School practitioners' perspectives on planning, implementing, and evaluating evidence-based practices

Although the evidence supporting the implementation of prevention and early intervention practices in schools is mounting, school personnel continue to encounter difficulties adopting and implementing evidence-based practices (EBPs). The current study sought to better understand school practitioners' experiences of planning, implementing and evaluating evidence-based social and emotional practices through an empowerment evaluation lens. Qualitative analyses of focus group transcripts yielded 16 themes across two general categories related to school districts' processes of planning, implementing, and evaluating EBPs, and general organizational capacities that either facilitated or impeded these processes. Results are discussed and implications for practice and future research are offered. Recommendations focus on next steps to advance school-based consultation within an empowerment evaluation framework.