Education Drivers

Initial Implementation

The third stage of implementation is initial implementation, when the intervention or innovation is put into practice, but on a small scale as if it were a pilot project. The purpose of this initial phase is to identify policies and processes that need clarification and adjustment before the intervention is taken to scale across the school and district. In this stage, data about the quality of implementation as well as impact on teachers and students are collected. The data about quality of implementation identify aspects of the intervention that are difficult to implement. Often, areas where more training is required are identified. Additionally, changes in the organization that are necessary to support the intervention are better understood. Once identified, organizational obstacles can be addressed and the intervention can be adapted to better match the local circumstance. Difficulties that must be resolved before taking to scale should be expected. When difficulties are identified and resolved in this stage, scaling up to the whole school or district goes more smoothly.

Publications

TITLE
SYNOPSIS
CITATION
Performance Architecture: Improving the Performance of Organizations

This paper introduces performance architecture as a framework that allows someone to assess all features of an organization so that the parts of the system can be aligned to support an innovation. 

Addison, R. (2012). Performance Architecture: Improving the Performance of Organizations Retrieved from ../../uploads/docs/2012%20Wing%20Summit%20RA.pdf.

Changing Hearts, Minds, and Behavior: Can Implementation Science Offer Any Clues?

This paper examines school cultural issues in the context of implementation research.

Blasé, K. (2014). Changing Hearts, Minds, and Behavior: Can Implementation Science Offer Any Clues? Retrieved from ../../uploads/docs/KBlase2014.pdf.

Taking Response to Intervention to Scale: Developing and Implementing a Quality Response-to-Intervention Process

This paper presents RtI as a continuous evaluation cycle: problem identification, problem analysis, goal setting, plans implementation and plan evaluation.

Daly, III, E. J., Kupzyk, S., Bossard, M., Street, J., & Dymacel, R. (2008). Taking Response to Intervention to Scale: Developing and Implementing a Quality Response-to-Intervention Process. Journal of Evidence-Based Practices for Schools, 9(2), 102-127.

Innovation, Implementation Science, and Data-Based Decision Making: Components of Successful Reform

Schools are often expected to implement innovative instructional programs.  Most often these initiatives fail because what we know from implementation science is not considered as part of implementing the initiative.  This chapter reviews the contributions implementation science can make for improving outcomes for students.

Detrich, R. Innovation, Implementation Science, and Data-Based Decision Making: Components of Successful Reform. Handbook on Innovations in Learning, 31.

A Decade of Evidence-Based Education: Where Are We and Where Do We Need to Go?

The promise of evidence-based education was improved outcomes for all students.  In the intervening 10 years, it has become clear that without careful attention to implementation the promise of evidence-based education will not be realized.

Detrich, R., & Lewis, T. (2013). A Decade of Evidence-Based Education: Where Are We and Where Do We Need to Go. Journal of Positive Behavior Interventions, 15(4).

Sustainability of evidence-based programs in education

This paper discusses common elements of successfully sustaining effective practices across a variety of disciplines.

Fixsen, D. L., Blase, K. A., Duda, M., Naoom, S. F., & Van Dyke, M. (2010). Sustainability of evidence-based programs in education. Journal of Evidence-Based Practices for Schools, 11(1), 30-46.

Conceptual and empirical issues related to developing a response-to-intervention framework

This paper examines five dimensions when implementing RtI: the tier model, identification of “at risk students”, preventative treatment, progress monitoring, and strategies for nonresponders.

Hintze, J. M. (2008). Conceptual and empirical issues related to developing a response-to-intervention framework. Journal of Evidence-Based Practices for Schools. Retrieved from http://scholar.google.com/scholar?cluster=17426155176752854167&hl=en&inst=569367360547434339&oi=scholarr

 

Presentations

TITLE
SYNOPSIS
CITATION
Changing Hearts, Minds, and Behavior: Can Implementation Science Offer Any Clues?

This paper examines school cultural issues in the context of implementation research.

Blasé, K. (2014). Changing Hearts, Minds, and Behavior: Can Implementation Science Offer Any Clues? [Powerpoint Slides]. Retrieved from ../../uploads/docs/KBlase2014.pdf.

Developing and Implementing a Quality RtI Process

This paper presents RtI as a continuous evaluation cycle: problem identification, problem analysis, goal setting, plans implementation and plan evaluation.

Daly, E, III. (2007). Developing and Implementing a Quality RtI Process [Powerpoint Slides]. Retrieved from 2007-wing-presentation-john-hintze.

Sustainability: The first thing. The only thing.

This paper discusses common elements of successfully sustaining effective practices across a variety of disciplines.

Fixsen, D. (2008). Sustainability: The first thing. The only thing. [Powerpoint Slides]. Retrieved from 2008-wing-presentation-dean-fixsen.

Evaluating Student Response to Instruction Using a 3 Tier RtI Progress Monitoring System

This paper examines five dimensions when implementing RtI: the tier model, identification of “at risk students”, preventative treatment, progress monitoring, and strategies for nonresponders.

Hintze, J. (2007). Evaluating Student Response to Instruction Using a 3 Tier RtI Progress Monitoring System [Powerpoint Slides]. Retrieved from 2007-wing-presentation-john-hintze.

Performance Feedback: Use It or Lose It

This paper examines the importance of performance feedback systems at all levels of school, staff and student outcomes to achieve desired results over time.

Keyworth, R. (2011). Performance Feedback: Use It or Lose It [Powerpoint Slides]. Retrieved from 2011-aba-presentation-randy-keyworth.

Contingencies for the Use of Effective Educational Practices: Developing Utah’s Alternate Assessment

This paper dissusses the contingencies that create opportunities and obstacles for the use of effective educational practices in a state-wide system.

Slocum, T. (2006). Contingencies for the Use of Effective Educational Practices: Developing Utah’s Alternate Assessment [Powerpoint Slides]. Retrieved from 2006-wing-presentation-tim-slocum.

Getting There from Here: Creating an Evidence-Based Culture Within Special Education

This paper looks at the importance of Randomized Controlled Trials (RCT) in the field of education. The history of RCT is investigated to better undertand it's value in providing research answers that incerase validity while reduce bias.

States, J. (2006). Getting There from Here: Creating an Evidence-Based Culture Within Special Education [Powerpoint Slides]. Retrieved from 2006-campbell-presentation-jack-states.

Sustainability Through the Looking Glass: Shifting Contingencies Across Levels of a System

This presentation examines why so many educational interventions fail and offers strategies in increase the effective implementation that result in sustainable quality services.

States, J. (2008). Sustainability Through the Looking Glass: Shifting Contingencies Across Levels of a System [Powerpoint Slides]. Retrieved from 2008-aba-presentation-jack-states.

Sustainability: Shifting Contingencies: What Works and What Doesn't

This paper analyzes the contingencies that increase the likelihood that eduction interventions will succeed.

States, J. (2009). Sustainability: Shifting Contingencies: What Works and What Doesn't [Powerpoint Slides]. Retrieved from 2009-hice-presentation-jack-states.

Sustainability and Scaling and the Failure of the Friday Inservice Day

This paper provides an overview of "lessons learned" from efforts to sustain and scale-up a school-wide continuum of evidence-based behavioral practices and systems in schools.

Sugai, G. (2008). Sustainability and Scaling and the Failure of the Friday Inservice Day [Powerpoint Slides]. Retrieved from 2008-wing-presentation-george-sugai.

Research to Practice: An analysis of the Interaction between the Research Community and Special Education
The research to practice gap has long been a concern in education. This paper identifies some of the reasons the gap exists and some possible solutions.
Detrich, R. (2006). Research to Practice: An analysis of the Interaction between the Research Community and Special Education [Powerpoint Slides]. Retrieved from 2006-campbell-presentation-jack-states.
Some Emerging Characteristics of Sustainable Practices
Research has identified characteristics that increase the sustainability of programs and practices. This paper reviews those characteristics.
Detrich, R. (2007). Some Emerging Characteristics of Sustainable Practices [Powerpoint Slides]. Retrieved from 2007-aba-sustainability-presentation-ronnie-detrich.
Building Sustainable Programs: From Myth to Reality
This paper makes the case that if programs are to sustain then it will be necessary to carefully plan for it from the inception of the program.
Detrich, R. (2008). Building Sustainable Programs: From Myth to Reality [Powerpoint Slides]. Retrieved from 2008-louisiana-presentation-ronnie-detrich.
Teacher Induction: Where the Rubber Meets the Road
The paper examines one of the most critical components of teach training: an on-the-job, ongoing system of coaching and performance feedback to improve skill acquisition, generalization and maintenance.
Keyworth, R. (2010). Teacher Induction: Where the Rubber Meets the Road [Powerpoint Slides]. Retrieved from 2010-aba-presentation-randy-keyworth.
TITLE
SYNOPSIS
CITATION
Data Visualisation: A Handbook for Data Driven Design

This book provides information on the process and skills of data visualization, teaching the concepts and skills of how to present data and inspiring effective visual design.

Kirk, A. (2016). Data visualisation: a handbook for data driven design. Sage.

Envisioning Information

Of Edward Tufte’s books, this is the most design oriented. It provides examples using maps, charts, scientific presentations, diagrams, computer interfaces, statistical graphics and tables, stereo photographs, guidebooks, courtroom exhibits, timetables, use of color, and a pop-up to illustrate his points on the effective use of visual mediums to communicate the meaning of data and impart important messages.

Tufte, E. R. (1990). Envisioning Information (1990). Cheshire, CT: Graphics press.

The Visual Display Of Quantitative Information

This is the first book from Edward Tufte and it lays out his theories and rules that are the basis for the effective display of information and data to maximize communication.

Tufte, E. R. (2001). The visual display of quantitative information. Edition 2 (Vol. 2). Cheshire, CT: Graphics press.

Visual Explanations: Images And Quantities, Evidence And Narrative

This third book by Edward Tufte is a guide on how to more effectively communicate information visually. It offers examples of poorly presented information and the dire consequences that can result from mediocre and inadequately thought out presentations. It provides concrete samples of effective ways to present statistics and tips one can use to avoid many of the pitfalls of powerpoint presentations.

Tufte, E. R., & Weise Moeller, E. (1997). Visual explanations: images and quantities, evidence and narrative (Vol. 36). Cheshire, CT: Graphics Press.

Uneducated Guesses: Using Evidence to Uncover Misguided Education Policies

This book offers concrete examples from educational testing to illustrate the importance of empirically and logically scrutinizing the evidence used to make education policy decisions. Wainer uses statistical evidence to show why some of the most widely held beliefs in education may be wrong.

Wainer, H. (2011). Uneducated guesses: Using evidence to uncover misguided education policies. Princeton University Press.

From Data to Wisdom: Quality Improvement Strategies Supporting Large-scale Implementation of Evidence-Based Services
The goal of this article is to illustrate various strategies that the Hawaii Child and Adolescent Mental Health Division adopted to increase the use of empirical evidence to improve the quality services and outcomes for youth.
Daleiden, E. L., & Chorpita, B. F. (2005). From data to wisdom: Quality improvement strategies supporting large-scale implementation of evidence-based services. Child and adolescent psychiatric clinics of North America, 14(2), 329-349.
Treatment integrity: Fundamental to education reform
At the heart of any educational reform effort is how well the practices of that effort are implemented in classrooms. In this paper, the author reviews what is known about effective implementation and proposes a data-based approach to scaling up quality of implementation in educational settings.
Detrich, R. (2014). Treatment integrity: Fundamental to education reform. Journal of Cognitive Education and Psychology, 13(2), 258-271.
What Does It Take to Scale Up and Sustain Evidence-Based Practices?
This paper discusses scaling-up of evidence-based practices. The process is defined in which researchers or educators initially implement interventions on a small scale, validate them, and then implement them more widely in real-world conditions.
Klingner, J. K., Boardman, A. G., & Mcmaster, K. L. (2013). What Does It Take to Scale Up and Sustain Evidence-Based Practices?. Exceptional Children, 79(2), 195-211.
Planning for the sustainability of community-based health programs: conceptual frameworks and future directions for research, practice and policy
This study provides an evidence-based look at the issue of sustainability.
Shediac-Rizkallah, M. C., & Bone, L. R. (1998). Planning for the sustainability of community-based health programs: conceptual frameworks and future directions for research, practice and policy. Health education research, 13(1), 87-108.
TITLE
SYNOPSIS
Edward Tufte

This web site provides readers with content that charts on data effective methods for presenting data.

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