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

2. 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.

3. 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?

4. 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?

5. 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

6. Evidence-based Practices
Skills, techniques, and strategies that have been proven to work through experimental research studies or large-scale research field studies.

7. 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.

8. Considerations for Identifying EBPs
Students and setting
Resources available
Level of evidence
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.” 

9. Identifying Evidence-Based Practices

10. Guides to Best Practices
What Works Clearinghouse Practice Guides
Doing What Works
works/#content
CEEDAR Center Innovation Configurations
configurations/

11. Identifying Evidence-Based Programs

12. Tools Charts National Center on Intensive Intervention Find What Works
Find What Works
Best Evidence Encyclopedia

13. Dissemination Examples
gov/documents/mde/ Guidance_Handbook_f or_Educators_of_Engli sh_Learners_with_Sus pected_Disabilities_- _January_2016_ _7.pdf

14. Dissemination Examples
Arizona Guidance
learners/files/2012/12/studentswithduallabels- december2012-oelas.pdf
Connecticut Guidance
gual/CAPELL_SPED_resource_guide.pdf
Virginia Guidance
andbook_educators.pdf

15. 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
Presenter:
Jill Pentimonti
Contributors:
Lauren Artzi Joe Harris and Danielle Shaw

16. THANK YOU! http://ncsi.wested.org | @TheNCSI