Audit of Evidence-BASED practices
Objective:
Conduct an Audit for one program in your district (organization/school). Identify the level of
implementation for each EBP within that program and develop an action plan.
Step 1: Identify one program (e.g., School-wide PBIS). Consider completing this activity
separately for elementary, middle, and high schools. Use the attached audit form.
Step 2: Determine all evidence-based practices that are in place in the majority of your
schools for the program/level you identified.
For example, if most (e.g., 80%) of your middle schools (or classrooms)
are implementing PBIS then you could choose this program to audit. They
have 3-5 school-wide expectations posted in classrooms and nonstructured settings. The rules are taught and re-taught based on analysis
of data (e.g., minor and major referrals, who, what, where, when, why),
reinforcement practice/s are in place (e.g., High 5, Go to the Front of the
Lunch Line). A correction system is in place and agreed upon by all staff
(e.g., teacher and administrator managed, consequence system). A data
system is used to collect and analyze data for on-going evaluation. On the
other hand, if only 20% of your schools (or classrooms) are using the
same system to collect Office discipline referrals (ODR) data then you
would not include the system/practice.
Step 3: Identify the tier of support (1,2,3) for each practice. Ask, what systems and practices
are in place to support all students (Tier 1), some students (Tier 2), and the few students (Tier
3)? Fill in the attached worksheet by placing the systems/practices in the boxes that
correspond with the associated tier of support.
Step 4: Identify the data you use to set measureable outcomes and to measure fidelity. Ask,
what systems and practices are in place to measure if you are doing what you said you would
do (fidelity) and to measure if it is working (desired outcome) for all students (Tier 1), some
students (Tier 2), and the few students (Tier 3) ?
Step 5: Determine the level of implementation associated with each system and practice.
Use the Stages of Implementation Analysis to determine your level of implementation
http://implementation.fpg.unc.edu/resources/stages-implementation-analysis-whereare-we
 Exploration – Installation – Initial Implementation – Full Implementation
Step 6: Develop 1-3 next step action items to be completed at the district and school level.
When completing action items reflect on district and school capacity to complete the action
item. Is readiness established? Is the action plan doable? Or is it time to take a step back,
explore, garner stakeholder support and mobilize a critical mass to ensure a collective
commitment to change?
For example, your schools may need the district to complete an action item that
strengthens policy to support schools’ implementation. A school, or schools may need
to have training for all staff to calibrate ODRs (e.g., what is harassment to you, is what
harassment is to me).
Oregon Scaling-up EBISS: February 2014
Audit of Practices
Guiding Questions
Outcomes
1. How is the system/practice linked to the district’s goals and priorities?
2. What is the desired outcome of implementing the practice?
Data
1. How is progress toward achievement monitored?
2. How frequently is progress monitored?
Systems - Practices - Process
1. Are teaming structures established...
a. district leadership team?
b. school leadership team?
c. grade level or content teams?
d. individual student teams?
i. How do teams get access to teaming and data analysis skills?
2. What is the common role of administrators...
a. across schools (district)?
b. within schools (school leadership)?
i. How do administrators get access to instructional and data analysis skills?
3. What is the process for requesting assistance?
a. How do schools access district resources to support implementation?
i. Do schools have the materials required?
ii. Development of staff competency should include support to...
1. identify barriers-systems intervention.
2. implement practices with fidelity.
3. analyze data for problem solving and action planning.
b. What communication loops are in place so practice informs policy and policy
enables practice?
i. Do multiple stakeholders provide input?
ii. Is a district/school instructional leadership partnership established?
iii. How long does it take to get support in place?
4. How is staff supported to implement EBPs with fidelity (district and school
administration, teachers, paraprofessionals)?
a. Is a comprehensive training model developed based on fidelity data?
b. Is a comprehensive coaching model developed based on fidelity data?
c. Have a representative group of stakeholders worked to develop and implement a
performance assessment system?
i. A common protocol of practice fidelity is developed, shared and committed
to by all staff.
Oregon Scaling-up EBISS: February 2014
Audit of Practices
AUDIT OF Evidence-BASED PRACTICES
Program:
Level:
Number of schools (classrooms) implementing out of the total number schools (classrooms):
Multi
Tiered
System of
Support
Tier 1
Evidence-Based Practices
Instructional Practices
Coaching, Training, Performance Assessment
Assessment (fidelity and outcome)
Oregon Scaling-up EBISS: February 2014
Audit of Practices
Implementation
Exploration
Installation
Initial Installation
Full Installation
Implementation
Multi
Tiered
System of
Support
Tier 2
Evidence-Based Practices
Instructional Practices
Coaching, Training, Performance Assessment
Assessment (fidelity and outcome)
Tier 3
Instructional Practices
Coaching, Training, Performance Assessment
Assessment (fidelity and outcome)
Oregon Scaling-up EBISS: February 2014
Audit of Practices
Exploration
Installation
Initial Installation
Full Installation
AUDIT OF EVIDENCE-BASED PRACTICES: Action Plan
District Level Action
Who
When
School Level Action
1..
1.
2.
2.
3.
3.
Who
When
Adapted by K.R. Jackson on 11-11-13 from the State/District Implementation Workbook: National Technical Assistance Center on PBIS
http://www.pbis.org/
Oregon Scaling-up EBISS: February 2014
Audit of Practices