evidence based practices what are they who is defining them and how does it relate to my work
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Lou Danielson Susan Sanchez, Brian Cobb, Kathleen Lane & Rob Horner

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Evidence Based Practices: What are they? Who is Defining Them? and How does it Relate to My Work?. Lou Danielson Susan Sanchez, Brian Cobb, Kathleen Lane & Rob Horner. Goals of the Panel. Provide a Context Describe the work of the What Works Clearinghouse

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evidence based practices what are they who is defining them and how does it relate to my work

Evidence Based Practices: What are they? Who is Defining Them? and How does it Relate to My Work?

Lou Danielson

Susan Sanchez, Brian Cobb, Kathleen Lane & Rob Horner

goals of the panel
Goals of the Panel
  • Provide a Context
  • Describe the work of the What Works Clearinghouse
  • Describe the work on Levels of Evidence
  • Explore implications for teacher training and professional development
  • Explore implications for technical assistance
ebps a driving force
EBPs A Driving Force
  • What are they?
  • What type of research counts as evidence?
  • How much research do we need?
  • How do we operationalize the practices?
  • How do we support implementation with fidelity, by typical implementers in typical settings?
  • What resources are needed to support maintenance and Scale-up?
  • How do we communicate about EBPs?
defining ebps
Defining EBPs
  • Little national consensus about standards of identifying EBPs
  • Federal initiatives vary in both the process to identify and the criteria for EBPs
  • Those practices that meet a set of explicit criteria for assessing the quality of their scientific design and method
  • Any practice that has been established as effective through scientific research according to some set of criteria
a few considerations
A Few Considerations
  • Judge quality of the evidence related to use
  • High quality evidence is essential but not sufficient
  • Internal validity not the only issue that must be considered in light of the work that we do
  • Interventions that require a great deal of time, money or expertise will not be implemented and sustained on a large scale -Fuchs
  • An EBP is one thing – implementing an EBP is an entirely different thing- Fixsen
ebp efforts
EBP Efforts
  • Cochrane Collaboration
    • 1993, one of the first initiatives to attempt to conduct and publicize reviews of EBPs in a systematic manner – focus on health care and RCTs
  • Campbell Collaboration
    • 2000, modeled after Cochrane, What works, What doesn’t & What may be harmful- focus on social sciences, includes more than RCTs
slide7
Best Practice” Lists
    • Consumer report ratings
    • Colorado Blueprints
    • Surgeon General’s Report
    • Approved vs. Disapproved

model, promising, not effective

Challenges – variable ratings, variable criteria, same practice different ratings on different lists- variability is confusing for consumers

ebp policy
EBP & Policy
  • National Research Council Report 2002 “Scientific Research in Education”
    • RCTs are the superior method for establishing causal relationships between practices and outcomes
  • Authorization/Re-authorization of NCLB, IDEA, Education Sciences Reform Act
  • WWC
  • Division of Research Papers- Odom et. al.
research
Research
  • Research alone is not enough to change practice and improve results
  • Not possible to wait for “the gold standard” in every area we cover
  • School bus pulls up everyday
  • Front line implementers need information about the best that we know
  • Goal is to ensure that the best that we know is what is happening in every schools everyday for every child
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