Team-based implementation over 2-3 years with on-going training and coaching 3-5 School-wide behavioral expectations defined, taught and systematically acknowledged Continuum of consequences for responding to problem behavior Collection and use of data to assess both fidelity and impact Three tiers (levels) of evidence-based behavior support for universal, targeted and intensive prevention support Administrative and district support needed for initial fidelity and sustained implementation Illustration from Practice 6 Documenting Other Indicators of Program Support Improving and sustaining the effort has been supported with continued state funding and local education agencies are contributing support to continue the effective programs in their schools. Documenting Input Input indicators detail what was done to meet the needs, address the problems, and manage the opportunities of a SWPBS program as a basis for planning and re-planning efforts, allocating resources, and assessing fidelity and outcomes. They document critical aspects of professional development and illustrate key features of training and technical assistance provided as part of the implementation process. The focus is on describing the training events that were conducted, who participated in them, and their perceived value to the participants. Input indicators and assessments represent data gathered during the implementation process, (e.g., after a SWPBS program is planned but before full implementation is achieved). What Professional Development Was Provided? When appropriate, state, district, and school indicators of types and number of professional development activities should be described in narrative and tabular forms. This information provides
Team-based implementation over 2-3 years with on-going training and coaching 3-5 School-wide behavioral expectations defined, taught and systematically acknowledged Continuum of consequences for responding to problem behavior Collection and use of data to assess both fidelity and impact Three tiers (levels) of evidence-based behavior support for universal, targeted and intensive prevention support Administrative and district support needed for initial fidelity and sustained implementation Illustration from Practice 6 Documenting Other Indicators of Program Support Improving and sustaining the effort has been supported with continued state funding and local education agencies are contributing support to continue the effective programs in their schools. Documenting Input Input indicators detail what was done to meet the needs, address the problems, and manage the opportunities of a SWPBS program as a basis for planning and re-planning efforts, allocating resources, and assessing fidelity and outcomes. They document critical aspects of professional development and illustrate key features of training and technical assistance provided as part of the implementation process. The focus is on describing the training events that were conducted, who participated in them, and their perceived value to the participants. Input indicators and assessments represent data gathered during the implementation process, (e.g., after a SWPBS program is planned but before full implementation is achieved). What Professional Development Was Provided? When appropriate, state, district, and school indicators of types and number of professional development activities should be described in narrative and tabular forms. This information provides
EvaluationBlueprint_12_16_09.docx