Evidence-Based Practices Resources

Evidence-Based Practices Title Slide

Evidence-based practices refer to practices “that are supported by multiple, high-quality studies that utilize research designs from which causality can be inferred and that demonstrate meaningful effects on student outcomes (Cook & Cook, 2011). These practices have been researched through both experimental design and single-case design to study their effects on educational practices.

The following resources are places where you can find information about evidence-based practices. For more information on these practices in context of other topics on this site, a link is available to click and visit for further information.

Click on the image below to access the website for each organization.

Click on the image to visit the website for the National Institute for Intensive Intervention.

NCII builds the capacity of state and local education agencies, universities practitioners, and other stakeholders to support implementation of intensive intervention in literacy, mathematics, and behavior for students with severe and persistent learning and/or behavioral needs, often in the context of their multi-tiered system of support (MTSS) or special education services. NCII’s approach to intensive intervention is data-based individualization (DBI), a research-based process that integrates the systematic use of assessment data, validated interventions, and intensification strategies.

(Source: National Institute for Intensive Intervention)

Click on this image to access the website for What Works Clearinghouse.

The What Works Clearinghouse (WWC) reviews the existing research on different programs, products, practices, and policies in education. Our goal is to provide educators with the information they need to make evidence-based decisions. We focus on the results from high-quality research to answer the question “What works in education?”

(Source: What Works Clearinghouse)

High-leverage practices (HLPs) and evidence-based practices (EBPs) when used together can become powerful tools for improving student outcomes. This brief is designed to show the promise of these practices in advancing educator preparation and practice and, subsequently, outcomes for students with disabilities and those who struggle.

The Collaboration for Effective Educator Development, Accountability and Reform (The CEEDAR Center) is a technical assistance center designed to help states, IHEs and LEAs create coherent professional learning systems that provide opportunities to learn for teachers and leaders. The center is dedicated to supporting states in their efforts to develop teachers and leaders who can successfully prepare students with disabilities to achieve college and career ready standards.

(Source: What Works Clearinghouse)

Click on this image to access the website for Evidence-Based Intervention Network and the University of Missouri

To support the use of evidence based interventions (EBI) in schools, the Evidence Based Intervention Network (EBIN) was developed to provide guidance in the selection and implementation of EBI in the classroom setting. The EBIN has an extensive resource base including evidence based intervention briefs, video modeling of EBIs, information on selecting and using EBI. Each of these resources has been developed in collaboration with faculty and students from a variety of universities.

(Source: Evidence-Based Intervention Network – University of Missouri)

References:

Home: National Center on Intensive Intervention. (n.d.). Retrieved October 18, 2019, from https://intensiveintervention.org/.

We Provide Opportunities to Learn for Teachers and Leaders. (n.d.). Retrieved October 18, 2019, from http://ceedar.education.ufl.edu/.

WWC: Find What Works! (n.d.). Retrieved October 18, 2019, from https://ies.ed.gov/ncee/wwc/.

Evidence Based Intervention Network. (n.d.). Retrieved October 18, 2019, from http://ebi.missouri.edu/.