Evidence-based Practices in Instruction

Evidenced-based practices are those “effective educational strategies supported by evidence and research” (ESEA, 2002). When teachers use evidence-based practices with fidelity, they can be confident their teaching is likely to support student learning and achievement of CCRS. Teachers also use formative assessments to monitor the effectiveness of their teaching practice and make modifications as necessary.

Explore the resources below for further information on identifying, selecting and using evidence-based practices and then, evidence-based strategies for teaching English Language Arts, Math, and Science.

The IRIS Center

The IRIS Center offers a free Evidence-Based Practice (EBP) Module series that takes education professionals through the step-by-process of identifying, selecting, implementing, and evaluating evidence-based practices, including procedures for scenarios when the research is insufficient.”

Evidence-Based Practices (Part 1): Identifying and Selecting a Practice or Program:

This Module discusses the importance of identifying and selecting evidence-based practices and answers questions such as:

What is an evidence-based practice or program?

What trustworthy sources can I use to find EBPs?

How do I know which EBP to use when multiple practices or programs seem to meet my needs?

What do I do if I can’t find an EBP that seems suited to my needs?

Evidence-Based Practices (Part 2): Implementing a Practice or Program with Fidelity:

This Module discusses implementing an evidence-based practice or program with fidelity, and offers notes and cautions about how and under what circumstances adaptations might be appropriate. More specifically, it answers questions such as:

What is fidelity of implementation?

How can I implement an EBP with fidelity?

I usually adapt strategies and practices to make them work with my students. Is anything wrong with that?

Evidence-Based Practices (Part 3): Evaluating Learner Outcomes and Fidelity:

This Module examines how to evaluate whether an evidence-based practice is effective for the young children or students with whom you are working and provides information about assuring fidelity of implementation. In particular, it answers questions such as:

How can I tell whether an EBP is effective for my students?

How can I determine whether my students are improving?

How do I know whether I’m implementing an EBP correctly?

What does all this data mean and how can I use it?

Link to website: (http://iris.peabody.vanderbilt.edu or http://iriscenter.com)

National Center on Intensive Instruction (NCII)

NCII has created an Academic Intervention Tools Chart that assists educators and families in becoming informed consumers who can select academic intervention programs that best meet their individual needs. This tools chart presents information about studies that have been conducted about academic intervention programs.

The National Center on Accessing the General Curriculum

The National Center on Accessing the General Curriculum provides a report on effective classroom practices related to explicit instruction for student engagement:

The U.S. Department of Education

The U.S. Department of Education provides a PowerPoint description of explicit and systematic phonics instruction:

National Technical Assistance Center on Transition (NTACT)

NTACT provides reviews of the literature regarding effective academic instruction in middle and high schools in specific content areas of English/Language Arts, Mathematics, Science, and Social Studies. They also provide a resource list of Research-Based Practices.

Math

The IRIS Center: Math Modules

High-Quality Mathematics Instruction: What Teachers Should Know: This Module describes the components of high-quality mathematics instruction: a standards-based curriculum and evidence-based strategies. It also highlights several effective practices teachers can use to teach mathematics.

RTI: Mathematics: This Module describes the RTI framework as applied to mathematics. It includes discussions of instruction, assessment, and data-based decision making at the primary, secondary, and tertiary levels.

Mathematics Case Study Units

Algebra (Part 1): Applying Learning Strategies to Beginning Algebra: This Case Study unit offers strategies for working with students with disabilities who have difficulty with beginning algebra. It provides information on strategies such as using algebra manipulatives, teaching vocabulary, and implementing graphic organizers.

Algebra (Part 2): Applying Learning Strategies to Intermediate Algebra: This case study unit offers strategies for working with students with disabilities who have difficulty with algebra. It provides information on strategies such as using intermediate algebra manipulatives, teaching vocabulary, and implementing graphic organizers.

English Language Arts

The IRIS Center

Developed in collaboration with nationally recognized researchers and education experts, the Center’s resources about evidence-based instructional and intervention practices—Modules, Case Study Units, Activities, and others (including a number of Web-based tools)—are specifically created for use in college instruction, professional development activities, and independent learning opportunities for practicing educators.

The IRIS Center: Reading Modules

PALS: A Reading Strategy for Grades K-1: This Module outlines the benefits of implementing PALS for Grades K–1, a peer tutoring strategy in which students work in pairs to strengthen their reading skills. Also included are step-by-step instructions for each of the PALS activities as well as printable PALS materials.

PALS: A Reading Strategy for Grades K-2: This Module outlines the benefits of implementing PALS for Grades 2–6, a peer tutoring strategy in which students work in pairs to strengthen their reading skills. Also included are step-by-step instructions for each of the three PALS activities as well as printable PALS materials.

PALS: A Reading Strategy for High School: This Module outlines the benefits of implementing PALS for high school, a peer tutoring strategy in which students work in pairs to strengthen their reading skills. Also included are step-by-step instructions for each of the three PALS activities as well as printable PALS materials.

CSR: A Reading Comprehension Strategy: This Module outlines Collaborative Strategic Reading (CSR), a strategy for helping students to improve their reading comprehension skills. In CSR, students work together in small groups to apply comprehension strategies as they read text from a content area, such as social studies or science.

Secondary Reading Instruction (Part 1): Teaching Vocabulary and Comprehension in the Content Areas: This Module describes how teachers can incorporate vocabulary and reading comprehension skills instruction into content-area lessons and will introduce you to a variety of effective practices—including the use of graphic organizers—to help students better understand what they read.

Secondary Reading Instruction (Part 2): Deepening Middle School Content-Area Learning with Vocabulary and Comprehension Strategies: This Module examines some of the reasons that adolescents struggle with content-area text and overviews effective strategies teachers can use to improve the vocabulary and comprehension skills of students with a wide range of abilities and across a variety of subjects.

RTI (Part 3): Reading Instruction: This Module illustrates different research-based reading strategies that may be used with the Response-to-Intervention model to improve reading skills.

RTI (Part 5): A Closer Look at Tier 3: This Module describes which students will receive Tier 3 intervention (i.e., special education services), components of Tier 3 reading interventions, and students' response to this individualized intervention. This module also explores parent involvement and issues related to English language learners.

Classroom Assessment (Part 2): Evaluating Reading Progress: This Module explores in detail the assessment procedures integral to RTI. It also outlines how to use progress monitoring data to determine if a student is meeting the established performance criteria or if more intensive intervention is needed.

Reading Case Study Units

Early Reading: This Case Study set offers realistic scenarios that introduce students to reading strategies appropriate for Kindergarten and first-grade classrooms.

Fluency and Word Identification: Grades 3-5: This Case Study unit identifies strategies that may be implemented when students are having difficulties with word identification and fluency in the upper-elementary grades.

Comprehension and Vocabulary: Grades 3-5: This Case Study Unit focuses on comprehension and vocabulary strategies that correspond with third-through fifth-grade reading curricula.

Writing Module

Improving Writing Performance: A Strategy for Writing Persuasive Essays: This Module highlights the differences between students who write well and those who struggle. Elements of the writing process are discussed, as are the prerequisite skills students need to write good papers. The module outlines and describes the process for teaching students a writing strategy to help them produce better persuasive essays.

Writing Case Study Unit

Written Expression: Grades 2-5: This Case Study offers information about writing strategies that will benefit those students who struggle with written expression, helping them to feel less anxious or frustrated when faced with a writing assignment.

American Institutes for Research’s (AIR) reading and literacy research

American Institutes for Research’s (AIR) reading and literacy research spans all ages and grades, from early childhood to adulthood, and focuses on literacy in school and in the workplace:

Science

American Institutes for Research’s (AIR) work through the Center for STEM Education

American Institutes for Research’s (AIR) work through the Center for STEM Education supports the national effort to prepare more students for educational and career success in STEM by meeting the diverse needs of all students; using resources, evidence, and practice to support continuous improvement and accountability; and improving teaching and learning of 21st century skills that students need to thrive in the global economy.

Evidence-based Practices in Instruction

Teachers: Academic

Math

English Language Arts

Science