Publications
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).
This paper identifies the critical role State Education Agencies play in successful school culture change and discusses a framework for "change leadership".
Redding, S. (2012). Change Leadership: Innovation in State Education Agencies Retrieved from ../../uploads/docs/Redding%20ChangeLeadership.pdf.
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.
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
This paper examines the evidence-based education issues that come into play with the implementation of a Positive Behavior Support school culture.
Lewis-Palmer, T., & Barrett, S. (2007). Establishing and sustaining statewide positive behavior supports implementation: A description of Maryland’s model. Journal of Evidence-Based Practices for Schools, 8(1), 45-61.
This book provides a guide to the conceptual and practical knowledge principals, superintendents, and other school leaders need to implement evidence-based educational innovations.
Wallace, F., Blasé, K., Fixsen, D., & Naoom, S. (2008). Implementing the Findings of Research: Bridging the Gap between Knowledge and Practice. Educational Research Service.
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.
This paper dissusses the contingencies that create opportunities and obstacles for the use of effective educational practices in a state-wide system.
Hager, K. D., Slocum, T. A., & Detrich, R. (2007). No Child Left Behind, Contingencies, and Utah’s Alternate Assessment. Journal of Evidence-Based Practices for Schools, 8(1), 63–87.
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.
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., & Horner, R. H. (2010). School-wide positive behavior support: Establishing a continuum of evidence based practices. Journal of Evidence-Based Practices for Schools, 11(1), 62-83.
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.
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.
Data Mining
Presentations
Systematic data-based decision making is critical to insure that educators are able to identify, implement, and trouble shoot evidence-based interventions customized to individual students and needs.
Keyworth, R. (2010). A Systematic Approach to Data-based Decision Making in Education [Powerpoint Slides]. Retrieved from 2010-hice-presentation-randy-keyworth.
This paper examines the critical pracitce elements of data-based decision making and strategies for building school cultures to support the process.
Keyworth, R. (2009). A Systematic Approach to Data-based Decision Making in Education: Building School Cultures [Powerpoint Slides]. Retrieved from 2009-campbell-presentation-randy-keyworth.
This paper examines the issues, challenges, and opportunities of creating a school culture that uses data systematically in all of its decision making.
Keyworth, R. (2009). Building a Data-based Decision Making Culture through Performance Management [Powerpoint Slides]. Retrieved from 2008-aba-presentation-randy-keyworth.
This paper identifies the critical role State Education Agencies play in successful school culture change and discusses a framework for "change leadership".
Redding, S. (2012). Change Leadership: Innovation in State Education Agencies [Powerpoint Slides]. Retrieved from 2012-wing-presentation-sam-redding.
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.
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.
This paper presents a culture map of national cultural values and beliefs that impact critical decisions in our education system, including how decisions are made and how they are implemented.
Keyworth, R. (2014). Culture Mapping: A Functional Analysis of the Education Culture Landscape [Powerpoint Slides]. Retrieved from 2014-calaba-presentation-randy-keyworth.
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.
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.
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.
This paper examines the evidence-based education issues that come into play with the implementation of a Positive Behavior Support school culture.
Lewis, T. (2006). Supporting and Evaluating Broad Scale Implementation of Positive Behavior Support [Powerpoint Slides]. Retrieved from 2006-wing-presentation-teri-lewis-palmer.
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.
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.
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.
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.
This paper examines the policy, culture, and system obstacles to progam sustainability, and identifies strategies to overcome these obstacles.
Keyworth, R. (2008). Sustainable Programs: In Search of the Elusive [Powerpoint Slides]. Retrieved from 2008-campbell-presentation-randy-keyworth.
This paper examines the latest research on which practice elements are essential for interventions to survive and thrive over time.
Keyworth, R. (2008). What We Know About Sustaining Programs? [Powerpoint Slides]. Retrieved from 2008-calaba-presentation-randy-keyworth.
Many of the contingencies that shape educator cultural values and beliefs occur outside of the school environment. This paper analyzes those contingencies and their influence on school culture change.
Keyworth, R. (2012). You Believe What? The Influence of Macro Contingencies on Individual School Cultures [Powerpoint Slides]. Retrieved from 2012-aba-presentation-randy-keyworth.