The Center for Data Driven Reform in Education

Achievement Planning
  Goal Identification
  Target Setting
  Root Cause
  Root-Cause Analysis/Verification
  Solutions
  Preparing for Change

Achievement Solutions
  Evidence-based Reform

Achievement Monitoring

Current CDDRE Research

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Achievement Planning
Solutions

Solutions investigated are research proven and aligned with the needs identified through the data-analysis, target-setting, and root-cause analysis processes. Participants use the following rubrics to help them evaluate possible solutions linked to these process traits:

Quality of Research

Trait	5 Points	3 Points	1 Point
Research Design	Random assignment to treatments	Matched assignment to treatments	Correlational
Duration of Study	Year-long study or more	Semester-long study	Less than a semester
Replication	Three or more studies	Two studies	One study
Publication	Major peer-reviewed research journal	Other peer-reviewed journal	Technical report or non-peer-reviewed source
Researchers	Third-party researchers	First party with peer review	First party with no peer review
Sample Study Size (across studies)	40+ schools	20–40 schools	Fewer than 20 schools

Intervention Fit with Targets and Root Causes

Trait	5 Points	3 Points	1 Point
Relevance of intervention to identified target	The intervention directly addresses the target and root causes and aligns with successful programs currently in place.	The intervention addresses the target and some of the root causes and aligns (with only minor modifications) with successful programs currently in place.	The intervention addresses the same content area as the area of concern but does not directly address targets and root causes.
Professional development and coaching	The PD included with the intervention provides initial training along with ongoing coaching and follow-up support.	The PD provided with the intervention provides initial training with limited follow-up.	The PD provided with the intervention provides initial training.
Program specificity	Sufficient detailed support is provided so teachers can implement the program with a high level of fidelity.	Some detailed support is provided so teachers can implement the program with some fidelity.	Little detailed support is provided so implementation of the program with fidelity is unlikely.
Accountability structures	Includes concrete structures for regular review of formative data, frequent classroom observation of strategy implementation, and periodic teacher self-evaluation.	Includes two of the accountability structures listed under the 5-point column.	Includes one of the accountability structures listed under the 5-point column.