and are more likely offered o

We specifically selected these four intervention options because they often require licensed clinicians, therapists, or other professionals, and are more likely to be offered outside school, relative to such options as peer mentoring programs or extra academic support.

• Free Mental Health Services
• Survey Methodology

cite page 67 Ch 9: How Do BTAM Teams Develop Intervention Plans?

Mental health counseling is described as the most frequently used intervention and potentially highe

As shown in Figure 9.1 mental health counseling or care is the most frequently used intervention in the broader list of intervention options and also potentially one of the higher-cost intervention options recommended by a BTAM team.

• Free Mental Health Services
• Mental Health

cite page 67 Ch 9: How Do BTAM Teams Develop Intervention Plans?