Evidence-Based Practices
ESSA Requirements for Selecting Evidence-Based Practices
All ESSA designated schools are required to use evidence-based practices in their ESSA action plan. Schools designated as Extended Comprehensive are required to implement a state-approved evidence-based approach (activity, strategy, or intervention) that aligns with district and building needs and the recommendations set-out by the Department of Education. Schools designated as Targeted Comprehensive are highly encouraged to implement a state-approved evidence-based approach. State-approved evidence-based approaches are found in Appendices B-G of Selecting Evidence-Based Practices and Learning Concepts for ESSA and Beyond. An Extended Comprehensive school may select an alternative evidence-based approach in collaboration with the Department as long as they provide the rationale aligned to their district need and evidence that the activity, strategy, or intervention is a strong, moderate, or promising approach according to ESSA’s Levels of Evidence.
What is Evidence-Based?
Evidence-based activities, strategies, or interventions are those that demonstrate a statistically significant effect on improving student outcomes or other relevant outcomes based on the listed criteria. Practices can be selected as long as they have evidence that the practice falls into one of the following categories.
As a best practice, it is recommended that schools engage in activities, strategies, or interventions that have the best evidence available for the problem they are trying to solve.
At least 1 well designed and implemented experiemental study.
At least 1 well designed and implemented quasi-experimental study.
At least 1 well designed and implemented correlational study.
Having a Process for Selecting Evidence-Based Approaches
The process for selecting evidence-based interventions follows the Continuous Improvement Process (CIP), which includes five steps.
Reflect on a wide range of school data, questions you have about the data, and determine the area of greatest concern.
Identify local needs by engaging stakeholders (including specific engagement of historically underserved students and families) and examining data to understand pressing needs. Use/include data statements from such things as ESSA targeted areas, Data Review, Resource Allocation Review, SAMI discussions and results.
Use data to determine the most likely reason why the prioritized greatest concern exists and develop a goal to address the concern.
Identify the most likely reason why the prioritized student related concern exists by considering summary statements from your Data Review, Resource Allocation Review, SAMI discussions, and results and other local data. See Appendix A to consider how the same concern can occur for a variety of reasons.
Select relevant, evidence-based interventions most likely to be effective at addressing the concern. In doing so, consider:
Effectiveness: What is the ESSA level of evidence for this strategy? How much impact (effect size) does it typically have?
Population: Is there evidence the strategy is successful for student populations similar to yours? (e.g., age/grade, student group, etc.)
Local Capacity: What is your local capacity to implement the strategy? (e.g., staff skills, AEA supports, community/family supports, buy-in, sustainability.)
Consider current practices and develop action steps to implement the evidence-based approach/es. See also Appendix A and B and other relevant Appendices to support decision-making.
Focus on the status and quality of implementation to ensure the work is progressing as anticipated. This includes reviewing implementation regularly, putting in the infrastructure necessary to support implementation and making just-in-time adjustments.
At least annually evaluate the impact of your evidence-based approaches/strategies/interventions on teaching and learning. This includes:
Preparing Impact Data: Develop an overview of the plan, including highlights, celebrations, just-in-time adjustments, challenges, and upcoming needs.
Reflect and Adjust: Present the overview to the leadership team allowing time for reflection, the opportunity for feedback, and the development of supports/actions to move the plan into the next year.
Communicate Impact: Create an annual report to share with work teams, building staff, students, families, and community members.