Page 92 | The State of BTAM in K–12 Public Schools: NCIER Claim Map

Definition [V] p092-01

Figure 11.8 note: survey question on options schools can use, n = 1,420 / 1,420 / 1,419

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

p. 92 · NCIER Claim Map

cite page 92 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?

Definition [V] p092-02

Figure 11.8: respondents instructed to select all that apply

Respondents were instructed to select all that apply.

p. 92 · NCIER Claim Map

Survey Methodology

cite page 92 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?

Definition [V] p092-03

Figure 11.8 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.

p. 92 · NCIER Claim Map

Sample

cite page 92 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?

Definition [V] p092-04

Figure 11.8: Percentage of Schools That Would Use Various Actions in Response to the Scenarios Provi

Percentage of Schools That Would Use Various Actions in Response to the Scenarios Provided

p. 92 · NCIER Claim Map

cite page 92 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?

Fact [V] p092-05

Figure 11.8, Parent consultation or home visit (Notification): cell values for Scenarios A-P shown o

Parent consultation or home visit | [unlabeled] | [unlabeled]

p. 92 · NCIER Claim Map

cite page 92 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?

Fact [V] p092-06

Figure 11.8, Warning to named targets or victims of threats (Target/victim support): cell values for

Warning to named targets or victims of threats | [unlabeled] | [unlabeled]

p. 92 · NCIER Claim Map

Response Target Victim

cite page 92 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?

Fact [V] p092-07

Figure 11.8, Warning or verbal correction of behavior (Supportive discipline): cell values for Scena

Warning or verbal correction of behavior | [unlabeled] | [unlabeled]

p. 92 · NCIER Claim Map

Response Supportive Discipline

cite page 92 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?

Fact [V] p092-08

Figure 11.8, Disciplinary measures (Supportive discipline): cell values for Scenarios A-P shown only

Disciplinary measures | [unlabeled] | [unlabeled]

p. 92 · NCIER Claim Map

Response Supportive Discipline

cite page 92 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?

Fact [V] p092-09

Figure 11.8, Behavioral or movement controls (Supportive discipline): cell values for Scenarios A-P

Behavioral or movement controls | [unlabeled] | [unlabeled]

p. 92 · NCIER Claim Map

Response Supportive Discipline

cite page 92 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?

Fact [V] p092-10

Figure 11.8, Programming to build relationships with trusted adults (Support-focused): cell values f

Programming to build relationships with trusted adults | [unlabeled] | [unlabeled]

p. 92 · NCIER Claim Map

Response Support Focused

cite page 92 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?

Fact [V] p092-11

Figure 11.8, Skill-building services (Support-focused): cell values for Scenarios A-P shown only by

Skill-building services | [unlabeled] | [unlabeled]

p. 92 · NCIER Claim Map

Response Support Focused

cite page 92 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?

Fact [V] p092-12

Figure 11.8, Programming to build peer relationships (Support-focused): cell values for Scenarios A-

Programming to build peer relationships | [unlabeled] | [unlabeled]

p. 92 · NCIER Claim Map

Response Support Focused

cite page 92 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?

Fact [V] p092-13

Figure 11.8, Individualized academic or vocational programming (Support-focused): cell values for Sc

Individualized academic or vocational programming | [unlabeled] | [unlabeled]

p. 92 · NCIER Claim Map

Response Support Focused

cite page 92 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?

Fact [V] p092-14

Figure 11.8, Special education or disability supports (Support-focused): cell values for Scenarios A

Special education or disability supports | [unlabeled] | [unlabeled]

p. 92 · NCIER Claim Map

cite page 92 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?

Fact [V] p092-15

Figure 11.8, Mental health counseling or care (Support-focused): cell values for Scenarios A-P shown

Mental health counseling or care | [unlabeled] | [unlabeled]

p. 92 · NCIER Claim Map

cite page 92 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?

Fact [V] p092-16

Figure 11.8, Substance use treatment (Support-focused): cell values for Scenarios A-P shown only by

Substance use treatment | [unlabeled] | [unlabeled]

p. 92 · NCIER Claim Map

Response Support Focused

cite page 92 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?

Fact [V] p092-17

Figure 11.8, Family support and intervention programming (Support-focused): cell values for Scenario

Family support and intervention programming | [unlabeled] | [unlabeled]

p. 92 · NCIER Claim Map

cite page 92 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?

Fact [V] p092-18

Figure 11.8, Temporary removal from school (Restrictive): cell values for Scenarios A-P shown only b

Temporary removal from school | [unlabeled] | [unlabeled]

p. 92 · NCIER Claim Map

cite page 92 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?

Fact [V] p092-19

Figure 11.8, Permanent removal from school (Restrictive): cell values for Scenarios A-P shown only b

Permanent removal from school | [unlabeled] | [unlabeled]

p. 92 · NCIER Claim Map

cite page 92 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?

Fact [V] p092-20

Figure 11.8, Law enforcement action (Restrictive): cell values for Scenarios A-P shown only by shadi

Law enforcement action | [unlabeled] | [unlabeled]

p. 92 · NCIER Claim Map

cite page 92 Ch 11: How Are Schools Using BTAM to Respond to Student Behavior?

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Figure 11.8 note: survey question on options schools can use, n = 1,420 / 1,420 / 1,419

Figure 11.8: respondents instructed to select all that apply

Figure 11.8 includes only schools with a school- or district-level BTAM team

Figure 11.8: Percentage of Schools That Would Use Various Actions in Response to the Scenarios Provi

Figure 11.8, Parent consultation or home visit (Notification): cell values for Scenarios A-P shown o

Figure 11.8, Warning to named targets or victims of threats (Target/victim support): cell values for

Figure 11.8, Warning or verbal correction of behavior (Supportive discipline): cell values for Scena

Figure 11.8, Disciplinary measures (Supportive discipline): cell values for Scenarios A-P shown only

Figure 11.8, Behavioral or movement controls (Supportive discipline): cell values for Scenarios A-P

Figure 11.8, Programming to build relationships with trusted adults (Support-focused): cell values f

Figure 11.8, Skill-building services (Support-focused): cell values for Scenarios A-P shown only by

Figure 11.8, Programming to build peer relationships (Support-focused): cell values for Scenarios A-

Figure 11.8, Individualized academic or vocational programming (Support-focused): cell values for Sc

Figure 11.8, Special education or disability supports (Support-focused): cell values for Scenarios A

Figure 11.8, Mental health counseling or care (Support-focused): cell values for Scenarios A-P shown

Figure 11.8, Substance use treatment (Support-focused): cell values for Scenarios A-P shown only by

Figure 11.8, Family support and intervention programming (Support-focused): cell values for Scenario

Figure 11.8, Temporary removal from school (Restrictive): cell values for Scenarios A-P shown only b

Figure 11.8, Permanent removal from school (Restrictive): cell values for Scenarios A-P shown only b

Figure 11.8, Law enforcement action (Restrictive): cell values for Scenarios A-P shown only by shadi