Selecting Evidence Based Practices

1. Selecting Evidence Based Practices Oregon’s initial attempts to derive a process Implementation Conversations 11/10

2. Oregon Scaling Up (EBPs)Lessons learned (so far) • Engaging leadership at all levels and ensuring ongoing and standardized communication and feedback loops to address immediate as well as long range issues. • Facilitating the activities of leadership at all levels to allow the necessary adjustments along the way to the system at each level to assure sustainability and positive change. • Streamlining activities and processes for efficient and effective practices.

3. Streamlining Activities • Identifying inefficiencies, redundancy, and overlap • Locating areas for repurposing • Facilitating administration • Making processes explicit • Identifying core features for focus • Defining and identifying evidence-based practices for Oregon

4. SPDG Core Features 1) Effective “Foundation Practices” 2) Data-based Action Planning 3) Universal Screening 4) Team Structures 5) Progress Monitoring 6) Intervention Planning and Implementation 7) Fidelity Monitoring 8) Training, Coordination and Coaching 9) Funding 10) Coherent District Policies

5. 1. Scope • The practice is of sufficient scope to affect one or more of the core educational outcomes for schools. • Smaller strategies or programs may be of high value, but need to be bundled with additional practices or administrative systems to produce impact on core outcomes.

6. 2. The practice is scientifically verified to be effective. (ESEA 2001) • Published research using rigorous, systematic and objective procedures documents the effectiveness of the practice. • The supporting research: • Employs systematic, empirical methods that draw on observation or experimentation. • Involves rigorous data analyses that are adequate to test the stated hypotheses and justify the general conclusions. • Relies on measurements or observational methods that provide valid and reliable data. • Is evaluated using experimental or quasi-experimental designs. • Ensures that experimental methods are reported with replicable precision. • Is published (or accepted for publication) in a peer-reviewed journal or approved by a panel of independent experts through a comparably rigorous, objective and scientific review.

7. 3. The practice has been proven feasible, socially acceptable, and effective within Oregon via demonstration across at least 50 schools. • Documented evidence of the fidelity, social validity and impact of the practice when implemented in Oregon. • Documented evidence that the practice is feasible and cost-effective within Oregon. • The practice is more effective and/or feasible and/or cost-effective than alternatives available for implementation in Oregon. • The practice incorporates active family and community involvement where appropriate. • The practice addresses Oregon’s commitment to equity in education.

8. 4. Defined Practice • The practice is defined with sufficient precision that there is a reasonable expectation that others may use the manuals, materials, or training content to implement the practice accurately

9. 5. Professional Development and Support Procedures • The practice includes the professional development and administrative support procedures needed for high quality, sustained implementation.

10. 6. Measurable Goals • The practice includes measurable goals and benchmarks for assessing impact on student outcomes.

11. 7. Sustainability • The practice includes procedures for continuous improvement and sustainability.

12. Educational Practices • Standard Practices are those used regularly as part of on-going educational efforts and cycles. These practices represent our current best perception of how to provide an effective education.  • Emerging Practices are ideas, curricula, programs and procedures that have reasonable likelihood to improve the core outcomes of education in Oregon’s schools, but have not yet been validated through research and model demonstrations to be effective, practical, and scalable. Emerging practices have sufficient documentation to encourage further research, development, and/or investment in model demonstrations on a small scale.  • Scalable Practices are practices that have sufficient scientific validation and practical verification to warrant the large-scale investment needed to transform these practices into “standard practice” within Oregon’s schools.

13. Oregon’s Scale-worthy criteria • Socially valid for Oregon use • Allows for collaboration across groups • Promotes equity • Positive impact on the instructional core

14. Uses to Date • PBIS • RTI • Attendance Audit

15. Existing Process • State Transformation Specialist

16. Improvements • Add scores (proposed scale of 0 – 3) • Add rubric to allow evaluation for both emerging and scalable • Add examples of appropriate evidence for each criterion • Develop process for review and state use • Disseminate for use with districts

17. Contact Information • Dianna Carrizales • Dianna.Carrizales@state.or.us • (503) 947-5634