Implementing Evidence-Based Practices

1. NSTTAC Secondary Transition State Planning Institute Charlotte, NC May 19, 2010 Keita Rone, Lynda Price, Donna Wadsworth & Paul Bole Implementing Evidence-Based Practices

2. Definition: “[Educators] must make decisions about what to teach to their students and determine how effective that teaching/learning process has been based on data they gather. They also must teach using programs, interventions, strategies, and activities that have been demonstrated through research to be effective.” (Friend, 2011, pg. 25) The key here is “research-based” . . . . . What are Evidence-Based Practices?

3. Both IDEA and NCLB require the use of evidence-based practices. They assist us to help our students, families, and school districts make the best possible use of limited resources. When consistently utilized, they should improve the overall quality and consistency of our field. This should also increase student outcomes . . . Why Use “Best Practices”?

4. NSTTAC originally created their forms to examine how evidence-based practices in transition were used in “real-world” settings. Major theme: Is there a disconnect between research and practice? We passed out the forms to educators to see what was happening in one state--Louisiana. The Louisiana Pilot:Partners with NSTTAC

5. Our work is based on two related forms: “Identifying Evidence-Base Practices”and “Identifying Evidence-Based Criteria”. Participants: Approximately40pre-service and in-service special and regular ed teachers, transition facilitators and related personnel. Qualitative Data Collection: We informally solicited informal comments and used a simple rating scale to explore understanding and usability. Qualitative Data Analysis: We then sorted for themes using the Constant/Comparative method. The Louisiana Pilot:

6. Vocabulary seemed to be one of the major hurdles with this form. Words became a big hurdle for a self-examination of local evidence-based practices in transition. 100% of the respondents were unfamiliar with much of the terminology and vocabulary. Examples were: “peer-reviewed”, “emerging practices”, “evidence-based”, “intervention”, “Kohler’s taxonomy”, etc. THEME ONE: VOCABULARY

7. Many respondents did not have access to the professional literature (e.g., research journals, articles, white papers, etc.) Example: When one site tried to look up evidence-based practices in on-line journals, the journals were either unavailable or needed a password. “Other Real World Problems” (e.g. too overwhelmed with other work to do this, no voice to change our curriculum, emphasis on standards-based tests) Theme Two: “Real World” problems”

8. An unforeseen result of the survey—After reading the form,manyrespondentsself-reflected on their skills although many were currently involved in all phases of transition planning. • Example: Approximately half of respondents returned the survey and verbally expressed concern about their ability to properly meet the needs of students with disabilities. • Example: When best practices were discussed at one site, the transition facilitators learned that they were already using best practices, but just not using that terminology . . . . Theme three: professional competence

9. The forms were too long and complicated. The smiley face was confusing—stated by about 25% of the respondents. Some of the respondents wanted local examples to illustrate the concept of “best practices” . . . . A Basic question:  After you fill out the form--what do you do next? THEME FOUR: MISCELLANEOUS CONCERNS

10. Passing out the forms revealed a critical gap in transition planning in Louisiana—an emphasis on evidence-based practices. We definitely need further training here! Step One– Pass out the forms to all other parishes and add explanatory material (e.g., cover letter, local examples, and simplify the current forms). Step Two— Create a basic training package on "best practices” based on a second round of data collection and analysis. Step Three—Collect best transition practices from all of the parishes and disseminate them throughout the state to stakeholders. Step Four—Share our efforts with NSTTAC to: a) use in other states to check for geographic bias, etc. and b) create a national “storehouse” of evidence-based practices to be accessed by anyone involved in transition planning. Our Recommendations:

11. NSTTAC: National Secondary Transition Technical Assistance Center at UNC Charlotte, Department of Special Education and Child Development, Room 301, 9201 University City Boulevard, Charlotte, NC 28223, 704-687-8606, 704-687-2916 (fax) or 704-687-6327 (TTY) Louisiana Department of Education: Keita Rone Wilson, Supervisor of Transition Services, PO Box 94064,Baton Rouge, LA, 70801, (225) 342-0520, keita.rone@la.gov For further information contact: