1. Evidence-Based Practices Under ESSA for Title II, Part A
Virginia Department of Education
Office of Program Administration and Accountability
Virginia Association of Federal Education Program Administrators (VAFEPA)
October 18, 2017

2. Disclaimer
The presentation has been funded with federal funds from the U.S. Department of Education; however, the content shared by VDOE and other presenters does not necessarily represent the policies or views of the U. S. Department of Education, and you should not assume endorsement by the federal government. 

3. QUESTIONS Complete Index Card Name
Contact Information
Question
Due to the brief time we have for this presentation, please put questions on index cards. We will collect them at them end and follow up within 5 business days with a response.

4. Goals Understand ESSA’s definition of evidence-based practice
Understand levels of evidence-based practice
Understand importance of evidence-based practice
Identify Title II, Part A allowable activities that require rigorous and relevant evidence

5. Strengthening Effectiveness: Overview
1. Identify Local Needs
2. Select Relevant, Evidence-Based Interventions
3. Plan for Implementation
4. Implement
5.Examine and Reflect

6. Assessing Needs (examples of data sources)
IPAL Report
Staff Development Surveys
Teacher/Leader Performance Data
Student Achievement Results
Class Size Analysis
Teacher Turnover/Attrition Retirement Projections

7. Points to Keep in Mind Where are we? Where do we want to go?
Evaluate current practices:
What is working and needs to be continued?
What is NOT working and needs to be changed/eliminated?
Identify NEEDS before determining strategies
Identify available data sources to determine needs: division, school, and classroom level
What evidence is available to support implementation of strategies?

8. Strengthening Effectiveness
1. Identify Local Needs
2. Select Relevant, Evidence-Based Interventions
3. Plan for Implementation
4. Implement
5.Examine and Reflect

9. Evidence-Based Practice Under ESSA
Appears 58 times in law
Governs use of funds and selection of activities and interventions
Variation in how levels of evidence are applied in various programs and when to use specific funds to support a strategy

10. Levels of Evidence
Strong: At least one well designed/well implemented experimental study (i.e., randomized)
Moderate: At least 1 well designed/well implemented quasi-experimental study (i.e., matched)
Promising: At least 1 well designed/well implemented correlational study with statistical controls for selection bias
Under Evaluation: Demonstrates rationale based on high- quality research or positive evaluation that such activity, strategy, or representation is likely to improve student outcomes. (i.e., logic model)
Cite Learning Forward

11. “Well-Designed Study”
Meets the What Works Clearinghouse Evidence Standards with or without reservations or is of the equivalent quality for making causal inferences

12. Considerations for Using Evidence
Examine context of study and conditions under which practice was found to be most effective
Are similar conditions present in your school/school division?
What factors are present that support decision for implementation?
How will you measure impact?
Are you able to implement the research model with fidelity to the research design?

13. Considerations for Local Capacity
What resources are required to implement the intervention?
Will the potential impact of this intervention justify the costs, or are there more cost-effective interventions that will accomplish the same outcomes?
How does this intervention fit into larger strategic goals and other existing efforts?
How will this intervention be sustained over time?

14. Considerations for Local Capacity, continued
What is the local capacity to implement this intervention?
Are there available funds?
Do staff have the needed skills?
Is there buy-in for the intervention?

15. Evidence-Based Practice Areas
Required for Title II, Part A:
Professional Learning
Class-Size Reduction
Not required for Title II, Part A:
Recruitment
Retention

16. Professional Learning: Key Elements
Research on professional learning:
Ongoing, sustained, personalized, classroom-focused (not stand-alone, 1 day, or short term workshops)
Integral component of broad school-wide or division-wide improvement plans
Aligned with/directly related to, academic goals of the school or division
Developed with extensive participation of teachers, principals, other school leaders and parents
Involve follow-up training
Should build strong working relationships
See National Staff Development Council Study for additional details

17. Class-Size Reduction
Research says….

18. Class-Size Reduction: Study 1
STAR Class-Size Reduction in Tennessee
Krueger (Researcher)
15 or fewer students per teacher
Evidence Tier I
Findings: Reducing class sizes by 7-10 students had measurable long-term effects on student academic achievement and college attendance, particularly in early grades for disadvantaged students

19. Class-Size Reduction: Study 2
California Class-Size Reduction Initiative Jepson, Rivken (researchers)
20:1 ratio of students to teachers
Evidence Tier I
Findings: Mixed results. Experience level of newly hired teachers impacted student achievement. Not as impactful at Gr. 4-5 and up.

20. Class-Size Reduction: Recommendations from Research
Most effective under following conditions:
Implemented in early grades (K-3)
Class sizes of no more than 18 students per teacher
Spanning grades K-3 rather than implemented in only one or two primary grades

21. Class-Size Reduction, Recommendations from Research, continued
Minority and low-income students show greatest gains when placed in small classes in primary grades
Experience and preparation of teachers is critical factor for success
Reducing class size has little effect without enough classrooms and well-qualified teachers
Professional development and rigorous curriculum enhance effect.

22. Strengthening Effectiveness: Review
1. Identify Local Needs
2. Select Relevant, Evidence-Based Interventions
3. Plan for Implementation
4. Implement
5.Examine and Reflect

23. Teacher Professional Development Logic Model

24. Where to Begin?

25. Resources
Non-Regulatory Guidance: Using Evidence to Strengthen Education Investments, USED
What Works Clearinghouse, IES
Teacher Professional Development Evaluation Guide, NSDC

26. Resources, continued
School Leadership Interventions Under the Every Student Succeeds Act: Evidence Review, Rand Corporation
Class-Size and Student Achievement: A Research Review , Center for Public Education
Class Size: What Research Says and What It Means for State Policy, Brookings Institute

27. Contact Information
Carol Sylvester Title II, Part A, Coordinator (804) Michael Courtney Title II/IV Specialist (804)