This report details the evaluation of the implementation of evidence-based (EBP) programmes and practices in the School Completion Programme (SCP), currently consisting of 121 projects. Evidence-based practice (EBP) is practice that is based on decision-making that has been evidenced in rigorously conducted research to be the most effective in achieving the intended outcomes for the populations we work with. In this report, the term EBP will be used to refer to more specific programmes and approaches (or ‘practices’ as they are referred to in the SCP CPD Programme), which are structured, often manualised, and likely to require training to implement. The ultimate aim of integrating these EBPs in practice is to remove ‘subjective opinion, unfounded beliefs, or bias from decisions and actions in organisations in order to achieve the goals of the organisation’ (Oxford Review, Definition of Evidence-based Practice, para.3), thus overall creating an evidence-informed approach in the work of an organisation. The evaluation of the suite of EBPs, including EBPs which currently form the Elective Continuous Professional Development (CPD) programme for School Completion Programme (SCP), was initiated by Tusla Education Support Service (TESS). The purpose of this evaluation was to measure the impact of significant investment in training and implementation of EBPs in SCP since 2016 and to inform future direction of CPD for SCP staff.