Empowering Effective Implementation of Evidence-Based Practices NCSI Cross-State Learning Collaboratives Part B Meeting November 29 and December 1, 2016 Dallas, Texas

Breakout Session Objectives Participants will: Explore resources to help in the selection of evidence-based practices (EBPs). Discuss considerations in determining if an EBP is right for students.

Guiding Discussion Questions How should informed decisions be made when there is limited information on a certain practice? How might informational resources and tools learned about in this session be used and disseminated?

Could MTSS help provide an organizational framework for communicating about the evidence base? In MTSS, the “practice” in “evidence-based practice” is different in each tier! Wouldn’t this mean that criteria for evidence should differ too?

Role of Evidence Primary (T1) Secondary (T2) Intensive (T3) Instruction/ Intervention Approach Comprehensive research-based curriculum Standardized, targeted small-group instruction Individualized, based on student data Evidence? Comprehensive coverage of critical content Instructional practices and strategies with evidence of efficacy Intervention aligned to target skill(s) Standardized program with demonstrated efficacy Individualization of intervention, embedding instructional strategies and supports based on student data Frequent, ongoing progress monitoring to determine impact

Evidence-based Practices Skills, techniques, and strategies that have been proven to work through experimental research studies or large-scale research field studies. http://iris.peabody.vanderbilt.edu/module/ebp_01/

Evidence-Based Program A collection of practices that, when used together, has been proven to work through experimental research studies or large- scale research field studies. http://iris.peabody.vanderbilt.edu/module/ebp_01/

Considerations for Identifying EBPs Students and setting Resources available Level of evidence http://iris.peabody.vanderbilt.edu/module/ebp_01/ Students and setting Does the practice or program address skills I’m interested in? Are the outcomes the same ones I am interested in? Are the research study participants comparable to my students (e.g., age, ethnicity, socio-economic status, demographic location)? Were subgroups, such as children with disabilities and English language learners (ELLs) included in the sample and part of the analysis? Is the research setting(s) similar to my instructional setting? Is the practice or program aligned with my state and district standards? Were conditions in the research similar to the ones in my setting? For instance, a study evaluating the effectiveness of a reading intervention conducted in classrooms using a collaborative teaching model may or may not reflect the conditions and resources that exist in your school. Resources available How much time will it take to implement? Will I have to adjust my schedule?  Are there costs associated with the practice or program? What is included with the program? Teacher and student materials? Training materials? Other resources (e.g., assessments, fidelity checklist)? What kind of training is required to implement the practice or program? Level of evidence For many skills and behaviors, no EBP has yet been identified. In these cases, you need to choose a practice or program with the strongest available evidence. Because reviewing the research literature is a difficult and time-intensive task, a good way to investigate the evidence level of practices or programs is to consult a number of “trusted sources.” 

Identifying Evidence-Based Practices

Guides to Best Practices What Works Clearinghouse Practice Guides http://ies.ed.gov/ncee/wwc/#content Doing What Works https://www.wested.org/project/doing-what- works/#content CEEDAR Center Innovation Configurations http://ceedar.education.ufl.edu/tools/innovation- configurations/

Identifying Evidence-Based Programs

Tools Charts National Center on Intensive Intervention Find What Works http://www.intensiveintervention.org/ Find What Works http://ies.ed.gov/ncee/Wwc/ Best Evidence Encyclopedia http://www.bestevidence.org/

Dissemination Examples http://www.michigan. gov/documents/mde/ Guidance_Handbook_f or_Educators_of_Engli sh_Learners_with_Sus pected_Disabilities_- _January_2016_51588 1_7.pdf

Dissemination Examples Arizona Guidance http://www.azed.gov/english-language- learners/files/2012/12/studentswithduallabels- december2012-oelas.pdf Connecticut Guidance http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/bilin gual/CAPELL_SPED_resource_guide.pdf Virginia Guidance http://www.doe.virginia.gov/instruction/esl/resources/h andbook_educators.pdf

Jill Pentimonti (jpentimonti@air.org) Contributors: For additional information, support, and technical assistance: • Contact your NCSI TA facilitator • Submit your question on Ask the NCSI  • Contact Jill Pentimonti, NCSI Knowledge  Utilization Service Area Lead, at  jpentimonti@air.org Presenter: Jill Pentimonti (jpentimonti@air.org) Contributors: Lauren Artzi (lartzi@air.org), Joe Harris (jharris@air.org), and Danielle Shaw (dshaw@air.org)

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