Three-Year Implementation Blueprint:

Project ACHIEVE is implemented in a three-year Implementation Blueprint that is tailored to each participating school.  While schools may implement Project ACHIEVE's strategies and activities in different sequences to meet their needs and existing statuses, the evidence-based Implementation Blueprint guides the entire process, ensuring the success of each school or district.

As part of this Blueprint, before Project ACHIEVE is formally begun, schools or districts complete an application and a self-study to ensure that the Project's orientation, approaches, goals, and objectives are a "good match" with their system, school, staff, and students.  After completing this "Selection and Self-Analysis" Phase, implementation activities are integrated into the School Improvement Plan, and Project ACHIEVE begins.

Project ACHIEVE Selection, Self-Analysis, and Readiness Activities:

• Staff research Project ACHIEVE, visits or telephone interviews staff from a Project ACHIEVE school, conference call with the Project ACHIEVE Director, and determine their "match" with Project ACHIEVE.
• School reviews the Project ACHIEVE application and looks at the organizational commitment and readiness to implement Project ACHIEVE.
• Staff discuss their motivational readiness and commitment to Project ACHIEVE, and vote to validate their readiness.
• School completes a SWOT (strengths, weaknesses, opportunities, threats) and other school and community asset and resource analyses.

Year 1 Project ACHIEVE Activities:

• Building committees meet on a monthly basis, with quarterly evaluations to determine progress toward School Improvement Plan goals and outcomes.
• School completes and "rolls-out" the Behavioral Matrix, the student accountability document that sets the behavioral standards for the building.
• Staff are taught and begin to implement the     Stop & Think Social Skills Program.  Mental health specialists bring the Stop & Think Parenting Program out to parents and the community.
• The SPRINT (Pre-referral/Early Intervention Team) is trained on the SPRINT's Data-based Problem-Solving process, and begin case study practice to build proficiency.
• School aligns its organizational and committee structure with the characteristics of effective schools, and looks at its Mission Statement and committee contributions to that mission.
• Committees and School Improvement Team write and approve the School Improvement Plan, integrating start-up Project ACHIEVE activities for Year 1.
• The School Discipline Committee learns and begins to use Special Situation Analyses, as relevant, to improve behavior in common areas of the schools and as related to Teasing, Taunting, Bullying, Harassment, Hazing, and Fighting.
• Staff learn and implement the Educative Time-Out process.
• Staff learn and begin to use the SPRINT Data-based Problem-Solving process, and Grade-level SPRINT teams and meetings are established.
• A formal Articulation Process occurs at the end of the school year to transfer the student, staff, and school "lessons learned" to the new school year.

Year 2 Project ACHIEVE Activities:

• Booster, extension, and application training in all Year 1 activities.  Training and mentoring in all Year 1 activities for all staff new to the school.
• Selective staff training in behavioral/ecological classroom observation and in Instructional Environment and effective classroom instruction observation and assessment.
• Selective staff training in curriculum-based assessment and measurement, and in academic (literacy, mathematics, written expression) interventions and consultation at Tiers 1, 2, and 3 for at-risk, underachieving, and unsuccessful students.
• Staff training in classroom-based behavioral interventions, and selective staff training in behavioral interventions and consultation at Tiers 2 and 3 for challenging students.
• Parent and community outreach, including the initiation of school-based mental health services (as needed).

Year 3 Project ACHIEVE Activities:

• Booster, extension, and application training in all Year 1 and 2 activities.  Training and mentoring in all Year 1 and 2 activities for all staff new to the school.
• Selective staff training in the more intensive (Tier 2 and 3) interventions for students who continue to struggle academically and/or behaviorally.
• Selective staff training in consultation processes at the individual, small group, and organizational levels.
• Selective staff training in parent involvement and engagement strategies and techniques.

Beyond Year 3 Project ACHIEVE Activities:

• Continued, sustained implementation of all Project ACHIEVE components.
• Continued emphasis on leadership skills, building and sustaining school capacity and autonomy, and institutionalizing successful approaches.
• Continued emphasis on the Prevention, Strategic Intervention, and Intensive Need interventions for all students in both academic and behavioral areas.