Publications
This overview describes the definitions and importance of active supervision. This overview also provides research and implementations of this strategy.
Guinness, K., Detrich, R., Keyworth, R. & States, J. (2020). Overview of Supporting Appropriate Behavior. Oakland, CA: The Wing Institute. https://www.winginstitute.org/classroom-active-supervision
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 issue of school culture from the context of helping schools adopt and implement positive behavior interventions.
Sugai, G. (2014). Culture, Context, and Connections: Behavior Analytic Considerations for Enhancing School Climate" Retrieved from ../../uploads/docs/2014WingSummitGS.pdf.
This review summarizes the evidence for the model’s efficacy in explaining how principals and teachers together influence school practices and effectiveness.
Donley, J., Detrich, R., States, J., & Keyworth, (2020). Distributed Leadership. Oakland, CA: The Wing Institute. https://www.winginstitute.org/leadership-models-distributed
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.
Multitiered system of support (MTSS) is a framework for organizing service delivery. At the core of MTSS is the adoption and implementation of a continuum of evidence-based interventions that result in improved academic and behavioral outcomes for all students. MTSS is a data-based decision making approach based on the frequent screening of progress for all students and intervention for students who are not making adequate progress.
States, J., Detrich, R., and Keyworth, R. (2017). Multitiered System of Support Overview. Oakland, Ca. The Wing Institute.
This overview describe Multitiered system of support (MTSS) as a conceptual framework for organizing service delivery to students.
Response to Intervention is a framework for determining the intensity of services that are necessary for a student to benefit from instruction. This paper addresses some of the misconceptions about RtI.
Detrich, R., States, J., & Keyworth, R. (2008). Response to Intervention: What it Is and What it Is Not. Journal of Evidence-based Practices for Schools, 9(2), 60-83.
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.
The purpose of this article is to describe how effective practices are incorporated into an approach termed schoolwide positive behavior supports (SWPBS)
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 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.
The purpose of this overview is to provide information about teacher coaching as it is used in schools, the research that examines this practice as a method of teacher professional development, and its impact on student outcomes.
Cleaver, S., Detrich, R. & States, J. (2018). Overview of Teacher Evaluation. Oakland, CA: The Wing Institute. https://www.winginstitute.org/teacher-evaluation-teacher-coaching.
Presentations
This paper examines the issue of school culture from the context of helping schools adopt and implement positive behavior interventions.
Sugai, G. (2014). Culture, Context, and Connections: Behavior Analytic Considerations for Enhancing School Climate" [Powerpoint Slides]. Retrieved from 2014-wing-presentation-george-sugai.
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 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.