Promoting Implementation Success Through the Use of Continuous Systems-Level Assessment Strategies

Author:

Freeman Rachel L.1,Smith Christopher L.1,Tieghi-Benet Marie1

Affiliation:

1. The University of Kansas

Abstract

Successful implementation of school-wide positive behavior support requires a continuous evaluation of program data. It also requires an ongoing review of how those data relate to organizational strengths, needs, professional development concerns, and the larger community. Accomplishing these tasks can be a formidable undertaking, particularly when school staff members have limited training in data-based decision making. This article will describe how a continuous systems-level assessment process is being implemented in one urban middle school to address behavioral and academic objectives.

Publisher

SAGE Publications

Subject

Applied Psychology,Developmental and Educational Psychology,Pediatrics, Perinatology and Child Health

Reference24 articles.

1. Carr, E.G., Carlson, J.I., Langdon, N.A., Magito-McLaughlin, D. & Yarbrough, S.C. (1999). Two perspectives on antecedent control: Molecular and molar. In J. K. Luiselli & M. J. Cameron (Eds.), Antecedent control: Innovative approaches to behavioral support (pp. 3—28). Baltimore: Brookes.

2. Empowering Community Health Initiatives Through Evaluation

3. Fetterman, D.M. (1996). Empowerment evaluation: An introduction to theory and practice. In D. M. Fetterman, S. J. Kafterian, & A. Wandersman (Eds.), Empowerment evaluation: Knowledge and tools for self-assessment and accountability (pp. 161—187). Thousand Oaks, CA: Sage.

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