Page 87 | The State of BTAM in K–12 Public Schools: NCIER Claim Map

Definition [V] p087-01

Figure 11.5 layout: box plots of number of interventions (0 to 16) by scenario and level

Box plots carry no printed data values; the box/whisker positions are not labeled.

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Definition [V] p087-02

Figure 11.5 key: whiskers show range; box top 75th percentile; line median; box bottom 25th

Annotation key at right: Range of number of interventions selected (whiskers); 75th percentile (top of box); Median (line in box); 25th percentile (bottom of box).

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Intervention Count

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Definition [V] p087-03

Figure 11.5 color coding: A, B, I low; C-G and J-O medium; H and P high

Low scenario; Medium scenario; High scenario

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Fact [V] p087-04

Fig 11.5 Elementary Scenario A (low): range 1-10, middle half 3-6, median 4

Elementary | A | Low | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled]

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Fact [V] p087-05

Fig 11.5 Elementary Scenario B (low): range 1-13, middle half 3-7, median 5

Elementary | B | Low | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled]

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Fact [V] p087-06

Fig 11.5 Elementary Scenario C (medium): range 1-13, middle half 3-7, median 5

Elementary | C | Medium | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled]

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Fact [V] p087-07

Fig 11.5 Elementary Scenario D (medium): range 1-13, middle half 3-7, median 5

Elementary | D | Medium | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled]

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Fact [V] p087-08

Fig 11.5 Elementary Scenario E (medium): range 1-13, middle half 3-7, median 5

Elementary | E | Medium | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled]

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Fact [V] p087-09

Fig 11.5 Elementary Scenario F (medium): range 1-12, middle half 5-8, median 6

Elementary | F | Medium | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled]

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Fact [V] p087-10

Fig 11.5 Elementary Scenario G (medium): range 1-12, middle half 5-8, median 6

Elementary | G | Medium | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled]

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Fact [V] p087-11

Fig 11.5 Elementary Scenario H (high): range 1-15, middle half 5-9, median 7

Elementary | H | High | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled]

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Fact [V] p087-12

Fig 11.5 Secondary Scenario I (low): range 1-8, middle half 3-5, median 4

Secondary | I | Low | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled]

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Fact [V] p087-13

Fig 11.5 Secondary Scenario J (medium): range 1-14, middle half 4-8, median 6

Secondary | J | Medium | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled]

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Fact [V] p087-14

Fig 11.5 Secondary Scenario K (medium): range 1-7, middle half 2-4, median 3

Secondary | K | Medium | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled]

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Fact [V] p087-15

Fig 11.5 Secondary Scenario L (medium): range 1-8, middle half 3-5, median 3

Secondary | L | Medium | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled]

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Fact [V] p087-16

Fig 11.5 Secondary Scenario M (medium): range 1-11, middle half 4-7, median 5

Secondary | M | Medium | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled]

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Fact [V] p087-17

Fig 11.5 Secondary Scenario N (medium): range 1-11, middle half 4-7, median 5

Secondary | N | Medium | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled]

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Fact [V] p087-18

Fig 11.5 Secondary Scenario O (medium): range 1-16, middle half 4-9, median 6

Secondary | O | Medium | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled]

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Fact [V] p087-19

Fig 11.5 Secondary Scenario P (high): range 1-16, middle half 4-9, median 6

Secondary | P | High | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled] | [unlabeled]

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Definition [V] p087-20

Figure 11.5 source question: what action(s) the person or group would likely take or recommend

What action(s) would this person or group at your school likely take or recommend in response to this student’s behavior?

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Fact [V] p087-21

Figure 11.5 n = 1,420 low-severity, 1,420 medium-severity, 1,419 high-severity observations

(n = 1,420 observations for low-severity scenarios; n = 1,420 observations for medium-severity scenarios; n = 1,419 for high-severity scenarios)

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Definition [V] p087-22

Figure 11.5: respondents selected all that apply

Respondents were instructed to select all that apply.

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Methodology

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Definition [V] p087-23

Figure 11.5 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.

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Definition [V] p087-24

Figure 11.5: outliers were removed for readability

Outliers were removed for readability.

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Conclusion [V] p087-25

Schools are not blindly responding to all scenarios with all available tools

In other words, even though we know schools have many options available to them (see Figure 9.1), schools are not blindly responding to all scenarios by throwing all available tools at any particular case.

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Statement [V] p087-26

Schools typically use multiple interventions, raising the question of which compose the response

Because schools typically use multiple interventions to respond to an incident, this raises questions about what specific interventions tend to compose the list of actions that schools take in response to an incident.

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Definition [V] p087-27

16 interventions sorted into five mutually exclusive categories

We examined this question by sorting our 16 interventions into five mutually exclusive categories: (1) target/victim support, (2) supportive discipline, (3) notification, (4) support-focused, and (5) restrictive.

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Definition [V] p087-28

Analysis examined distribution of interventions across categories, overall and by scenario

We then investigated what the distribution of interventions looks like across these categories and individually across each scenario.

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Statement [V] p087-29

Analysis allows weighing support-focused against restrictive options across scenarios

This analysis allows one to consider the balance of interventions (e.g., between support-focused and restrictive options) and how that balance might differ across scenarios.

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Evidence [V] p087-30

Layering interventions (mental health, academic, behavioral) fits best practice (Jackson, 2025)

Layering multiple interventions (mental health, academic, and behavioral supports) is consistent with behavioral threat management best practice (Jackson et al., 2025).

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Definition [V] p087-31

Footnote: Table 11.2 shows which interventions are in each category

Table 11.2 shows which specific interventions are included in each category.

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Figure 11.5 layout: box plots of number of interventions (0 to 16) by scenario and level

Figure 11.5 key: whiskers show range; box top 75th percentile; line median; box bottom 25th

Figure 11.5 color coding: A, B, I low; C-G and J-O medium; H and P high

Fig 11.5 Elementary Scenario A (low): range 1-10, middle half 3-6, median 4

Fig 11.5 Elementary Scenario B (low): range 1-13, middle half 3-7, median 5

Fig 11.5 Elementary Scenario C (medium): range 1-13, middle half 3-7, median 5

Fig 11.5 Elementary Scenario D (medium): range 1-13, middle half 3-7, median 5

Fig 11.5 Elementary Scenario E (medium): range 1-13, middle half 3-7, median 5

Fig 11.5 Elementary Scenario F (medium): range 1-12, middle half 5-8, median 6

Fig 11.5 Elementary Scenario G (medium): range 1-12, middle half 5-8, median 6

Fig 11.5 Elementary Scenario H (high): range 1-15, middle half 5-9, median 7

Fig 11.5 Secondary Scenario I (low): range 1-8, middle half 3-5, median 4

Fig 11.5 Secondary Scenario J (medium): range 1-14, middle half 4-8, median 6

Fig 11.5 Secondary Scenario K (medium): range 1-7, middle half 2-4, median 3

Fig 11.5 Secondary Scenario L (medium): range 1-8, middle half 3-5, median 3

Fig 11.5 Secondary Scenario M (medium): range 1-11, middle half 4-7, median 5

Fig 11.5 Secondary Scenario N (medium): range 1-11, middle half 4-7, median 5

Fig 11.5 Secondary Scenario O (medium): range 1-16, middle half 4-9, median 6

Fig 11.5 Secondary Scenario P (high): range 1-16, middle half 4-9, median 6

Figure 11.5 source question: what action(s) the person or group would likely take or recommend

Figure 11.5 n = 1,420 low-severity, 1,420 medium-severity, 1,419 high-severity observations

Figure 11.5: respondents selected all that apply

Figure 11.5 includes only schools with a school- or district-level BTAM team

Figure 11.5: outliers were removed for readability

Schools are not blindly responding to all scenarios with all available tools

Schools typically use multiple interventions, raising the question of which compose the response

16 interventions sorted into five mutually exclusive categories

Analysis examined distribution of interventions across categories, overall and by scenario

Analysis allows weighing support-focused against restrictive options across scenarios

Layering interventions (mental health, academic, behavioral) fits best practice (Jackson, 2025)

Footnote: Table 11.2 shows which interventions are in each category