Evaluation Plan

Positive Behavior Interventions and Supports (PBIS) program

Coastal Georgia Comprehensive Academy (CGCA)


Cynthia Campbell
Rachael McGaha
Davina Smalley


2
The PBIS warrants a formal evaluation to guide continued implementation. An
Evaluation Plan has been developed and described in the table below. The Evaluation Plan
will answer two questions: Is the system for teaching the behavioral expectations to
students being utilized with fidelity? And, Is data used consistently to inform and improve
decision-making? The design for the evaluation will be a mixed method of Cross Sectional
and Time Series. With the information gained from the evaluation, stakeholders will have
qualitative and quantitative data to sustain and improve the PBIS program at CGCA. The
program evaluation will provide dependable information gained through current faculty,
staff, and students at CGCA by showing documentation that will guide and improve
implementation. The method for collecting information will be through Self-Assessment
Surveys and through a School-wide Evaluation Tool (SET). The program evaluation will
give both qualitative and quantitative information to be used as informative evidence to
guide internal decision-making, team validation, staff feedback, and assessment of
implementation over time. Results will also assess the systems in place, determine annual
goals, evaluate the ongoing implementation efforts, revise procedures as needed, and
compare implementation efforts from year to year. A major feature of PBIS is to provide
ongoing assessments of implementation to provide dependable and current information
that will help adjust the action plan for PBIS at CGCA.

The evaluation report will help answer the following questions: How faithful is the
program implemented relative to its original design? And, Is school-wide behavior support
implemented effectively across each academic school year? The following results will be
reported to faculty and staff: assessments of features that are in place, discuss ongoing
efforts toward school-wide behavior support, and compare efforts from year to year. They
will have a 2nd meeting to determine annual goals for the improvement of implementation
and to revise old procedures or design new procedures.





3
Evaluation
Question
Information
Required
Design Information
Source
Method for
Collecting
Information
Is the system for
teaching the
behavioral
expectations to
students being
utilized with
fidelity?
Information on the
implementation in
four areas: school-
wide, non-classroom,
classroom, and
individual student
support systems.
Cross
Sectional
and Time
Series
Current
faculty and
staff at CGCA


Self-Assessment
Survey (taken by
faculty and staff)




Is data used
consistently to
inform and
improve
decision-
making?
Information on
implementation of
school-wide effective
behavior supports
across academic
school years.
Cross
Sectional
and Time
Series
Current
faculty and
staff at CGCA


Current
students at
CGCA


Database
(School-Wide
Information
System)
The School-wide
Evaluation Tool
(SET) includes:
Review of
Permanent
Products (Office
Discipline
Referrals),
Observations, Staff
and Student
Interviews or
surveys.




Evaluation
Question
Sampling Information
Collection
Procedures
Schedule Analysis Procedures
Is the system
for teaching
the
behavioral
expectations
to students
being utilized
with fidelity?
Survey
administered
to entire
Population of
Faculty and
Staff at CGCA
The surveys will be
collected by the
trained Leadership
Team at CGCA
Self-
Assessment
Survey -
September,
December,
and March


Self-Assessment
Survey
Implementation
Status Scores will
assist the leadership
team in examining
school-wide, non-
classroom, and
classroom support
systems. The
summaries of results
are used for internal
decision-making,
team validation, staff
4
feedback, and
assessment of
implementation over
time. Team will
actively use
implementation
information to
develop and adjust
action plan for PBIS at
CGCA.
Is data used
consistently
to inform and
improve
decision-
making?
Random
Sampling
Survey or
Interview of a
minimum of
10 staff and a
minimum of
15 students.
The SET involves a
2 to 3 hour review
conducted in the
school by an
outside evaluator
who will gather
information from
multiple
sources: Office
Discipline
Referrals,
observations, and
student and staff
interviews or
surveys.
March The results will
provide an indicator
to the extent that
systems are in place
at CGCA and will be
used to assess the
systems in place,
determine annual
goals, evaluate the
ongoing
implementation
efforts, revise
procedures if needed,
and compare
implementation
efforts from year to
year.










5
Reporting Procedures


Evaluation
Question
Interpretation
Procedures
Audience(s) Content Format Schedule
Is the system
for teaching
the
behavioral
expectations
to
students bei
ng utilized
with fidelity?



Do at least 90%
of faculty and
staff report
teaching
behavioral
expectations to
students in the
following
areas: school-
wide,
classroom, non-
classroom,
individual
student? If not,
then what
strategies can
be used to
increase
implementation
?
Administrati
on,
Leadership
Team,
Faculty, Staff,
and Students
at CGCA.
Help answer
question: Ho
w faithful is
the program
implemented
relative to its
original
design?
Report to
administrati
on, staff and
faculty to
discuss
results. Disc
uss staff
feedback and
possible
changes to
be made.
October,
January,
and April
Is data used
consistently
to inform and
improve
decision-
making?
Do at least 80%
of SET
outcomes show
evidence of
positive
behavior
support across
years or phases
of
implementation
?
Administrati
on,
Leadership
Team,
Faculty, Staff,
and Students
at CGCA.
Help answer
the
question: Is
school-wide
behavior
support
implemented
effectively
across each
academic
school year?


Meet to
report
assessment
of features
that are in
place,
discuss
ongoing
efforts
toward
school-wide
behavior
support, and
compare
efforts from
year to
year. Have a
2nd meeting
to determine
annual goals
1st
Meeting
beginning
of April


2nd
Meeting
at end of
April


6
for the
improvemen
t of
implementat
ion and to
revise old
procedures
or design
new
procedures.