Evaluation Template评价模板Word文档下载推荐.docx

Evaluation Template评价模板Word文档下载推荐.docx

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School-widePositiveBehaviorSupportEvaluationTemplateOctober,2005RobHorner,GeorgeSugai,andTeriLewis-PalmerUniversityofOregonPurposeThisdocumentispreparedforindividualswhoareimplementingSchool-widePositiveBehaviorSupport（PBS）inDistricts,RegionsorStates.ThepurposeofthedocumentistoprovideaformalstructureforevaluatingifSchool-widePBSimplementationeffortsare（a）occurringasplanned,（b）resultinginchangeinschools,and（c）producingimprovementinstudentoutcomes.Theorganizationofthistemplateprovides（a）anoverviewofthecontextwithinwhichSchool-widePBSisbeingused,（b）acommonsetofevaluationquestions,（c）evaluationinstruments/proceduresthataddresseachquestions,and（d）samplesofevaluationdatasummariesthatcanbeprovidedandusedtobuildformalevaluationreports.ContextSchool-widepositivebehaviorsupport（SW-PBS）includesarangeofsystemicandindividualizedstrategiesforachievingsocialandlearningoutcomeswhilepreventingorreducingproblembehaviorforallstudents.School-widePBSincludesuniversalpreventionofproblembehaviorthroughtheactiveteachingandrewardingofappropriatesocialskills,consistentconsequencesforproblembehavior,andon-goingcollectionanduseofdatafordecision-making.Inaddition,School-widePBSincludesanarrayofmoreintensivesupportsforthosestudentswithmoreseverebehaviorsupportneeds.ThegoalswithinSchool-widePBSaretopreventthedevelopmentofproblembehavior,toreduceon-goingpatternsofproblembehavior,andtoimprovetheacademicperformanceofstudentsthroughdevelopmentofapositive,predictableandsafeschoolculture.School-widePBSisbeingimplementedtodayinover4300schoolsthroughouttheUnitedStates.Eachoftheseschoolshasinvestingintrainingonschool-widePBSstrategies,hasateamthatiscoordinatingimplementation,andisactivelymonitoringtheimpactofimplementationonstudentoutcomes.Asmoreschools,districts,statesandregionsadoptSchool-widePBStherewillbeanincreasingneedtoformallyevaluateifthesetrainingandtechnicalassistanceefforts（a）resultinchangeinthewayschoolsaddresssocialbehaviorinschools,and（b）resultinchangeinthebehavioralandacademicoutcomesforstudents.NeedforEvaluationSchool-widePBSwillcontinuetobeadoptedacrosstheU.S.onlyifcareful,on-goingevaluationoftheprocessandoutcomesremainsacentraltheme.EvaluationoutcomeswillbothdocumenttheimpactofSchool-widePBS,andguideimprovementinthestrategiesandimplementationprocedures.Evaluationmayoccuratdifferentscales（oneschool,versusadistrict,versusastateorregion）,anddifferentlevelsofprecision（Localself-assessment,versusstateoutcomeassessment,versusnationalresearch-qualityanalysis）.Themajorgoalofevaluationisalwaystoprovideaccurate,timely,validandreliableinformationthatisusefulfordecision-making.Thestakeholdersanddecisionsbeingmadewillalwaysshapetheevaluation.Werecognizethatthetype,amountandlevelofinformationgatheredforanevaluationwillvary.Itisverylikelythatnotwoevaluationeffortswillbeexactlythesame.Atthesame,therewillbevalueinidentifyingcommonevaluationquestions,datasources,andreportingformatsthatmaybeusefulacrossevaluationefforts.Thisevaluationtemplateisintendedtobenefitthosebuildingevaluationplanstoassessschool-widePBS.Ourhopeisthatthemeasuresandproceduresdefinedinthetemplatewillmakeiteasierforotherstodesignevaluationplans,andthatovertimeacollectiveevaluationdatabasemayemergethatwillbenefitallthoseattemptingtoimprovethesocialcultureofschools.Inbuildinganevaluationplanwerecommend（a）beginningwiththedecisionsthatwillbemadebystakeholders,（b）organizingthecoreevaluationquestionsthatwillguidedecision-making,（c）definingvalid,reliableandefficientmeasuresthataddresstheevaluationquestions,and（d）presentinginformationinaniterative,timelyandconsumableformat.EvaluationDecisionsOurexperiencesuggeststhatmosteffortstoimplementSchool-widePBSbeginwithaspecialinvestmentbythestate,regionorfederalgovernmentinademonstrationeffortdesignedtoassess（a）ifSchool-widePBScanbeimplementedeffectivelyinthelocalarea,（b）ifSchool-widePBSresultsinvaluedoutcomesforchildren,familiesandschools,and（c）ifSchool-widePBSisanapproachthatcanbeimplementedinacost-effectivemanneronalargescale.Thedecisionsthatguideaformalevaluationwillfocussimultaneouslyonissuesof（a）accountabilityandoversight（e.g.,didtheprojectconducttheactivitiesproposed?

）,（b）theimpactoftheproject（e.g.wastherechangeinschoolpractices,studentbehavior,academicoutcomes）,and（c）implicationsforfurtherinvestmentneededtotaketheefforttoapracticalscale.Anon-goingchallengeforanyevaluationofSchool-widePBSisthattheindividualbehaviorofchildrenandadultsfunctionsasthetargetofinterventionefforts,butthewholeschoolistheunitofmostevaluationanalyses.InessencethegoalofSchool-widePBSistocreateawholeschoolcontextinwhichindividuals（bothfacultyandstudents）aremoresuccessful.Mostevaluationswillreflectthisattentiontoindividualbehavior,withsummariesthatreflecttheglobalimpactonthewholeschool.Asevaluationplansareformedtherearesomecommontrapsthatareworthavoiding.1.Evaluationplansarestrongestwhenfocusedonrealoutcomes（changeinschoolpracticesandstudentbehavior）a.Itispossibleforevaluationreportstofocusonlyoncountsoftrainingeventsandparticipantsatisfaction.Thesearenecessary,butinsufficientpiecesofinformation.2.EvaluationplansshouldexaminestudentoutcomesonlywhenSchool-widePBSpracticeshavebeenimplemented.a.Itisimportanttoknowfirstiftrainingandtechnicalassistanceresultedinchangeinthebehaviorsupportpracticesusedinschoolsb.Animportantnextquestionisifthoseschoolsthatimplementedtocriterionsawchangeinstudentoutcomes.IfschoolsdidnotimplementSchool-widePBSpractices,wedonotexpecttoseechangesinstudentoutcomes.3.Evaluationplansoftenfocusonlyoninitialtrainingofdemonstrationsites,andignorethecapacitydevelopmentneededforlarge-scaleimplementation.a.School-widePBSeffortsfocussimultaneouslyonestablishingdemonstrationsofeffectiveness（individualschools）,andthecapacitytoexpandtoasociallyimportantscale.Thereoftenistheassumptionthatinitiativesstartwithasmalldemonstration,andonlyafterthedemonstrationisdocumentedasviableandeffectivedoesworkbeginonlarge-scalecapacitybuilding.WithinSchool-widePBSthereisanimmediateemphasisonbuildingthe（a）coachingnetwork,（b）localtrainers,and（c）formalevaluationstructurethatwillbekeystotakingSchool-widePBStoscale.EstablishingaLeadershipTeamwithbroadvisionandmandateispartofthefirststeptowardimplementationofSchool-widePBS.EvaluationQuestionsIndifferentcontextsdifferentevaluationquestionswillbeappropriate.Ingeneral,however,School-widePBSwillbeimplementedwithinthecontextofaninitiativetochangeschooldisciplineacrossaportionofschoolsinageographicarea（district,state,region）.EffortstoprovideevaluationoftheSchool-widePBSimplementationeffortoftenwilladdressthefollowingevaluationquestions:

1.Whoisreceivingtrainingandsupport?

a.Whatschoolsarereceivingimplementationsupport?

b.Whatproportionofschoolsinthetargetareaisimplementingschool-widePBS?

2.Whattrainingandtechnicalassistancehasbeendeliveredaspartoftheimplementationprocess?

a.Whattrainingeventshavebeenconducted?

b.Whoparticipatedinthetrainingevents?

c.Whatwastheperceivedvalueofthetrainingeventsbyparticipants?

3.HasthetrainingandTAresultedinchangeinthebehaviorsupportpracticesusedinschools?

a.Arethefacultyinparticipatingschoolsimplementinguniversalschool-widePBS?

b.Arethefacultyinparticipatingschoolsimplementingtargetedandintensiveindividualpositivebehaviorsupport?

4.IfschoolsareusingSW-PBSisthereanimpactonstudentbehavior?

a.Hastherebeenachangeinreportedstudentproblembehavior?

1.Officedisciplinereferrals2.Suspensions3.Expulsions4.Referralstospecialeducationb.Hastherebeenchangeinstudentattendance?

c.Hastherebeenchangeinstudentacademicperformance?

d.Hastherebeenachangeinperceivedriskfactorsandprotectivefactorsthataffectmentalhealthoutcomes?

5.HastheTrainingandTechnicalAssistanceresultedinimprovedcapacityforthestate/district/regiontosustainSW-PBS,andextendimplementationtoscale?

a.Towhatextenthastheimplementationeffortresultedinimprovedcapacityoftheareatotrainothersinschool-widePBSb.Towhatextenthastheimplementationeffortresultedinimprovedcapacitytocoachteamsinschool-widePBSprocedures?

c.Towhatextentdolocalteamshaveevaluationsystemsinplacethatwillallowthemtomonitorandimproveschool-widePBS?

d.TowhatextentdoesthestateordistrictLeadershipTeamhaveanevaluationsysteminplacetoguidebroadscaleimplementationefforts?

6.Arefaculty,staff,students,families,andcommunitystakeholderssatisfied?

a.Arefacultysatisfiedthatimplementationofschool-widePBSisworththetimeandeffort?

b.Arestudentssatisfiedthatimplementationofschool-widePBSisintheirbestinterest?

7.Policyimpacta.Havechangesinstudentbehaviorresultedinsavingsinstudentandadministratortimeallocatedtoproblembehavior?

b.Have