Instruction, interventions, and supports are selected that are strongly supported by high-quality, rigorous research that indicates the practice will be effective for the intended population. The selection process for adopting an evidence-based curriculum or intervention across Tiers considers the population of learners being served and alignment with district philosophy, capacity, programs, and initiatives.
Using Evidence-Based Practices (EBPs) with fidelity leads to an increase in the likelihood of positive student outcomes and responsiveness to learner’s needs, and to a decrease in wasted time and resources because educators start with an effective practice or program and are not forced to find one through trial and error.
Below are indicators of effective practices for the selection and implementation of evidence-based instruction, interventions and supports.
The curriculum is accessible and culturally responsive to the demographics of the student population.
The curriculum and interventions are based on high-quality research findings that indicate a likelihood of positive outcomes.
Multiple data sources are used to inform the selection of curriculum, instruction, intervention, and support practices (e.g., demographic, achievement, process, perception).
An established review process is used to assess the evidence base for instruction, intervention, or practices before adoption.
There is a process to include parents and families in the selection process.
There is a continuum of EBPs to meet a range of learning needs from accelerated to severe and persistently challenged.
Resources are allocated equitably to all educators to ensure implementation fidelity. High-quality professional learning is provided to staff in adopted curriculum, intervention, and practices to ensure fidelity of implementation.
For more detailed information on Selection of Evidence-Based Instruction, Intervention, and Support, review the Montana MTSS Essential Components.