Embedded Files
What are EBPs?
What are EBPs?
Evidence-based practices (EBPs), simply put, are practices that are supported by a strong high-quality evidence base that has seen effects that positively impact students.
The Council for Exceptional Children (CEC) put out standards for EBPs for Special Education
The EBPs for Special education differ from other EBPs because the studies for each practice need to include students with disabilities. According to IDEA and Chapter 60, scientifically based interventions must be implemented when teaching students with IEPs. Scientifically based interventions are synonyms with EBPs. It is our obligation to ensure the practices put in place for students in Hawaii are not only evidence-based, but fit the criteria put out by the CEC for special education.
Evidence-Based Practices Training Modules
Evidence-Based Practices Training Modules
This module discusses the importance of identifying and selecting evidence-based practices.
(est. completion time: 1.5 hours)
This module discusses implementing an evidence-based practice or program with fidelity.
(est. completion time: 1 hour)
This module examines how to evaluate whether an evidence-based practice is effective for the young children or students with whom you are working.
(est. completion time: 2 hours)
Explicit Instruction
Explicit Instruction
Explicit instruction is a structured, systematic, and effective methodology for teaching academic skills (Archer, 2011).
Explicit instruction is the cornerstone of special education and is an effective instructional approach for teaching students across disability categories new skills and strategies across content areas. It is important to recognize that the majority of evidence-based practices embed elements of explicit instruction and/or are typically combined with explicit instruction to meet the needs of students with disabilities.
There are not always specific EBPs that align with every skill teachers will need to teach
And therefore, explicit instruction is essential for teaching students with disabilities new skills and strategies
This 4-part course provides learners with an opportunity to extend their understanding of explicit instruction through in-depth exposure to the explicit instruction model and supporting practices required for effective implementation.
This Explicit Instruction course is comprised of four modules:
Modeling and Practicing to Help Students Reach Academic Goals
Supporting Practices: Using Effective Methods to Elicit Frequent Responses
Supporting Practices: Providing Immediate Specific Feedback and Maintaining a Brisk Pace
Evaluating the Use of Explicit Instruction to Support Students' Academic Needs
What Works Clearinghouse Practice Guides
What Works Clearinghouse Practice Guides
The What Works Clearinghouse Practice Guides practice guide is a publication that presents recommendations for educators to address challenges in their classrooms and schools. They are based on reviews of research, the experiences of practitioners, and the expert opinions of a panel of nationally recognized experts.
Practices that meet the U.S. Department of Education definition of Strong Evidence (Tier 1)
under ESSA are shown in green. Practices meeting the definition of Moderate Evidence (Tier 2) are shown in yellow. Practices in gray, which the guides describe as based on "minimal evidence," meet the Department's definition of evidence that Demonstrates a Rationale (Tier 4). Recommendations from practice guides released in 2010 or earlier are not shown below, but can meet the Department's definition of Promising Evidence (Tier 3) if the guide describes the corresponding
evidence as "strong" or "moderate."
To search by Topic or Keyword, use the Practice Guide Search.
Assessment High-Leverage Practices (pgs. 41-55)
Use multiple sources of information to develop a comprehensive understanding of a student’s strengths and needs
Interpret and communicate assessment information with stakeholders to collaboratively design and implement educational programs
Use student assessment data, analyze instructional practices, and make necessary adjustments that improve student outcomes
Social/Emotional/Behavioral High-Leverage Practices (pgs. 55-69)
Establish a consistent, organized, and respectful learning environment
Provide positive and constructive feedback to guide students’ learning and behavior
Teach social behaviors
Instruction High-Leverage Practices (pgs. 69-116)
Identify and prioritize long- and short-term learning goals
Systematically design instruction toward a specific learning goal
Adapt curriculum tasks and materials for specific learning goals
Teach cognitive and metacognitive strategies to support learning and independence
Provide scaffolded supports
Use Explicit Instruciton
Use flexible grouping
Use strategies to promote active student engagement
Use assistive and instructional technologies
Teach students to maintain and generalize new learning across time and settings
Provide positive and constructive feedback to guide students’ learning and behavior
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