Tools for Developing a Comprehensive Evaluation Template

Heather Peshak George, Ph.D.Karen Elfner Childs, M.A.

University of South FloridaCynthia Anderson, Ph.D.

University of OregonSkill-Building Workshop: March 27, 2010

7th International Conference on Positive Behavior Support: St. Louis, MO

Purpose

• Familiarize participants with the new Benchmarks for Advanced Tiers (BAT) and other tools to develop a comprehensive evaluation template addressing behavior support across tiers with application at state, district, and/or school levels.

Objectives

Purpose of a comprehensive evaluation systemAdministration and completion – what is it?Using the results to boost implementation and validate outcomes – how do you use it?

SchoolDistrictState

Future considerations

Agenda

8:30-9:00 Introduction and Rationale9:00-10:00 Implementation Monitoring: TIC, PIC10:00-10:30 Implementation Integrity: BoQ10:30-10:45 BREAK10:45-11:45 Implementation Integrity: BAT11:45-12:15 Implementation Research: SET, ISSET12:15-12:30 Wrap-up

Purpose of Evaluation

• To examine the extent to which teams are accurately selecting and implementing PBS systems and practices

• Allows teams to determine the extent to which target student outcomes are being and/or likely to be achieved

• To determine if teams are accurately and consistently implementing activities and practicesas specified in their individualized action plan

(PBIS Blueprint, 2005)

PBIS Evaluation Blueprint:A Work in Progress…

• Context– What was provided, who provided, who received

• Input– Professional development, value, perspective

• Fidelity– Implemented as designed, w/fidelity, process evaluation

• Impact– Behavior change, other schooling changes

• Replication, Sustainability and Improvement– Capacity, practice, policy– Expanding implementation, allocating resources

Factors to Consider in Developing Comprehensive Evaluation Systems

1) Systems Preparation– Readiness activities

2) Service Provision– Training and technical assistance

3) Identification and Assessment of Behavior Problems– Possible data sources

4) Evaluation Process– Timelines, data systems

5) Evaluation Data (Across all three Tiers)– Implementation Fidelity, Impact on Students, Attrition, Client

Satisfaction6) Products and Dissemination

– Reports, materials, presentations, etc.(modified from Childs, Kincaid & George, in press)

Florida’s Evaluation ModelEvaluation

TrainingOn-going technical

assistanceFLPBS

↓Districts

↓Coaches

↓Schools

End-Year

ImpactOutcome data (ODR, ISS, OSS)FL Comprehensive Assessment TestBenchmarks of QualitySchool Demographic DataPBS WalkthroughDaily Progress ReportsBehavior Rating ScalesClimate Surveys

Implementation FidelityPBS Implementation Checklist (PIC)Benchmarks of Quality (BoQ)Benchmarks for Advanced Tiers (BAT)School Demographic DataSchool-wide Implementation FactorsTier 3 plan fidelity checklistBEP Fidelity checklist

Project ImpactAttrition Survey/Attrition RatesDistrict Action Plans

Client SatisfactionSchool-Wide Implementation FactorsDistrict Coordinator’s SurveyTraining Evaluations

Annual ReportsRevisions to

training and technical assistance processNational, State,

district, school dissemination activitiesWebsiteOn-line training

modules

Identification/Assessment

Service Provision

Products and Dissemination

Systems Preparation

Evaluation Process

MidYear

Discipline RecordsESE ReferralsSurveysWalkthroughsPICClassroom

Assessment ToolStudent rank/ratingTeacher requestsLack of responseBATBehavior Rating

ScaleDaily Progress

Report Charts

•District Action Plan•District Readiness Checklist•SchoolReadinessChecklist•New School Profile (includes ODR, ISS, OSS)

ComprehensiveEvaluation Blueprint:

Implementation Monitoring

Implementation Integrity

ImplementationResearch

•TIC (1)

Team Implementation Checklist

Sugai, Horner & Lewis-Palmer (2001)

•PIC (1,2,3)

PBS Implementation Checklist for Schools

Childs, Kincaid & George (2009)

•BoQ (1)

Benchmarks of Quality

Kincaid, Childs & George (2005)

•BAT (2,3)

Benchmarks for Advanced Tiers

Anderson, Childs, Kincaid, Horner, George, Todd, Sampson & Spaulding (2009)

•SET (1)

School-wide Evaluation Tool

Sugai, Lewis-Palmer, Todd & Horner (2001)

•ISSET (2,3)

Individual Student Systems Evaluation Tool

Anderson, Lewis-Palmer, Todd, Horner, Sugai & Sampson (2008)

Team Implementation Checklist (TIC)

PBS Implementation Checklist (PIC)

Progress Monitoring Measures

• designed to assess the same core features as the research and annual self-assessment measures

• used by school teams (typically with the support of their coach) on a frequent basis (e.g. monthly, every two months, or quarterly) to guide action planning during the implementation process

• require 15-20 minutes to complete online and are used by the team, coach and trainer to tailor actions, supports, and training content associated with assisting the school to implement with high fidelity

•TIC (1)

•PIC (1,2,3)

•BoQ (1)

•BAT (2,3)

•SET (1)

•ISSET (2,3)

Team Implementation Checklist (TIC) , Version 3.0

• Utility• Initial planning for implementation• Progress monitoring early implementation

• Completed quarterly by Tier I team• Checklist 1:

Components of the TIC

Checklist I Checklist 2•Commitment•Team•Self assessment•Expectations•Information system•Capacity for Tier III

Monitor ongoing activity

Use of the Team Checklist

• Who completes the Team Checklist?• The school-team (individually or together)

• When is Team Checklist completed?• At least quarterly, best if done monthly• Web-based data entry www.pbssurveys.org

• Who looks at the data?• Team• Coach• Trainers/State Evaluation

• Action Planning

Action Planning with the Team Checklist

• Define items Not in place or Partially in place• Identify the items that will make the biggest

impact• Define a task analysis of activities to achieve

items• Allocate tasks to people, time, reporting

Iowa Checklist 01-05, PK-6 % Fully & Partially Implemented

1 1 1 2 2 2 3 3 3 4 4 4 4 4 4 5 5 5 5 6 6 6 7 7 7 7

Start Up Full Implementation Start Up Part Implementation

Iowa Elementary SchoolsTeam Checklists 02-04, % Items Fully & Partially Implemented

AdamsES-D

Douds ES * Iowa Valley ES* JacksonES-D

MLKES-D

MonroeES-D

ParkAve.ES-D

Prescott ES* Stockport ES-P* StoweES-D

% Imp. % Partially Imp.

R. V. Traylor Elementary SchoolTeam Checklist 03-04

Commit Team Self-Assess Expect.Define

Expect.Teach

RewardsSystem

ViolationsSystem

Info. Function % ItemsImplemented

% TotalPoints

Oct. '03 Dec. '03 Mar. 04

Putting your School in Perspective

Use % of Total Items/ or % of pointsCompare multiple schools

– Messages:• It is possible• You don’t need to be perfect immediately

A B C D E F G H I J K L M N

Series1 Series2

Team Checklist Total Scores

Series1 Series2

% Imp. % Partially Imp.

PBS Implementation Checklist (PIC)

PIC Purpose

• Provide school teams a “snapshot” of where they are in implementation of PBS– Implementation of critical elements at Tier 1– Implementation of Tiers 2 and 3

• Completed 3 and 6 months into the school yr

• Guides action planning and team activities

PBS Implementation Checklist

Tier 1 Critical Element Implementation Level chart

PBS Implementation Level chart

Using PIC Results

• Use the results of PIC to guide your PBS team towards implementation with fidelity at all three tiers.

Implementation Monitoring Tools

• Will you progress monitor your school(s)?– If so, how often?– Who is responsible to administer, collect and

synthesize the data?– How will it be reported back to the team?

• Which tool will you utilize?• How will you use the results?

• At the school, district, or state/project level?• As it relates to fidelity? Outcomes? Other?

Benchmarks of Quality (BoQ)

Benchmarks for Advanced Tiers (BAT)

Annual Self-Assessment Measures

• Designed to document the same content as the research measures but to do so more efficiently

• Most available online and provide a school team/coach with the ability to determine once a year if a school is implementing SWPBS practices at a level that would be expected to affect student outcomes

• Always guide development of action planning to assist in efficient and continuous improvement of systems used in the school

•TIC (1)

•PIC (1,2,3)

•BoQ (1)

•BAT (2,3)

•SET (1)

•ISSET (2,3)

Benchmarks of Quality (BoQ)

Creation: Based on Needs

Reliably assess team’s implementationDistinguish Model SchoolsEasy to complete by Coaches with little trainingQuick to completeProvide feedback to teamClarify outcomes as related to implementation

• Identified items aligned with SWPBS Training process53 items addressing areas of:

• Faculty commitment• Effective procedures for dealing with discipline• Data entry and analysis plan established• Expectations and rules developed• Reward/recognition program established• Lesson plans for teaching• Implementation plan• Crisis plan• Evaluation

BoQ Validation Process

• Expert Review• Pilot Study• Florida & Maryland Schools

– Elementary, Middle, High, Center/Alt• Reliability – Test-retest, Inter-rater both >.01• Concurrent Validity – SET/ODRs• For more details see JPBI – Fall 2007

Use of the School-Wide Evaluation Tool (SET)

•SET is a validated research tool that combines multiple assessment approaches (interviews, observations, product reviews) to arrive at an implementation score•Concerns:

– Time– High scores– Potential for “practice effect”– May not reflect current activities– Not as useful for action planning

•Results of correlation with BoQ– Overall r=.51 (p<.01)

Scatterplot of SET and BoQ scores

0 10 20 30 40 50 60 70 80 90 100

BoQ Scores

BoQ Factor Analysis

• Exploratory and confirmatory analysis– Most items “hang together” within a critical element but

fit better within a 5 factor structure– All but 4 of the 53 items were found to have internal

consistency (strong items)– Item/total correlations indicated that 46 of the 53 items

were highly correlated with total score• The 4 items without strong internal consistency were also

found to lack item/total correlation• All 3 crisis items

Utility of the BoQBoQ is reliable, valid, efficient and usefulModerate correlation with SETData regarding association with ODRsEase of use

Little trainingLittle time from team and CoachAreas not unique to one training approachAssist states that are rapidly expanding PBS efforts

Specific team feedback: celebration/planning

Benchmarks Review

• Describe the Benchmarks of Quality (what is it?)

• Describe the psychometric properties of the Benchmarks of Quality (can we trust it?)

• Share your answers to these questions with your neighbor

Administration and Completion

3 Elements of theBenchmarks of Quality

• Team Member Rating Form• Completed by team members independently• Returned to coach/facilitator

• Scoring Form• Completed by coach/facilitator using Scoring Guide• Used for reporting back to team

• Scoring Guide• Describes administration process• Rubric for scoring each item

Method of Completion

• Coach/facilitator uses Scoring Guide to ascertain the appropriate score for each item, collects Team Member Rating forms, resolves any discrepancies, and reports back to team

• Alt. Option – Scoring Form is completed at a team meeting with all members reaching consensus on the appropriate score for each item using the Scoring Guide rubric. The team identifies areas of strength and need.

Completion of BoQStep 1 – Coach’s Scoring

• The Coach/facilitator will use his or her best judgment based on personal experience with the school and the descriptions and exemplars in the Benchmarks of Quality Scoring Guide to score each of the 53 items on the Benchmarks of Quality Scoring Form (p.1 & 2). Do not leave any items blank.

Benchmarks Practice:Scoring Form, Scoring Guide

Critical Elements STEP 1 STEP 2

++, +, or _ STEP 3

1.Team has broad representation 1 0

2 Team has administrative support 3 2 1 0

3 Team has regular meetings (at least monthly) 2 1 0

PBS Team

4 Team has established a clear mission/purpose 1 0

Benchmarks Practice:Scoring Form, Scoring Guide

Critical Elements STEP 1 STEP 2

++, +, or _ STEP 3

1. Team has broad representation 1 0

2 Team has administrative support 3 2 1 0

3 Team has regular meetings (at least monthly) 2 1 0

PBS Team

4 Team has established a clear mission/purpose 1 0

Completion of BoQStep 2 – Team Member Rating

• The coach/facilitator will give the Benchmarks of Quality Team Member Rating Form to each SWPBS Team member to be completed independently and returned to the coach upon completion. Members should be instructed to rate each of the 53 items according to whether the component is “In Place,” “Needs Improvement,” or “Not in Place.” Some of the items relate to product and process development, others to action items; in order to be rated as “In Place;” the item must be developed andimplemented (where applicable). Coaches will collect and tally responses and record on the Benchmarks of Quality Scoring Form the team’s most frequent response using ++ for “In Place,” + for “Needs Improvement,” and –for “Not In Place.”

Benchmarks Practice:Scoring Form, Team Members Rating Form

In Place (++)Needs Improvement (+)

Not In Place (-)

Team Member B1.Team has broad representation X

2. Team has administrative support X

Team Member A1. Team has broad representation X

STEP 1STEP 2++, +,

STEP 3

2. Team has administrative support 3 2 1 0+++

Team Member C1. Team has broad representation X

2. Team has administrative supportX

Benchmarks Team Member Tally Form

Completion of BoQStep 3 - Team Report

• The coach will then complete the Team Summary on p. 3 of the Benchmarks of Quality Scoring Form recording areas of discrepancy, strength and weakness.

• Discrepancies - If there were any items for which the team’s most frequent rating varied from the coaches’rating based upon the Scoring Guide, the descriptions and exemplars from the guide should be shared with the team. This can happen at a team meeting or informally. If upon sharing areas of discrepancy, the coach realizes that there is new information that according to the Scoring Guide would result in a different score, the item and the adjusted final score should be recorded on the Scoring Form

Benchmarks Practice:Scoring Form, Team Members Rating Form

In Place (++)Needs Improvement (+)

Not In Place (-)

Team Member B1.Team has broad representation X

Team Member A1. Team has broad representation X

STEP 1STEP 2++, +,

STEP 3

2. Team has administrative support 3 2 1 0+++

Team Member C1. Team has broad representation X

2. Team has administrative supportX

Completion of BoQStep 4 – Reporting Back to Team• After completing the remainder of the Benchmarks

of Quality: Scoring Form, the coach will report back to the team using the Team Report page of the Benchmarks of Quality: Scoring Form. If needed, address items of discrepancy and adjust the score. The coach will then lead the team through a discussion of the identified areas of strength (high ratings) and weakness (low ratings). This information should be conveyed as “constructive feedback” to assist with action planning.

Benchmarks Team Summary:Scoring Form

Areas of Discrepancy

Item #

Team Response

Coach’sScore Scoring Guide Description

Areas of Strength

++, ++, + Administrator does not actively support the process2 0

Critical Element

Description of Areas of Strength

Critical Element

Description of Areas in Need of DevelopmentAreas in Need of Development

Benchmarks Critical Element Maximum

Alternative Option* for Completion of BoQ

*statistically validated as an alternative option

Alternative OptionStep 1 – Team Member Scoring

• The team member uses personal experience with PBS and the descriptions and exemplars in the Benchmarks of Quality Scoring Guide ) for each of the 53 items on the Benchmarks of Quality Scoring Form (p.1 & 2). The team will meet and reach consensus on the appropriate score for each item.

Alternative OptionStep 2 – Team Summary

• After completing the Benchmarks of Quality: Scoring Form, the team should use the Team Report page of the Benchmarks of Quality: Scoring Form to guide a discussion of the identified areas of strength (high ratings) and weakness (low ratings). This information should be used as “constructive feedback” to assist with action planning.

Submitting Your Evaluation

• Step 5 – Reporting/Entering Data• The coach/facilitator will enter the data

from the Benchmarks of Quality: Scoring Form on www.pbssurveys.org

• See PBS Surveys Users Manual for specific instructions.

• District/state coordinators may establish due dates for completion of the BoQ annually, or more frequently as needed.

PBS Surveys

www.pbssurveys.org

Using the BoQ Results to Boost Implementation and

Validate Outcomes

Using the BoQ Results

Action plan to increase fidelity of implementationSchoolDistrictState/project

Outcome reportingModel school identification

BoQ Max Scores per Critical Element

School

PBS Surveys - BoQ ReportCritical Elements

School

Jones Middle School

Are our Benchmarks scores above 70 and rising?Scores have never been over 70 and dropped 15 points last year.

School

PBS Surveys - BoQ ReportOverall Scores

District

District PBS Implementation Levels

0%10%20%

30%40%50%60%70%

80%90%

100%Te

Benchmark Category

2004-2005 (11 schools)2005-2006 (15 schools)

Are our schools implementing PBS with fidelity?

District

Average BoQ scores over 70% and increasing in all 10 domains.

District Average Referrals by Implementation Level

2004-2005 2005-2006School Year

Low Implementers*

High Implementers

*(Implementation Level based upon score on School-Wide PBS Benchmarks of Quality; >70 or <70 of a possible 100 points)

Is there a difference in ODR outcomes for schools?Low implementers have many more ODRs, but number is decreasing.

District

District Average ISS Days by Level of Implementation

2004-2005 2005-2006School Year

Low Implementers*High Implementers

Is PBS impacting ISS in our schools?High implementing schools have 70% fewer ISS and decreased by 50%.

District

Academic AchievementStudents at Level 3+ in Reading on Florida’s Comprehensive Assessment Test

All FL Schools Low (BoQ<70) High (BoQ>=70)

2004-2005 2005-2006 2006-2007

Using Benchmarks Results

• How will you use the results of the Benchmarks?• At the school, district, state/project level?• As it relates to fidelity of implementation?• As it relates to outcomes?• As it relates to identifying model schools?• Other?

Benchmarks forAdvanced Tiers (BAT)

Benchmarks for Advanced Tiers (BAT)

• The Benchmarks for Advanced Tiers (BAT) allows school teams to self-assess the implementation status of Tiers 2 (secondary, targeted) and 3(tertiary, intensive) behavior support systems within their school and is designed to answer three questions:1. Are the foundational (organizational) elements in

place for implementing secondary and tertiary behavior support practices?

2. Is a Tier 2 support system in place?3. Is a Tier 3 system in place?

BAT OrganizationTier 1: Implementation of School-wide PBSTier 2-3 Foundations

• Commitment• Student Identification• Monitoring and Evaluation

Tier 2: Support SystemsMain Tier 2

• Strategy Implementation• Strategy Monitoring and Evaluation

Tier 3: Intensive Support SystemsTier 3: Assessment and Plan Development

Instructions for CompletingWho: The team(s) or individuals involved with Tiers 2 and 3

behavior supportHow: As a group or each member independently. If

completed independently, the team reconvenes to review scores on each item. Team (or individuals involved with Tiers 2 and 3 behavior support) must reach

consensus on the score for each item.

Scoring: After reviewing the rubric for each item, select the score that most closely matches the state of affairs at the school. Rate each item as “2” fully in place, “1” partially in place, or “0” not yet started.

Additional Tips

• Before starting the first administration, read through the items to determine who on campus will be likely to have knowledge of the topic(s).

• Since the BAT covers several topic areas and usually requires input from multiple people it is best to work from a paper copy until all items have been scored.

Tier 1: (A) SWPBS

Tiers 2-3: (B) Foundations

Tiers 2-3: (D) Monitoring/Eval

Tier 2: (E) Tier 2 Support System

Tiers 2: (F) Main Tier 2 Strategy Intervention

Tiers 2: (G) Main Tier 2 Strategy Monitoring/Evaluation

Additional Tier 2 Interventions

• Items 18-31 may be repeated for other Tier 2 strategies in use at your school for evaluation purposes. However, only the scores associated with the most commonly used Tier 2 strategy will be accounted in your Benchmarks for Advanced Tiers (BAT) score.

Tier 3: (H) Intensive Support Systems

Tier 3: (I) Assessment & Planning

Tier 3: (J) Monitoring/Eval

Using the BAT Results

• School teams should use the BAT to build an action plan to define next steps in the implementation process.

• The BAT can also assess progress over time, as scores on each area can be tracked on a year-to-year basis.

Using the Data for Action Planning

Using BAT Results• How will you use the results of the Benchmarks

for Advanced Tiers (BAT)?• At the school, district, state/project level?• As it relates to fidelity of implementation?• As it relates to outcomes?• As it relates to identifying model schools?• Other?

Implementation Integrity Tools

• Will you self-assess implementation fidelity for your school(s)?– If so, who is responsible to administer, collect

and synthesize the data?– How will it be reported back to the team?

• How will you use the results? • At the school, district, or state/project level?• As it relates to fidelity? Outcomes? Other?

Implementation Research

School-wide Evaluation Tool (SET)

Individual Student Systems Evaluation Tool (ISSET)

Research Measures

• designed to have high validity and reliability, and typically involve external observersassessing procedures during a multi-hour evaluation process

• used in formal evaluation and research analyses to allow unequivocal documentation of the extent to which SWPBS Universal, Secondary and Tertiary practices are being used as intended

•TIC (1)

•PIC (1,2,3)

•BoQ (1)

•BAT (2,3)

•SET (1)

•ISSET (2,3)

SCHOOL-WIDE EVALUATION TOOL (SET)

Todd, Lewis-Palmer, Horner, Sugai, Sampson, & Phillips (2005)

SET• Developed as a research tool• What the SET does

• Discriminates schools that are and are not implementing Tier I

• What the SET does NOT do• Discern level/degree of implementation• Give information about the extent of

implementation• Lead to action planning

SET Subscales

1. Expectations defined (2 items)2. Expectations taught (5 items)3. Acknowledgement procedures (3 items)4. Correction procedures (4 items)5. Monitoring and evaluation (4 items)6. Management (8 items)7. District support (2 items)

SET Activities

• Interviews• Administrator

Administrator QuestionsDiscipline System

1. Do you collect and summarize office discipline referral information? Yes No If no, skip to #4.

2. What system do you use for collecting and summarizing office discipline referrals? (E2)

a. What data do you collect? __________________b. Who collects and enters the data? ____________________

3. What do you do with the office discipline referral information? (E3)

a. Who looks at the data? ____________________

b. How often do you share it with other staff? __________4. What type of problems do you expect teachers to refer to the

office rather than handling in the classroom/ specific setting? (D2)

5. What is the procedure for handling extreme emergencies in the building (i.e. stranger with a gun)? (D4)

SET Activities• Interviews• Administrator• 15 randomly selected students• 15 randomly selected staff• PBIS team members

• Observations• School rules• Crisis procedures

• Permanent product review• SIP• Action plan and implementation plan• ODR form

SET Activities• Interviews• Administrator• 15 randomly selected students• 15 randomly selected staff• PBIS team members

• Observations• School rules• Crisis procedures

• Permanent product review• SIP• Action plan and implementation plan• ODR form

Feature Evaluation Question

1. Is there documentation that staff has agreed to 5 or fewer positively stated school rules/ behavioral expectations?(0=no; 1= too many/negatively focused; 2 = yes)A.

Expectations Defined 2. Are the agreed upon rules & expectations publicly posted in 8

of 10 locations? (See interview & observation form for selection of locations). (0= 0-4; 1= 5-7; 2= 8-10)1. Is there a documented system for teaching behavioral expectations to students on an annual basis?(0= no; 1 = states that teaching will occur; 2= yes)2. Do 90% of the staff asked state that teaching of behavioral expectations to students has occurred this year?(0= 0-50%; 1= 51-89%; 2=90%-100%)

3. Do 90% of team members asked state that the school-wide program has been taught/reviewed with staff on an annual basis?(0= 0-50%; 1= 51-89%; 2=90%-100%)

4. Can at least 70% of 15 or more students state 67% of the school rules? (0= 0-50%; 1= 51-69%; 2= 70-100%)

B.Behavioral

Expectations Taught

5. Can 90% or more of the staff asked list 67% of the school rules? (0= 0-50%; 1= 51-89%; 2=90%-100%)

Feature Evaluation Question

1. Does the school budget contain an allocated amount of money for building and maintaining school-wide behavioral support? (0= no; 2= yes)

G.District-

Level Support 2. Can the administrator identify an out-of-

school liaison in the district or state? (0= no; 2=yes)

Scoring the SET

1. Calculate percentage of points earned for each subscale

2. Graph scores on each subscale

SETElementary School K

pre/post

t. defi

t taug

nowled

Evalua

ership

Distric

fall 98fall 99

features

SETMiddle School T

year 3 to 4

t defi

t taug

nowleg

itorin

hipDist

rict S

fall 98fall 99

features

Can Schools AdoptSchool-Wide PBS Systems?

SET Scores Oregon and Hawaii

a b c d e f g h I j k l m n o p q r

Schools

PrePost 1Post 2

Individual Student Systems Evaluation Tool (ISSET)

Anderson, Lewis-Palmer, Todd, Horner, Sugai, and Sampson, (2008)

ISSET• Developed as a research tool• What the ISSET does

• Discriminates schools that are and are not implementing Tiers II and III

• Provides in-depth analysis of extent to which tiers are in place

• What the ISSET does NOT do• Lead to action planning

ISSET• 36 questions across 3 sub-scales• Measurement

• Interview questions: staff, students• Permanent product review (FBAs, BSPs,

intervention manuals for Tier II)• Use

• Administered by trained ISSET evaluator (external to school)

• Takes about 2 hours to administer• Scoring requires about 30 min

What the ISSET MeasuresFoundations

– Commitment– Team-based Planning– Student Identification– Monitoring and Evaluation

Targeted Interventions– Implementation– Evaluation and Monitoring

Intensive Individualized Interventions– Assessment– Implementation– Evaluation and Monitoring

SYSTEMS

Practices

Components of the ISSETData collection protocolInterview questions

– Administrator– Behavior support team leader– 5 randomly selected teachers

Permanent Product ReviewISSET scoring guide

– Organization of the scoring guideScore summary page

Sample Item from Commitment

Summary Score Page

Overall Scores

In-Depth Scores

Implementation Research Tools

• Will you research implementation fidelity for your school(s)?– If so, who is responsible to administer, collect

and synthesize the data?– How will it be reported back to the team?

• How will you use the results? • At the school, district, or state/project level?• As it relates to fidelity? Outcomes? Other?

Back to the Big PictureEvaluation

TrainingOn-going technical

assistanceFLPBS

↓Districts

↓Coaches

↓Schools

End-Year

ImpactOutcome data (ODR, ISS, OSS)FL Comprehensive Assessment TestBenchmarks of QualitySchool Demographic DataPBS WalkthroughDaily Progress ReportsBehavior Rating ScalesClimate Surveys

Implementation FidelityPBS Implementation Checklist (PIC)Benchmarks of Quality (BoQ)Benchmarks for Advanced Tiers (BAT)School Demographic DataSchool-wide Implementation FactorsTier 3 plan fidelity checklistBEP Fidelity checklist

Project ImpactAttrition Survey/Attrition RatesDistrict Action Plans

Client SatisfactionSchool-Wide Implementation FactorsDistrict Coordinator’s SurveyTraining Evaluations

Annual ReportsRevisions to

training and technical assistance processNational, State,

district, school dissemination activitiesWebsiteOn-line training

modules

Identification/Assessment

Service Provision

Products and Dissemination

Systems Preparation

Evaluation Process

MidYear

Discipline RecordsESE ReferralsSurveysWalkthroughsPICClassroom

Assessment ToolStudent rank/ratingTeacher requestsLack of responseBATBehavior Rating

ScaleDaily Progress

Report Charts

•District Action Plan•District Readiness Checklist•SchoolReadinessChecklist•New School Profile (includes ODR, ISS, OSS)

Evaluation in Training

Evaluation in Identification

Evaluation in

Readiness

How Do These Evaluation Tools Fit into Your Big Picture?

• How will you integrate the necessary tools into your overall evaluation system?

Implementation Monitoring: TIC, PIC

Implementation Integrity: BoQ, BAT

Implementation Research: SET, ISSET

Data-Based Improvements Made

1. Increased emphasis on BoQ results for school and district-level action planning

2. Increased training to District Coordinators and Coaches and T.A.targeted areas of deficiency based upon data

3. Academic data used to increase visibility and political support4. Specialized training for high schools5. Identifying critical team variables impacted via training and T.A.

activities6. Revised Tier 1 PBS Training to include classroom strategies, problem-

solving process within RtI framework7. Enhanced monthly T.A. activities

In Summary…

1. Know what you want to know2. Compare fidelity of implementation with

outcomes – presents a strong case for implementing Tier 1 PBS with fidelity

3. Additional sources of data can assist a state in determining if Tier 1 PBS process is working, but also why or why not it is working

4. Address state, district, school systems issues that may impact implementation success

Some Resources

• Algozzine, B., Horner, R. H., Sugai, G., Barrett, S., Dickey, S. R., Eber, L., Kincaid, D., et al. (2010). Evaluation blueprint for school-wide positive behavior support. Eugene, OR: National Technical Assistance Center on Positive Behavior Interventions and Support. Retrieved from www.pbis.org

• Childs, K., Kincaid, D., & George, H.P. (in press). A Model for Statewide Evaluation of a Universal Positive Behavior Support Initiative. Journal of Positive Behavior Interventions.

• George, H.P. & Kincaid, D. (2008). Building District-wide Capacity for Positive Behavior Support. Journal of Positive Behavioral Interventions, 10(1), 20-32.

• Cohen, R., Kincaid, D., & Childs, K. (2007). Measuring School-Wide Positive Behavior Support Implementation: Development and Validation of the Benchmarks of Quality (BoQ). Journal of Positive Behavior Interventions.

Evaluation Instruments

• PBIS website:– http://www.pbis.org/evaluation/default.aspx

• FLPBS:RtIB Project Coach’s Corner:– http://flpbs.fmhi.usf.edu/coachescorner.asp

• PBS Surveys– http://www.pbssurveys.org/pages/Home.aspx

Contact

Heather George, Ph.D. & Karen Childs, M.A.University of South FloridaEmail: flpbs@fmhi.usf.eduWebsite: http://flpbs.fmhi.usf.edu

Cynthia Anderson, Ph.D.University of OregonEmail: Email: canders@uoregon.edu

Tools for Developing a Comprehensive Evaluation Template

Documents

Developing an Efficient Scheduling Template of a

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Developing a (Comprehensive) Church Strategy for Evangelism

DEVELOPING A COMPREHENSIVE KNOWLEDGE MANAGEMENT APPROACHepub.lib.aalto.fi/en/ethesis/pdf/12198/hse_ethesis_12198.pdf · DEVELOPING A COMPREHENSIVE KNOWLEDGE MANAGEMENT APPROACH FOR

Developing a Comprehensive Deepwater Blowout and Spill Modelgsp.humboldt.edu/JimsProfessional/Publications/2015... · Developing a Comprehensive Deepwater Blowout and Spill Model

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Developing, Implementing, and Sustaining Comprehensive and

Comprehensive RFP Template 2010.doc

NEOMED TEMPLATE CAMPUS SAFETY AND MENTAL HEALTH: Developing a Comprehensive Mental Health Promotion and Suicide Prevention Plan for Ohio’s Colleges and

IAEA’s Assistance to Jamaica in Developing Comprehensive

COMPREHENSIVE Excel Tutorial Developing a Financial Analysis

Comprehensive Problem 1 - Template (1)

Developing Bond Markets a Comprehensive View

Developing a Comprehensive Housing Assessment

Developing the Comprehensive Refugee Response Frameworkreporting.unhcr.org/sites/default/files/UNHCR Developing... · 2017-10-04 · DEVELOPING THE COMPREHENSIVE REFUGEE RESPONSE

DEVELOPING MASTER SCHEDULE TEMPLATE FOR - Theseus

developing a comprehensive national retail payments strategy

A Framework for Developing and Evaluating Comprehensive