364 TEACHING Exceptional Children, Vol. 52, No. 6, pp. 364–366. Copyright 2020 The Author(s). DOI: 10.1177/0040059920933853 I n the past several years, there has been a movement to systematically examine and understand how research findings and other evidence-based procedures are incorporated into everyday practice. This is commonly referred to as implementation science (Eccles & Mittman, 2006; Fixsen et al., 2015). Numerous studies have helped the field better understand what factors influence implementation in schools (Fixsen et al., 2005). This research has led to the development of seminal frameworks that serve as guides to many states, districts, and schools when developing school improvement plans focused on implementing and scaling up evidence-based practices to improve outcomes for all students, including those with disabilities (Every Student Succeeds Act, 2015; Fixsen et al., 2005; Fixsen et al., 2015). In the latest issue of TEACHING Exceptional Children (volume 52, issue 5), Yell et al. (2020) reminded us of the IDEA requirement that special education and related services should be based on “peer reviewed research to the extent practicable” (Individuals with Disabilities Education Act, 20 U.S.C. § 1414.d.1.A.i.IV). This emphasizes the importance of using evidence-based practices when available to support positive outcomes for students with disabilities and, more important, the use of data-based decision making in all aspects of planning for and delivering services under the IDEA (Goren et al., 2020; Harmon et al., 2020; Yell et al., 2020). Understanding the science of teaching or the principles behind what and why teachers use the interventions, methods, and specific curricula with students is important because it provides a basis for the instructional decisions that educators make as they address students’ needs when developing and implementing students’ individualized education programs (IEPs). As special educators, we sometimes get lost in the wide array of new technologies and the latest evidence-based practices and curricula, which can seem overwhelming at times, such that we lose sight of why exactly we are in the business that we are in: improving outcomes for students with disabilities. Adding to this problem is the frequently changing context of teaching. For example, we may provide instruction in a brick-and-mortar school, online, or even in the community. We are frequently charged with implementing new technology in the classroom or forced to conduct all instruction online with little to no training or preparation. Sometimes, we are just provided new curriculum with directions to implement but are given little or no guidance or training. Regardless of the context, as Metz and Louison (2019) asserted, “it is important to remember that the art and science of teaching and learning hasn’t changed” (p. 1). Some may equate it with the scientific method because we follow a similar process of asking questions, gathering and examining evidence, and developing logical conclusions. Certainly, special education is not much different. Educators need to ensure that the strategies or curricula selected are best matched to the needs of the students with whom they are working to ensure positive outcomes. Regardless of the students whom educators are teaching that day or the particular context in which they are working, there are certain steps of asking questions and gathering and examining evidence that help educators get to those critical decisions related to selecting the curriculum, planning for instruction, implementing instruction, monitoring progress, and eventually celebrating positive student outcomes. The first step in identifying practices or curricula to meet students’ specific needs is to review the data (Metz & Louison, 2019). As Harmon et al. (2020) noted, a student’s present levels of academic and functional performance (PLAAFP) in the IEP should provide a summary from multiple sources of data, identifying a student’s strengths TCX View From the Field Teaching Students With Disabilities It Is All About the Science Dawn A. Rowe