Decision Making

Melodee Sweeney

Week 4

EDTECH 505 Evaluation

Part C


The program that will be evaluated is a new discipline program called PBS or Positive Behavior Support. The purpose of this project is to help foster positive behavior.  The goal of the project is to reduce the number of office discipline referrals at a Title 1 school that has struggled with discipline issues in the past. We will discuss the analysis gap and the three legs as how it applies to this program.

Leg A-Assessing Our Needs

At the beginning of the year the school’s principal decided to try this new program to deal with behavior issues within the school. There was an initial meeting that consisted of the principal, assistant principal, guidance counselor, lunchroom worker, librarian and lead teachers. Through the meetings they decided that one issue that may be adding to the discipline issue was the lack of a consistent discipline plan.  Teachers had school guidelines and rules to follow, and whereas some did well with discipline, there were those teachers, especially new hires, that needed the guidance that was lacking. Through this deficit of focus and unity, there was no positive behavior support, and no clear consistent consequence or reward for a student’s behavior.

Leg C-Goals

The goal for the school was to reduce instances of behavior problems and referrals as well as reinforce positive behavior and accountability. The students that attend this school are from low-income families and troubled children.  The staff believes that by acknowledging positive behavior, they may be able to reach this goal.

Leg B-Bridge

The programs that the school decided to implement the Positive Behavior Support program available through the state of Florida.  The reason for choosing this particular program was due to its positive behavior reinforcement aspect.  Students will be acknowledged for good deeds and good academic habits. They will be rewarded both verbally and materially. Classes who are able to keep their “rockets” or discipline referral sheets can attend a class party or get a special treat or privilege.  If a class uses over 65% of their rockets, they are unable to gain any special privileges.  This method not only implements positive reinforcement, but also uses accountability in that students behavior does not only affect them, but their classmates as well putting responsibility on their shoulders. 


Part D

Program Planning Cycle for PBS (Positive Behavior Support) Program


Decisions to Be Made      Activity Description           Evaluation Findings                       Evaluation Finding

                                                                                                                 Normally Reported to                      Typically Released


Needs Assessment
The high priority goals for this program are to foster positive behavior among students at the same time reducing behavior issues. From both quantitative and qualitative information gathered from the participants, the current program that was put in to place the previous year had not been effective.School faculty and staff need a consistent behavior plan to create a cohesive front. AdministratorsFacultyStaff

County officials

Ongoing evaluation with ongoing updates. The summative findings will be released when evaluation is complete towards the end of the existing school year.


Program Planning
University of South Florida offers a free behavior management program called PBS that fits in with the goal of reinforcing positive behavior and providing consistent expectations. The program decided on is PBS. There will be weekly meetings to discuss qualitative feedback as well as quantitative in the form of documentation that are easily organized through PBS computer programs. AdministratorsFacultyStaff Evaluation plan with program plan will be submitted to the principal and county officials.


Formative Evaluation
Meetings will occur to evaluate how well the program is achieving the desired goals.  Here is where teachers can discuss what is and is not working in regards to the PBS program. Using the forms and documentation supplied in the PBS program, evaluators can see how well the program is working through the use of qualitative measures.  These programs keep track of what type of referrals from what student, teacher, and time of day. Teachers may also suggest and discuss what works for them and where the program needs improvement such as a certain positive behavior support item, such as giving candy for good behavior, is not quelling the problem. There may be an alternative item that would work better. AdministratorsFacultyStaff During weekly meetings.


Summative Evaluation
At the end of the school year, it will be decided to either keep using the PBS program or discard it for another plan. In order to decide if implementation of PBS will be permanent, participants will compare the number of behavior issues and referrals to the previous year. Experience with the program will also be taken into account. AdministratorsFacultyStaff

County Officials

Evaluation will be completed towards the end of the last semester in the school year.

Part E

Cycle Comparison


The program cycle that I have found is from California State University and deals with professional development, but could be implemented into any evaluation. To begin the comparison I will compare side by side the steps in each.

3.1 Program Cycle CSU Program Cycle
Philosophy and Goals Briefing
Needs Assessment Approval
Program Planning Implementation
Implementation and FormativeEvaluation Evaluation
Summative Evaluation Redesign

At first glance they may look quite different, but on further inspection, they are quite similar. In the 3.1 cycle, the first step is Philosophy Goals. This is where the goals that are desired are decided. In the CSU cycle this takes place in the Briefing stage.  Needs Assessment and Program Planning in the 3.1 cycle is where the basis for evaluation is decided how the goals will be achieved.  In the CSU cycle the Approval step is essentially the same, here the main personal help decide on a program design. The Program Planning part of the 3.1 cycle is the decision on how to implement the program.  The Evaluation and Redesign in the CSU cycle mainly deal with Formative Assessment and Implementation.  Here the program is implanted and then reviewed and adjusted. The Evaluation step is described as ongoing, and the Redesign is something that is done continually based on the evaluation. The Summative Assessment in the 3.1 cycle is presented as the Results portion of the CSU cycle.  For both cycles, this is where the success of the program is evaluated.

URL for CSU Cyle


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