TCX

View From the Field

Selecting Evidence-
Based Practices to
Improve Learning and
Behavior
Angus Kittelman, Robert H. Horner, and Dawn A. Rowe
TEACHING Exceptional Children, Vol. 53, No. 2, pp. 96­–98. Copyright 2020 The Author(s). DOI: 10.1177/0040059920964684

T
his “View From the Field” column is the first in a series discussing teams to assist in implementing these
aspects of implementation science important for scaling up and practices, (c) understand how
sustaining evidence-based practices in schools and districts. Recent implementation (processes and actions) is
research suggests there are important approaches to instruction, behavior unique across different implementation
support, and mental health that have been empirically documented but stages (e.g., initial implementation vs. full
are not being implemented widely across local schools and school districts
implementation), (d) identify effective
strategies (e.g., training, coaching) to
(Ginns et al., 2020; Mazzotti & Plotner, 2016; Powell et al., 2020).
implement these practices to full capacity,
and (e) use data to assess and continually
improve their implementation. We start
The consistent message coming from (https://nirn.fpg.unc.edu). The key
this series by offering insights for how
researchers and practitioners is that we message of this series is to describe how
district- and school-based leadership
know a great deal about how to make implementation of evidence-based
teams select evidence-based practices for
schools more successful learning practices in schools are enhanced when
implementation.
environments but are struggling with how district- and school-based leadership
to apply that knowledge in schools. teams (also referred to as implementation
Selecting Evidence-
Implementation science is an emerging teams, commonly comprising
Based Practices
discipline dedicated to “the scientific study administrators, general and special
of methods to promote the systematic education teachers, school psychologists As highlighted by Rowe (2019), educators
uptake of research findings and other or counselors, parents, and community today have many opportunities to select
evidence-based practices into routine members) invest in the systems to support and implement evidence-based practices.
practice” (Eccles & Mittman, 2006, p. 1). their implementation. In this series, we For example, national technical assistance
We draw largely upon the work of describe how the implementation of centers, such as the Center on Positive
technical assistance providers and organizational systems (or “frameworks”) Behavioral Interventions and Supports
researchers from the National Technical within the Active Implementation (https://pbis.org), the National Technical
Assistance Center on the State Frameworks (Fixsen et al., 2005; Metz & Assistance Center on Transition (https://
Implementation and Scale-Up of Bartley, 2012) support school and district transitionta.org), and the Early Childhood
Evidence-Based Practices (SISEP; https:// leadership teams to (a) identify and select Technical Assistance Center (https://
sisep.fpg.unc.edu) and the National valued and contextually fit evidence-based ectacenter.org) have devoted significant
Implementation Research Network practices, (b) utilize district and school portions of their websites to identify and

96
evaluate evidence-based practices to
improve schools and classrooms. Because
of these widely disseminated resources,
the opportunity for state, district, and
school leadership teams to identify and
select evidence-based practices has never
been higher.
An example of one group of evidence-
based practices implemented by general
and special teachers include those for
classroom management. Evidence-based
classroom management practices include a
wide range of strategies designed to
maximize student engagement and
academic achievement by providing
structured, predictable, and safe classroom
learning environments (Simonsen et al.,
2008). Examples of high-impact classroom
management practices include (a)
providing frequent opportunities for
students to respond to instruction, (b)
physically arranging the classroom
environment to maximize student
learning, (c) providing behavior-specific
praise to students contingent on them
engaging in a desired response, and (d)
posting, teaching, and reinforcing
students for engaging in positive
classroom behaviors (e.g., raising hand
before talking; Simonsen et al., 2008).
Overall, these practices have a strong
evidence base for improving student
outcomes (e.g., increasing attentive
behavior, increasing academic
engagement, increasing peer interactions,
decreasing off-task and disruptive
behaviors; Simonsen et al., 2008). These
practices are designed to provide all
students with a preventative (or primary)
level of behavior support, and should be
routinely implemented by educators in
schools to support positive outcomes for
students (Horner & Sugai, 2015). The
question is, how do district and school
leadership teams ensure practices such as
these are implemented consistently across
classrooms?
Select Practices That
Align With Core Values
Before selecting evidence-based practices,
Fixsen and colleagues (2013) described the
need for leadership teams to cultivate a
“readiness for change.” This includes
building consensus among school
personnel that there is a need for change.
Fixsen et al. (2013) noted that the need for
change must be important enough to (a)
warrant the resources required to scale-
up an evidence-based practice (i.e.,
expanding the delivery and reach of the
practice across an intended population;
Hagermoser Sanetti & Collier-Meek,
2019) and (b) be “validated with data or
broad consensus” (p. 3).
Horner (2020) expanded on this by
articulating that the selection of evidence-
based practices in schools should align
with the mission and values of a school
district through effective policy. An
example of this policy foundation is when
school districts invest in implementing
multitiered systems of support.
Implementing multitiered systems of
support includes the adoption of multiple
levels of support intensity matched to
student need (Tier 1, Tier 2, and Tier 3)
using evidence-based practices and
organizational systems at each tier
(intensity of support increases with higher
tiers) designed to improve student
academic and social-behavioral outcomes
(Horner & Sugai, 2015).
During the early stages of
implementation, a key responsibility of
district leadership teams is to ensure that
the implementation of these evidence-
based practices align with the mission
statement and strategic plan of the district
through district policy (Horner, 2020).
For example, if a core value of a district is
to “foster engaging learning
environments” for all students, the district
leadership team should articulate why
investing in strong Tier 1 evidence-based
classroom management practices
accomplishes this objective.
Select Practices That Fit
the Local Context
A second important factor to consider
before selecting evidence-based practices
is determining their degree of contextual
fit (Benazzi et al., 2006). Contextual fit
asks if those who are expected to use new
practices have the administrative support,
intervention skills, logistical resources,
and personal values necessary to
implement evidence-based practices with
adequate implementation fidelity (Benazzi
et al., 2006). As school districts vary in
their resources, skills, and values, the
contextual fit will vary across districts. For
example, some districts will have more
funding allocated for professional
development, others will have
organizational systems in place to improve
implementation efficiency (e.g., using data
to monitor and improve implementation),
and some will have hiring policies
designed to hire educators with advanced
skill sets in implementing these practices
(Horner, 2020).
In line with the need for cultivating a
readiness for change (Fixsen et al., 2013),
district and school leadership teams
should evaluate contextual fit before
implementing these evidence-based
practices. One tool particularly suited to
support district and school leadership
teams examining how evidence-based
practices fit into existing school
infrastructures is the Hexagon Tool
(Metz & Louison, 2018), available on the
SISEP website (https://sisep.fpg.unc.
edu). The Hexagon Tool includes six
indicators. These six indicators include
three related to implementation sites
(capacity to implement, fit with current
initiatives, and need) and three related to
evidence-based practices (existing
evidence for the practice, usability, and
supports [e.g., training, coaching, and
supervision]).
Leadership teams can use these
indicators to determine (a) whether to
invest in the implementation of an
evidence-based practice and (b) what site
components may need to be improved
(e.g., alignment with other evidence-based
practices). For example, it is encouraged
that district leadership teams
implementing multitiered systems of
support develop a 5-year district
implementation plan for implementing all
three tiers (Lewis et al., 2016).
In Years 1 and 2, a leadership team
may plan to solely focus on implementing
Tier 1 evidence-based practices and
organizational systems. The district
leadership team could use the Hexagon
Tool to help determine the number of
Tier 1 evidence-based classroom
management practices that could be
feasibly implemented within these first 2
years in schools and what supports
school-based leadership teams need to
November/December 2020
implement these evidence-based
practices with fidelity (e.g., professional
development for how to screen for
student behavior and academic concerns,
monitoring fidelity and student
outcomes, problem solving, local
resources).
97
 Conclusion
Educators today have more resources than
ever before to identify and select
evidence-based practices. Before selecting
the practices, it is important to measure
the values of the organization and assess
contextual fit, so they are most likely to
succeed. The Hexagon Tool provides
district and school leadership teams with
one efficient tool to measure these critical
components.
Angus Kittelman, PhD
Postdoctoral Scholar
University of Oregon
angusk@uoregon.edu
Robert H. Horner, PhD
Emeritus Professor
University of Oregon
robh@uoregon.edu
Dawn A. Rowe, PhD
Academic Editor
TEACHING Exceptional
Children
roweda@etsu.edu
TEACHING Exceptional Children, Vol. 53, No. 2
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