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Introduction to Evidence-

Based Practices: A Family Perspective

March 2017

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Family Webinar Series…

1. Introduction to MTSS 2. Introduction to the

Continuous Improvement Process

3. Introduction to Evidence-Based Practices

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Please take a couple minutes to take the pre-test now.

Pre-Test

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Illinois

MTSS Network Handout

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What are

evidence-based

practices (EBPs)?

How do I know if it

works for my

child?

Where can I get

more information

about EBPs?

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Today’s Objectives Learners will be able to:

1. Understand the term evidence-based practice (EBP) within an MTSS framework

2. Know how to recognize if an evidence-based practice is effective

3. Engage in well-informed conversations with school staff

Review Definition of

MTSS

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The WHOLE CHILD

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Illinois MTSS Definition

A Multi-Tiered System of

Supports is a:

systemic,

prevention-focused,

data-informed framework

for continuous improvement

providing a

continuum of supports

for ALL learners.

Continuum of Support Universal

(Tier 1, School-wide)

ALL

Targeted (Tier 2)

SOME

Intensive (Tier 3)

FEW

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Layered Continuum

Math

Behavior

Reading

Supports and interventions

can be at more than one tier, may change

often, and are based on

student need

Intensive

Targeted

Universal

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Understand Evidence-Based Practice within

MTSS

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Evidence-Based Practices: Definition Evidence-based:

concept or strategy

informed by

objective evidence

Evidence-based practice: approaches

proven effective through research

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Evidence-Based Practices: Policy

• EBPs emerged from field of medicine

• IDEA (Individuals with Disabilities

Education Act)

• ESEA (Elementary and Secondary

Education Act)

• ESSA (Every Student Succeeds Act)

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Primary Universal Prevention Promoting good nutrition, appropriate

weight maintenance plans, and exercise routines.

Targeted Interventions Access healthcare when illness occurs, e.g. medication for strep throat, high

blood pressure, etc.

Intensive Interventions Used only for those few who develop

severe or chronic health problems.

3 Tier Model of Public Health

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Evidence Based Practices in Schools

Select research-

based practice

Train staff to correctly

implement practice

Monitor and regularly check

for fidelity of implementation

Framework with Supports Student Intervention Framework Example

Practices for a Few 1-5%

Practices for Some 5-15%

Practices for All 80-90%

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Think of an example of a practice that you

know is evidence-based?

• Health

• Nutrition

• Academic

• Behavioral

• Mental Health

Reflection

How to recognize if an EBP is effective

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Fidelity happens

when the

practice or

intervention is

delivered as it

was intended

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Take As

Directed

● Dosage

● Frequency

● Duration

● Contraindications

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Checking for Fidelity ● Did instruction occur?

● Were components delivered as designed?

● Was progress monitoring administered?

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Think of a time when you might have veered from the instruction manual, skipped a few steps, or altered a prescribed treatment.

What was the outcome?

Reflection

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Conversations with Your Child’s School

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What Can Parents/Caregivers Do?

• Collect and compare data

• Communicate with teacher

• Observe and talk to your child

● Ask questions of the school

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What Questions Should Parents Ask?

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• Family-School partnerships have a positive impact on student outcomes

• Families are

stakeholders in effective implementation of MTSS

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Post-Test

Please take a couple minutes to take the post-test now.

Credible Resources On

Evidence-Based Practices

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Share one word or phrase What is the most important take-away for you today?

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www.ilmtss.net

NEXT STEPS Complete

Post-Test

Watch/Register

for Webinars

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Thank You

Visit the Illinois MTSS Network at

www.ilmtss.net

The IL MTSS-N is a project of the Illinois State Board of Education, with funding from the Individuals with Disabilities Act Discretionary Grant (80%) and State Personnel Development Grant (20%). All funding (100%) is from federal sources. The contents of this presentation were developed in part under a grant from the U.S. Department of Education, #H323A150003. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. (OSEP Project Officer: Jennifer Coffey)

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Resources for Families on EBPs • A Parent’s Guide to Response-to-Intervention: National Center for Learning

Disabilities www.LD.org

• Center for Parent Information and Resources

http://www.parentcenterhub.org/

• Edutopia

https://www.edutopia.org/blog/19-questions-for-parents-terry-heick

• Evidence-Based Practices at School: A Guide for Parents

http://www.pacer.org/publications/pdfs/all-68.pdf

• Evidence for ESSA

http://www.evidenceforessa.org/

• How to Tell If Your Child is Making Progress

http://www.cpacinc.org/materials-publications/programming-and-

placement/how-can-parents-tell-if-their-child-is-making-progress/

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• Illinois Multi-Tiered System of Supports Network

http://www.ilmtss.net/

• Parent Checklist

https://www2.ed.gov/documents/family-community/parent-

checklist.pdf

• IDEAs That Work

https://ccrs.osepideasthatwork.org/teachers-academic/evidence-based-

practices-instruction

• Illinois Report Card

https://www.illinoisreportcard.com/

• MTSS Booklet from Kansas

http://www.acpsk12.org/news/wp-content/uploads/MTSS-KS-Booklet-

Final.pdf

• National Standards Project, National Autism Center

http://www.nationalautismcenter.org/national-standards-project/

• Promising Practices Network (last update 2014)

http://www.promisingpractices.net/

Resources for Families on EBPs (continued, page 2)

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• RTI Action Network

http://www.rtinetwork.org/essential/tieredinstruction/tier1/accurate-decision-

making-within-a-multi-tier-system-of-supports-critical-areas-in-tier-1 http://www.rtinetwork.org/essential/family/schools-familes-and-rti

• Substance Abuse and Mental Health Services Administration (SAMHSA):

NREPP is a searchable online registry of more than 350 substance use and

mental health interventions. Developed to help the public learn more about

evidence-based interventions that are available for implementation.

http://www.nrepp.samhsa.gov/landing.aspx

• U.S. Dept of Education: Using Evidence to Strengthen Education

Investments

https://www2.ed.gov/policy/elsec/leg/essa/guidanceuseseinvestment.pdf

• What Works Clearinghouse

https://ies.ed.gov/ncee/wwc

Resources for Families on EBPs (continued, page 3)

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Additional References Batsche, G., Elliott, J., Graden, J. L., Grimes, J., Kovaleski, J.

F., Prasse, D., et al. (2005). Response to intervention policy

considerations and implementation. Reston, VA: National

Association of State Directors of Special Education.

Colorado Dept of Education

https://www.cde.state.co.us/mtss/sped

Sugai, G. Positive Behavioral Interventions and Supports,

OSEP Technical Assistance Center

https://www.pbis.org/school/mtss

PACER Center, 2011

http://www.pacer.org/

The Brookings Institution, February 2016,

https://www.brookings.edu/research/from-evidence-based-

programs-to-an-evidence-based-system-opportunities-under-

the-every-student-succeeds-act/

U.S. Department of Education

https://www2.ed.gov/policy/landing.jhtml?src=pn

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Henderson, Mapp, Johnson, Davies, (2007). Karen L. Mapp, Ed.D., (2013). US Dept of Education Framework, (2013).

Additional References (cont.)