Maximizing the effectiveness of evidence-based practices (EBPs) requires an optimal balance of implementation fidelity and adaptation so EBPs fit local contexts and meet the individual learning needs of students with disabilities. The framework for classifying adaptations presented in this article can help educators make decisions about whether particular adaptations are justified or not. Collecting progress monitoring data to make decisions about whether or not an adaptation is effective is a critical component of the framework. Adaptations that: (1) keep an EBP's core components intact; (2) are intended to benefit students; and (3) result from teacher data-based decision making are most likely to enhance EBP effectiveness and promote positive outcomes for students with disabilities.