Section 8101(21)(A) 8002 of the Elementary and Secondary Education Act, as amended by the Every Student Succeeds Act (ESSA) emphasizes the use of evidence-based activities, strategies and interventions (collectively referred to as “interventions”) and defines an evidence-based intervention as being supported by one of the following “tiers” of evidence:
- Strong evidence
- Moderate evidence
- Promising evidence
- Evidence that demonstrates a rationale
The U.S. Department of Education Non-Regulatory Guidance, “Using Evidence to Strengthen Education Investments” outlines the four tiers and provides additional support in the selection of appropriate interventions.
Since the summer of 2017, the CSDE has collaborated on our “first, best effort” under ESSA to identify the leading practices that research suggests will increase the likelihood of improved student outcomes. The practices found in the CSDE Evidence–Based Practice Guides are aligned to local, state, and federal long term education goals. The CSDE is committed to expanding the collection to include other topics and updating our guides as our stakeholders require and as the field of research grows.
The CSDE Evidence-Based Practice Guides are intended to inform school and district decision-making regarding instructional and student support programming and to optimize the use of local, state, and federal school improvement funds. We are pleased to offer the following resources:
- Climate and Culture
- Early Learning
- Equity-Driven Leadership
- Multilingual Learners
- On-Track Graduation
- Student/Family/Community Engagement