Evidence-Based Practice Information

This dialogue guide, created by the Illinois MTSS Network, is a professional learning tool to support best practices in attendance. Its purpose is to guide conversations around increasing student attendance to improve equity in student outcomes. The document includes background, best practices, guiding questions for your team, and additional resources.

Smart Solutions to reducing Chronic Absenteeism. In Attendance Playbook: Smart Solutions for Reducing Chronic Absenteeism, it addresses absenteeism at the ground level, providing local policymakers and educators with nearly two dozen practical strategies for improving attendance that have strong track records and are in many instances easy to introduce and simple to scale. Each intervention identifies the problem it solves, summarizes supporting research, and highlights schools or school districts that have used the strategy successfully.

Attendance works build public awareness and political will about the need to address chronic absence. They foster state campaigns and partnerships by developing coalitions to advance state and local policies that promote tracking attendance for individual students and reporting on chronic absence to ensure schools, especially if they are low-performing, will intervene to improve student attendance. Attendance works encourages local practice by providing technical assistance and tools to help communities, schools, and school districts monitor and work together to address chronic absence. This includes creating peer-learning networks and using our website to provide access to a variety of free tools and resources.

Safe & Civil Schools offers a series of materials and services that schools and districts can use to implement Positive Behavior Support solutions.

Also have an app for your phone to track data (FREE)

The OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS) was initially funded in 1998. In October of 2018 a new five-year funding cycle was launched. The purpose of the new Center is to improve the capacity of SEAs, LEAs, and schools to establish, scale-up, and sustain the PBIS framework to (a) scale up tier 2 and 3 systems to improve outcomes for students with or at-risk for disabilities, (b) enhance school climate and school safety, and (c) improve conditions for learning to promote the well-being of all students. The Center (a) provides the technical assistance to encourage large-scale implementation of PBIS; (b) provides the organizational models, demonstrations, dissemination, and evaluation tools needed to implement PBIS with greater depth and fidelity across an extended array of contexts; and (c) extends the lessons learned from PBIS implementation to the broader agenda of educational reform.

Compilation of resources supports the implementation of student-centered coaching in K-12 schools by Diane Sweeney.

Compilation of research and presentations, found under the “research” or “resources” tab, and tools for coaches by Jim Knight.

The Thomas B. Fordham Institute and its affiliated Foundation promote educational excellence for every child in America by focusing on three policy areas: High Expectations, Quality Choices, and Personalized Pathways. Their believe that all schools supported with public funds should be held accountable for helping their students make academic progress from year to year; that all parents deserve to have a range of high-quality options, as well as reliable information with which to make the best choice for their children; and that students have a variety of needs, interests, and ambitions, so our K–12 education system ought to reflect this.

Information about the Concerns-Based Adoption Model for assessing stages of concerns.

A report to assist with coordination and integration of initiatives to support a common goal.

MTSS is a student-centered, evidenced-based framework that maintains an intentional focus on the needs of all learners. Data-based decision making is a core principle of a multi-tiered system of supports framework.

• Critical Data Systems to have in place for an Effective MTSS Implementation (PDF)
• Problem-Solving using the ICEL/RIOT Matrix (PDF)

The SIOP Model is a research-based and validated model of sheltered instruction that has been widely and successfully used across the U.S. for over 15 years Professional development in the SIOP Model helps teachers plan and deliver lessons that allow English learners to acquire academic knowledge as they develop English language proficiency. CAL participated in the development of the SIOP Model and continues to conduct SIOP research.

Includes practice guides with recommendations for teaching English Learners and can be found by using the “search box” tool.

Webinar and presentation can be found on the website using the “search box” tool.

Colorín Colorado is the national website serving educators and families of English language learners (ELLS) in Grades PreK-12. Colorín Colorado has been providing free research-based information, activities, and advice to parents, schools, and communities around the country for more than a decade.

Vanderbilt University resources for diversity and inclusive practices.

Website has a blog tab that contains many resources for identifying how authority and implicit bias affect teachers and students.

The National Equity Project addresses opportunity gaps to improve learning and education outcomes for all students.

ASCD article written by Eric Jensen.

“NCCP conducts research and translates the findings into actionable recommendations that advocates and policymakers use to improve the lives and futures of low-income children and their families. We delve into issues that contribute to child poverty and make sure our ideas reach those in a position to make meaningful change that reduces the number of families experiencing hardship.” https://www.nccp.org/about.html/

Book and website resources for teachers and presentations or book study.

ACMH provides information, support, resources, referral and advocacy for children and youth with mental, emotional, or behavioral disorders and their families.

The Illinois Parent and Family Engagement & Title I page on the ISBE website bring today resources to meet the requirement of Title I, Part A provision that requires Local Educational Agencies (LEAs) to actively engage parents and families of all students in the development of state and local education plans, school improvement plans, as well as Title I plans (ESSA Section 1116).

The Family Engagement page on the ISBE website brings together research, best practices, and legislative requirements and provides resources that integrate family engagement into the school improvement process. These resources are for school districts and schools to use in developing and expanding school-family partnerships to support student learning and healthy development.

Includes program reviews for math, science, reading, comprehensive school reform, and early childhood; free newsletter containing updates on evidence-based strategies, programs, and interventions.

Practitioner guides, research, training materials, and tools for K-Grade 12, multiple content areas.

Many MTSS resources including tool charts for screening, progress monitoring, and academic interventions.

Compilation of research, presentations, and other information pertaining to implementation in preschool settings.

Select the Resources tab to view downloaded materials from Dr. Shinn’s collections of presentations and gems.

Doing What Works (DWW) helps educators understand and use research-based practices. This library includes interviews with researchers and educators, multimedia examples and sample materials from real schools and classrooms, and tools that can help educators take action. DWW content is based on research reviews conducted or endorsed by the Institute of Education Sciences, usually practice guides.

Companion to Dr. Archer’s and Dr. Hughes’ seminal text, this site includes video demonstrations and pair study guides.

Evidence based interventions for math, reading, and behavior; a unique feature of this site is that interventions are categorized to target different types of problems such as those pertaining to acquisition, fluency, generalization, or motivation.

Resources and tools to support design and delivery of evidence-based assessment, strategies, and interventions.

The IRIS Center is a national center dedicated to improving education outcomes for all children, especially those with disabilities birth through age twenty-one, through the use of effective evidence-based practices and interventions.

The vision of the IL MTSS-N is to be an innovative, solution-oriented, technical assistance model nationally known for promoting equitable education, career, and community opportunities for each and every student.

Illinois School and district data; data available to the public as well as paid subscribers.

Supporting evidence-based practices in Early Childhood education with free professional development workshops and webinars, resources, and information that promotes high-quality outcomes for young children and their families.

Mission: From translating research into practice to providing online professional development, the Vaughn Gross Center for Reading and Language Arts (VGC) emphasizes scientifically based research and is dedicated to improving instruction for all students, especially struggling readers, English language learners, and special education students.

Reading Rockets is a national public media literacy initiative offering information and resources on how young kids learn to read, why so many struggle, and how caring adults can help. The goal is to bring the reading research to life — to spread the word about reading instruction and to present “what works” in a way that parents and educators can understand and use.

Foundation service presentations and resources can be found at Illinois Classrooms in Action.

FCRR explores all aspects of reading research—basic research into literacy-related skills for typically developing readers and those who struggle, studies of effective prevention and intervention, and psychometric work on formative assessment.

Adolescent Literacy is a national multimedia project offering information and resources to parents and educators of struggling adolescent readers and writers.

The institute is committed to the understanding of mathematics learning disabilities and difficulties and to the validation of evidence-based assessments and interventions to prevent and remediate learning problems. The strands of research within this institute focus on the neuropsychological aspects of mathematics learning disabilities, assessment and intervention at the elementary level, and effective programming at the secondary level.

The Institute of Education Sciences (IES) publishes practice guides in education to bring the best available evidence and expertise to bear on the types of systemic challenges that cannot currently be addressed by single interventions or programs. Unique to IES-sponsored practice guides is that they are subjected to rigorous external peer review through the same office that is responsible for independent review of other IES publications.

Mathematics lessons and resources that illustrate the Focus, Coherence, and Rigor of college- and career-ready standards.

The Substance Abuse and Mental Health Services Administration (SAMHSA) is the agency within the U.S. Department of Health and Human Services (HHS) that leads public health efforts to advance the behavioral health of the nation and to improve the lives of individuals living with mental and substance use disorders, and their families.

The mission of the National Center for School Mental Health (NCSMH) is to strengthen policies and programs in school mental health to improve learning and promote success for America’s youth. The Center’s leadership and interdisciplinary staff has promoted the importance of providing mental health services to children, adolescents, and families directly in schools and communities.

The Collaborative for Academic, Social, and Emotional Learning (CASEL) is a trusted source for knowledge about high-quality, evidence-based social and emotional learning (SEL). CASEL supports educators and policy leaders and enhances the experiences and outcomes for all PreK-12 students.

The Best Evidence Encyclopedia (BEE) is a free website created by the Johns Hopkins University School of Education’s Center for Data-Driven Reform in Education (CDDRE) under funding from the Institute of Education Sciences, U.S. Department of Education. It is intended to give educators and researchers fair and useful information about the strength of the evidence supporting a variety of programs available for students in grades K-12. The Best Evidence Encyclopedia provides summaries of scientific reviews produced by many authors and organizations, as well as links to the full texts of each review. The summaries are written by CDDRE staff members and sent to review authors for confirmation.

On this page one can access state resources for SEL.

On this page one can access a variety of SEL resources including a toolkit for the selection of SEL assessments that was revised in October 2019.

The Substance Abuse and Mental Health Services Administration (SAMHSA) is the agency within the U.S. Department of Health and Human Services (HHS) that leads public health efforts to advance the behavioral health of the nation and to improve the lives of individuals living with mental and substance use disorders, and their families.

The Collaborative for Academic, Social, and Emotional Learning (CASEL) is a trusted source for knowledge about high-quality, evidence-based social and emotional learning (SEL). CASEL supports educators and policy leaders and enhances the experiences and outcomes for all PreK-12 students.

The Office of Special Education Programs (OSEP) is dedicated to improving results for infants, toddlers, children and youth with disabilities ages birth through 21. This website is designed to provide easy access to information from research to practice initiatives funded by OSEP that address the provisions of IDEA and ESSA. This website will include resources, links, and other important information relevant to OSEP’s research to practice efforts.

Compilation of resources including tools for fidelity, data meetings, and other aspects of implementation, tool charts for assessment and intervention.

This institute, directed by Dr. Diane Pedrotty Bryant, is committed to the understanding of mathematics learning disabilities and difficulties and to the validation of evidence-based assessments and interventions to prevent and remediate learning problems.

The Individuals with Disabilities Education Act (IDEA) is a law that makes available a free appropriate public education to eligible children with disabilities throughout the nation and ensures special education and related services to those children.

The Illinois State Board of Education partners with school districts to provide programs and services for students with specialized educational needs.

The Special Education Department assures that these programs and services meet state and federal requirements. This involves both compliance and technical assistance functions.

CEC provides a wealth of knowledge and resources for special educators and strives to improve the success of children with disabilities.

The CEEDAR Center‘s mission is “to support students with disabilities in achieving college- and career-ready standards by building the capacity of state personnel preparation systems to prepare teachers and leaders to implement evidence-based practices within multi-tiered systems of support.”