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Evidence-Based Practices Under ESSA for Title II, Part A

This presentation provides an overview of evidence-based practices under ESSA for Title II, Part A, focusing on Virginia's Department of Education's initiatives. It discusses the importance of evidence-based practice, the levels of evidence, and allowable activities that require rigorous and relevant evidence.

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Evidence-Based Practices Under ESSA for Title II, Part A

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  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

  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

  6. Assessing Needs(examples of data sources)

  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

  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)

  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

  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) 371-0908 Carol.Sylvester@doe.virginia.gov Michael Courtney Title II/IV Specialist (804) 371-2934 Michael.Courtney@doe.virginia.gov

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