This is the first stage of implementation.

Parents, community, district office, and other schools in the district are considered this.

This area in education has gone through dramatic expansions in knowledge, techniques, and attention.

This is a type of program that is intended to improve a program.

This is use of evaluation concepts, techniques, and findings to foster improvement and self-discrimination.

This type of readiness requires the school to have open communication, trust, and collaboration.

These are people who are considered important and need to have a clear understanding of innovation for their students.

It makes sense for these individuals to be involved in instructional program evaluation.

These are results in definite judgement about the value of a program.

Empowerment evaluation seeks to improve the program being evaluated while also improving this.

This type of readiness is present when the parents, the community, and the district support innovation.

Early on, teachers benefit from this through modeling, workshops, or demonstration lessons.

This is the act of evaluating.

This type of evaluation is the basis for whether a program will continue, undergo major revisions, or be terminated.

The final purpose of empowerment evaluation is to build both individual and school capacity to carry out this.

This stage includes initial skill training.

This concept means that innovation is implemented as designed.

This is a way in which a judgement is made that leads to the "heart" knowing the program was a success.

The best type of these assessments are ongoing, enabling periodic adjustments to the program.

These individuals need moral support to gain confidence in performing evaluations.

At this stage, the innovation has become standard practice

This is what the desire of fidelity needs in order to be tempered with to support structures provided during implementation.

This is what we must make a commitment to when seeking instructional change.

A number of key decisions must be made in this type of program evaluation.

These individuals hold themselves accountable to all of the school's stakeholders on the quality of their evaluation, plan, and intervention.