SCTG

The CT SCTG has established an evaluation plan and measurement tools for each goal of the grant.


Statewide PBIS Implementation Needs Assessment

In an effort to gain an understanding of how the more than 450 schools that have been trained in PBIS since 2000 are doing in their implementation, SERC, along with Regional Educational Service Centers, are using the School-wide Positive Behavioral Interventions and Supports Tiered Fidelity Inventory (SWPBIS TFI). TFIs have been conducted in 173 schools across the state since the 2015-2016 school year. All TFIs were facilitated by consultants trained to conduct the TFIs on behalf of the CT SCTG, and data were collected in the online PBIS Assessment platform. School teams constructed the action plan during the administration, received instantaneous graphed feedback from the PBIS Assessment at the conclusion of the session, and received a customized follow-up report written by the facilitator in the weeks following the session. Nearly 1,000 school personnel have received technical assistance during the TFI sessions. A limited number of TFIs are still available to schools that have not yet participated. More information on how to schedule a TFI for your school.

 

PBIS Implementation at Cohort Schools

The six schools participating in the PBIS Implementation project have been evaluated using several tools. Implementation fidelity and growth have been tracked using the SWPBIS Tiered Fidelity Inventory. School climate data were collected annually for students using the Georgia Brief School Climate Inventory – Connecticut version (elementary and middle/high school versions as appropriate). Parent/guardians are surveyed using the Georgia Parent School Climate Survey. School personnel are surveyed using the Georgia School Personnel Survey. Stakeholder engagement is measured using the How Welcoming Is Your School? Tool. More information regarding each tool appears below.

  • Baseline TFI/Annual TFIs: Each school completes a baseline TFI in September of year 1 of the training process and then completes an annual assessment in May-June of years 1-3.
  • School Climate Data: School climate data are collected from students annually, and from parents/guardians and school personnel in years 1 and 3.
  • Welcoming Walkthrough Data: Schools conduct a baseline Welcoming Walkthrough in year 1 of the process and select indicators they would like to improve over the three years. An exit welcoming walkthrough is conducted in May of year 3, and an analysis of the selected indicators will be used to show growth.

Overall Project Evaluation

The project is subject to evaluation by the federal government using the Annual Performance Report process. Each July during funding, a report is filed showing the accomplishments of the grant in the preceding year.

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