to an incident, as was the case for most respondents, we asked whether the BTAM team would be made aware of the incident.
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With the exception of the lowest-risk scenarios, most principals indicated that their BTAM team would be notified of the student’s behavior after the initial response decision.
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Scenarios where this was least likely to happen corresponded to those where teachers were identified as most likely to make the initial decision about how to respond (Scenario A [history of misbehavior] at the elementary school level, and Scenarios I [history of misbehavior and academic issues] and K [physical altercation] at the secondary school level).
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As shown in Figure 11.2, this pattern held for all scenarios in the survey—even the most serious ones.
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Sample (n = 126 of 126) · Scenario N respondents (observations)
In this situation, 94 percent of secondary schools reported that their BTAM teams would be involved somehow, either as the party making the initial decision about how to respond to an incident (12 percent of respondents) or by being made aware of the incident later (82 percent of respondents).
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The likelihood that principals selected the BTAM team as the party responsible for making the initial decision about how to respond to an incident does increase as the scenarios get more serious.
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Sample (n = 734 of 734) · Scenario I respondents (observations)
Less than 1 percent of principals identified the school BTAM team as the party making the initial decision about how to respond to behavior depicted in Scenario I (history of misbehavior and academic issues), our lowest-level scenario for secondary schools.
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Sample (n = 734 of 734) · Scenario P respondents (observations)
For Scenario P (physical altercation, explicit threat, bullying, weapon, concerning home context), however, the highest-level scenario set in a secondary school environment, 12 percent of principals identified the BTAM team as the party making the initial decision about how to respond to an incident.
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Even in these very serious scenarios, principals still rarely identified their BTAM team as the entity making the initial response decision.
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Across both elementary and secondary schools, our scenario data point to three types of situations that depict how schools are using BTAM teams:
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At the low end of the spectrum are situations that might simply be dealt with by a teacher (Scenarios A, I, and K). These scenarios involved disruptive student behavior during class (e.g., interrupting lessons by talking with other students) or a fight between two students during an athletic activity.
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Sample (N = 353 total; column N not printed) · Scenario A respondents (observations)
About one-quarter of respondents (26 percent to 28 percent) indicated that their school would inform their BTAM team of these types of incidents, but in the majority of cases (72 percent to 73 percent), the BTAM team would not be notified the incident occurred.
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In the middle are scenarios in which principals overwhelmingly identified a school administrator as the party making the initial decision about how to respond to an incident; in these situations, schools were much more likely to make their BTAM team aware of the incident, although they still did not reach the level
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Scenario A: A student is repeatedly disruptive in class, wandering the classroom, interrupting the lesson by talking to other students, and sometimes shouting loudly to get attention. The student does not respond to multiple teacher requests to stop their behavior.
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Scenario N: A student notices that another student in class is especially interested in the details of the Columbine High School shooting and the personal history of the students involved. The student repeatedly brings up the attackers by name during discussions with peers and has been searching for information about the incident on their school laptop. The teacher has also noticed that the student has become increasingly withdrawn in class.
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Scenario P: A fight breaks out in the hallway during passing time, and student witnesses reported hearing one of the aggressors shout, “see you tomorrow for another round,” and the bullied student replying, “Fine. This ends tomorrow.” The incident involves a student who has a history of being bullied and was caught brandishing a knife (which they said they needed “to try to get all of them to stop”) last school year. An investigation determined that there were unsecured firearms in the family home.
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