For professional development interventions in the K-12 setting that are delivered in varying degrees, a holistic program evaluation that measures true attitudinal and behavioral change at individual and systems levels is necessary. The Transtheoretical Model (TTM) of stages of change (Prochaska and DiClemente, 1983, 1984, 1986) was applied as a framework to assess the impact of evidence-based professional development interventions for K-12 school personnel. This presentation will demonstrate the use of the TTM framework as illustrated through the program evaluation of evidence-based interventions implemented by a US Department of Education funded Equity Assistance Center. The presentation will discuss the application of the TTM framework in applying relevant metrics to measure the stages of attitude, knowledge, and behavior change and significant relations to appropriate demographic variables and the ultimate equity program outcome of establishing race, gender, and national origin equity in school environments. #Prek-12EducationalEvaluation #2010Conference