Data on implementation of school-based interventions adds highly valuable information to corresponding evaluation studies. Measuring implementation outcomes, such as fidelity or acceptability, provides information on how to improve current and future implementation processes. Moreover, analyzing intervention outcomes in combination with…

Evidence-based programs and grassroots programs are often adapted during implementation. Adaptations are often hidden, ignored, or punished. Although some adaptations stem from lack of organizational capacity, evaluators report other adaptations happen in good faith or are efforts to better fit the local context. Program implementers, facilitators…

The Massachusetts Early Childhood Support Organization (ECSO) initiative seeks to improve the quality of early education programs (EEPs) by supporting leaders to strengthen their organizational climate, provide job-embedded professional learning opportunities for educators, support the use of instructional curriculum and child assessments in their…

Positive Behavioral Interventions and Supports (PBIS) is an evidence-based approach to addressing behavior issues in schools. Typically, the Minnesota Department of Education and the Regional Training Projects sponsor three training sessions per year for schools that are participating in Minnesota's two-year training sequence for PBIS. However,…

Relative to peers without disabilities, students with disabilities are more likely to experience exclusionary discipline. Specifically, students with disabilities experience disproportionate levels of restraint, seclusion, out-of-school suspension, expulsion, and contacts with law enforcement. Further, after controlling for race (Black/African…

The PBIS Framework has demonstrated effectiveness in supporting schools in improving various prosocial outcomes including improved social, emotional, and behavioral skills; increased academic outcomes and attendance; decreased exclusionary discipline (e.g., office referrals, suspensions); and reduced reports of bullying and substance abuse. In…

Positive Behavioral Interventions and Supports (PBIS) is an evidence-based approach to addressing behavior issues in schools. A significant amount of research has been done to identify the critical features of PBIS. More generally, implementation science points to a specific sequence to ensure that PBIS is implemented with fidelity. This fall…

A training package for the Collaborative Model for Promoting Competence and Success (COMPASS), a multilevel consultation and coaching intervention for improved educational outcomes of students with autism, was developed and evaluated. Using a Hybrid Type 3 design with emphasis on implementation and a multidimensional approach to evaluating…

Positive Behavioral Interventions and Supports (PBIS) is an evidence-based approach to addressing behavior issues in schools. A significant amount of research has been done to identify the critical features of PBIS. More generally, implementation science points to a specific sequence to ensure that PBIS is implemented with fidelity. This spring…

This paper reviews the use of multiple trials, defined as multiple sites or multiple arms in a single evaluation and replications, in evaluating social programs. After defining key terms, the paper discusses the rationales for conducting multiple trials, which include increasing sample size to increase statistical power; identifying the most…

Juvenile Rehabilitation (JR) became part of Washington State's Department of Children, Youth, and Families (DCYF) on July 1, 2019. JR serves the state's highest-risk youth who have been charged with a qualifying offense and either adjudicated in a county's juvenile court or convicted in an adult criminal court. In 2000, JR needed to further define…

This Positive Behavior Interventions and Supports (PBIS) school status report provides a summary of the current status of all schools implementing PBIS in Minnesota, including participation in the Minnesota Department of Education's training sequence, implementation fidelity assessment scores, and outcomes. In particular, this report highlights…

The Minnesota Department of Education (MDE) and the Regional Training Projects sponsor three training sessions per year for schools that are participating in Minnesota's 2-year training sequence for Positive Behavioral Interventions and Supports (PBIS). This Spring 2016 school status and training report provides a summary of the current…

Project/problem-based learning (PBL) can provide an effective model for school reform when implemented with fidelity. In the report, "Rising Above the Gathering Storm," it was recommended that if the U.S. is to remain competitive in the 21st-century economy, there must be a serious effort to "enlarge the pipeline of students who are…

The foster youth education program strives to increase graduation rates by improving academic performance and encouraging student retention through an innovative collaboration between tutors, social workers, and schools to provide individualized support. The pilot program was funded by U.S. Department of Education Innovation Funds, which evolving…