Best+Practices-Technology

** The Importance of Implementing Evidence-Based Interventions **


According to the Institute of Education Sciences What Works Clearinghouse (IESWWC) (2003), “ The field of K-12 education contains a vast array of educational interventions - such as reading and math curricula, school-wide reform programs, after-school programs, and new educational technologies - that claim to be able to improve educational outcomes and, in many cases, to be supported by evidence” (IESWWC, 2003, para 1). Consisting of poorly-designed and/or advocacy-driven studies for evidence, the state and local education officials and educators must sort through a myriad of such claims to decide which interventions merit consideration for their schools and classrooms. Some interventions introduced have produce dramatic gains, some come and go over the years, and some yield little positive and lasting change.

Educational practitioners are required to use "scientifically-based research" to guide their decisions about which interventions to implement (IESWWC, 2003). Implementing evidence-based interventions can produce major advances in the effectiveness of American education. Unfortunately many practitioners have not been given the tools to distinguish interventions supported by scientifically-rigorous evidence from those which are not. However if the interventions are supportive and effective of educational growth and advancement of students the evidence-based interventions will: (IESWWC, 2003; Haager, Klingner, & Vaughn, 2007; Snowling & Hulme, 2011).
 * Improve educational and life outcomes for the children they serve
 * Reduce over identification of students in special education and provide the best and earliest help to students who struggle
 * review evidence concerning the nature, causes of, and treatments for children’s reading difficulties
 * Prevent reading difficulties as well as effective small-group and one-on-one interventions
 * Change the way learning disabilities are identified

Overall if practitioners have the tools to identify evidence-based interventions, they may be able to spark major improvements in their schools and, collectively, in American education (IESWWC, 2003).

** Electronic Portfolios **
Many schools use electronic portfolios (e-folios) to collect student work and assessment data for accreditation purposes at either the grade or subject level. E-folio systems provide a tool for collecting artifacts that can be used for school-wide assessment. Using e-folios students can demonstrate they have met various learning goals, and the school can use this data to document its schools successes and shortcomings. In addition, e-folios are more manageable than paper copies, display appropriate evidence, and demonstrate a student's performance and mastery.The ability to manipulate data electronically allows teachers to use the same evidence in determining whether they have met district, state, and federal standards.

To successfully implement electronic portfolios: When implementing, start with smaller steps that will provide a firm foundation for the larger steps ahead. Full implementation should be at least a two- or three-year process. Using these guidelines during implementation should reduce problems. (Meyer & Latham, 2008) Benefits of Electronic Portfolios:
 * Provide appropriate leadership.
 * Provide appropriate faculty support, including training and technology.
 * Be clear about the purpose for using the e-folio.
 * For those groups that resist using e-folios, meet with them individually to explain the benefits and provide individual demonstrations.
 * Have a coordinator available to resistant faculty and others.
 * Make sure the e-folio system is a requirement for all age-appropriate students.
 * Develop a portfolio system that would be used even if the technology aspect disappeared.
 * Elimination of physical storage problems.
 * Accessibility.
 * Gives administrators the capability of tracking students, aggregating and disaggregating data, and organizing curricula around professional standards more easily than doing these tasks manually.

References:

Haager, Diane, Ed, Klingner, Janette, Ed, Vaughn, Sharon, Ed. (2007). //Evidence-based reading practices for response to intervention // Brookes Publishing Company.

Institute of Education Sciences What Works Clearinghouse (IESWWC) (2003). //Identifying and Implementing Educational Practices Supported By Rigorous Evidence: A User Friendly Guide.// Retrieved from []

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Meyer, B. & Latham, N. (2008). I//mplementing Electronic Portfolios: Benefits, Challenges, and Suggestions//. Retrieved from []

Snowling, M., & Hulme, C. (2011). Evidence-based interventions for reading language difficulties: creating a virtuous circle. //The British Journal of Educational Psychology, 81(Pt1), 1-23.//