January marks the beginning of a new year and brings with it a spirit of reflection and commitment to self-improvement.  Many of us make plans to change a current work routine or establish a new one, but weeks to months later, find we have fallen back into the old routine and are wondering why the new one did not take root.

Finding ways to start and sustain new “ways of working” has been a challenge for individuals and organizations since New Year’s resolutions began!  However, thanks to the field of Implementation Science (Blasé et al, 2015), we are beginning to discover processes that ensure we both choose the right evidence-based practice (EBP) to address an identified need and create the conditions that make it take root and thrive. Need a reminder of what EBPs are?  They are practices that are supported by multiple, high-quality studies that utilize research designs from which causality can be inferred (group experimental, group quasi-experimental, and single subject) and that demonstrate meaningful effects on student outcomes  (Boniello, 2016; Cook & Odom, 2013). Finding EBPs in the field of education is becoming easier and easier as there is a growing body of high quality research on instructional practices, with a related increase in resources for learning about them. (See our School Tool on page 3 for some trustworthy sources of EBPs.)

But how do you know which EBP will work best for you and your students?  Torres, Farley and Cook (2012) have developed a 10-step implementation process designed to guide educators in finding, selecting and implementing EBPs. The 10-step implementation process begins with ensuring you understand your students’ and your own strengths and needs, as well as the characteristics and restrictions of your setting; in order to identify the “right” EBP to support your students, you need to be sure you understand what you are trying to address and the context in which you are working.  With these in mind, the authors say teachers should ultimately use their judgement in determining which EBP is most likely to work for them and their students.

Steps 2, 3 and 4 provide guidelines for searching for and selecting the right EBP for your students and your setting and ensuring you understand what the core components of the EBP are.  Steps 5 through 9 provide guidance on how the EBP can be implemented within a cycle of instruction, allowing for checks for fidelity and monitoring of student progress and how, if the practice is unsuccessful, adaptations should be made using the data collected.

The tenth step is critical for educators if we truly want our schools to be learning communities engaged in continual improvement.  The authors call this step, Become a Leader and an Advocate. They are calling out the critical importance of teachers sharing their expertise and positive experiences with other teachers in order to grow effective practices.  “Teachers put special trust in this practice-based evidence, because, in contrast to many research studies, it comes from trusted colleagues who have used the practice in real classrooms” (Torres, Farley and Cook, 2012, pp. 72).

Knowing which EBP works best for your school and classroom takes time and requires building in time for exploration.  Consider using this “10-Step Implementation Process for EBPs” to fully examine and select an EBP to launch in 2018.

Then let’s check in in another few months and see how we are doing with  this year’s new resolution …

References

Blase, K. A., Fixsen, D. L., Sims, B. J., & Ward, C. S. (2015). Implementation science: Changing hearts, minds, behavior, and systems to improve educational outcomes. Oakland, CA: The Wing Institute. Retrieved 12-11-17 from http://fpg.unc.edu/node/7729

Boniello, J. (April, 2016).  Figuring out what works in education through evidence-based practices. Retrieved 12-27-17 from https://rsetasc.pnwboces.org/figuring-works-education-evidence-based-practices/

Cook, B.G. & Odom. S.L. (2013). Evidence-based practices and Implementation science in Special Education. Exceptional Children, 79 (2), pp. 135-144

Torres, C., Farley, C.A. & Cook, B.G. A special educator’s guide to successfully implementing evidence-based practices. Teaching Exceptional Children, 47 (2), 85-93.