NC 1500-2.15 Evidence-based Intervention

Plain English summary

This regulation defines 'evidence-based intervention' as a practice, program, or strategy that demonstrates statistically significant effects on student outcomes through experimental, quasi-experimental, or correlational research with statistical controls. It establishes a tiered hierarchy of evidence quality and requires school-based teams to use the highest level of evidence available when selecting interventions. The definition includes a requirement for ongoing examination of intervention effects.

Key requirements

• demonstrates a statistically significant effect on improving student outcomes or other relevant outcomes
• strong evidence from at least one well-designed and well-implemented experimental study
• moderate evidence from at least one well-designed and well-implemented quasi experimental study
• promising evidence from at least one well-designed and well-implemented correlational study with statistical controls for selection bias
• demonstrates a rationale based on high-quality research findings or positive evaluation that such activity, strategy, or intervention is likely to improve student outcomes or other relevant outcomes
• includes ongoing efforts to examine the effects of such activity, strategy, or intervention
• School-based teams should use the highest level of evidence available when determining interventions across areas of concern

Affected parties

• school-based teams
• students receiving interventions
• special education staff
• general education teachers
• school administrators

Official source

https://www.dpi.nc.gov/documents/publications/catalog/ec144-policies-governing-services/open#page=13