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Lou Danielson Susan Sanchez, Brian Cobb, Kathleen Lane & Rob Horner

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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Lou Danielson Susan Sanchez, Brian Cobb, Kathleen Lane & Rob Horner

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  1. 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

  2. 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

  3. 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?

  4. 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

  5. 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

  6. 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

  7. 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

  8. 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.

  9. 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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