Data Collaborative Portal

What is it?

Set SMART Evidence Based practices goals

2.2.1 - Review student outcome data used to choose focus RSP skill(s) for current year

2.2.2.- Review and analyze explicit instruction, read alouds and language integration options and past practices in context to existing selection, training and coaching capacity

2.2.3 - Select EBP that will develop RSP skills

2.2.4 - Develop and capture EBP implementation plan for staff (length of lesson, frequency of lesson, target students, resources)

2.2.5 - Determine benchmark measure for fidelity of EBP plan (capturing that EBP is happening) along with fidelity of the practices (observations on content/competence)

Why is it important?

This routine is important because it guides what intervention or practices your organization will use to develop the Reading Success Pathway skills. It is important to establish so that all frontline staff, staff members that are delivering instruction to children, know which strategies they should integrate and execute into their classroom. Without a strong Evidence Based Practice goal, staff members will not have a direction on how to develop the necessary reading skills of the children they serve.

How does it relate to other routines?

Dependent

The EBP 2.2 routine is dependent on what was decided in the RSP 1.2 routine. The strategies that are selected and reflected in the SMART statement should be directly connected to the focused Reading Success Pathway skills. If the RSP 1.2 skill were to change, the EBP 2.2 evidence based practice goal would have to adjust to the change.

Influences

The EBP 2.2 routine directly influences the IMP 3.2 routine. IMP 3.2 is establishing the implementation strategies, by leveraging implementation drivers. Implementation Drivers are used to help identify areas within our work to facilitate fidelity of practice. The drivers, and the work that place within them, are connected to the evidence-based practices the organization is executing.

How to complete specific actions:

2.2.1 - Review student outcome data used to choose focus RSP skill(s) for current year

2.2.2.- Review and analyze explicit instruction, read alouds and language integration options and past practices in context to existing selection, training and coaching capacity

2.2.3 - Select EBP that will develop RSP skills

2.2.4 - Develop and capture EBP implementation plan for staff (length of lesson, frequency of lesson, target students, resources)

2.2.5 - Determine benchmark measure for fidelity of EBP plan (capturing that EBP is happening) along with fidelity of the practices (observations on content/competence)