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RD 205 368- Ts 610 4§2 © « AUTHOR: fronkosky, Preston C. os p Boe ows MTTLE - Regional’ Exchanges of Information through . : » Fe Intermediate Linkagyes Affiliated with SEAs: The = .‘/ ' Research and Development Exchange (RDx). . . INSTITOTION ' Southwest Fducational: Development. Lab., Austin, ° : ' Tex.

SPONS AGENCY National thst. of. Bducat4on AED Washingto , D. Ce POB DATE “FR «WD Apr Oto o°. CONTRACT — §00-80-0107 ° : . NOTE: 13p.: Paper peascater’ at. the Annual: Hoeting of ‘the . American’ Educational Research Association (65th, Los. Angeles) CA, April 13-17, 1981): For a related» — docume t, see TM B10 G51. Wn roy

‘ BDRS PRICE MFO1/PCO1 Plus Postage: * ee

DESCRIPTORS * Educational Improvement; *Pederal Programs; . .° .* ' *Information Dissemination: Reqional. Laboratories: ~

*Research—and Development Centers; *Research oe

Utviization | . Pee aR

‘IDENTIFIERS *Research and Developnen* Exchange _ ‘

r iy _ Be:

ABSTRACT Mag

fone Research and Dev lopment Exchange ‘(RDx)- is, a network. of eight regional ‘eduqational laboratories, one university-based. research and development center, anda donwort cine bE” seven state education agencies working to support ‘state and local

_ school. improyenent. efforts, The RDx has four goals, designed to”

support dissemination : and school improvement efforts: (1) to provide

4nformationé technical’ assistance,- and/or training; (2) to promote |

the use of ‘research and development outcomes; (3) to promote

coordina t4on among programs: and .(4) to increase shared unjerstanding and use of information about client needs in order to influence | planning, /of research and development efforts. The RDx includes eight’. regional exchanges (Appalachia Educational Laboratory, CEMREL, “ Mi d=cont inent Regional Educational Laboratory, Northeast Regional Z Exchange, Northwest Regional Educational Laboratory (NWREL), Research for Better Schools, Southwest Educational pevelopasit Laboratory) ana”

‘SWRL Fducational by aan and Development Laboratory), four cefitral ‘support services (Dis and Development Interpretation Service at CENREL; Resource and

semination Support Services at NWREL: Research

Referral Service at the National Center for. Research in Vocational Fducation: and System Support Service at the Far West Laboratory for |

Educational Research and Development) , and the Coordinating Committee. see) + 2

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REGIONAL EXCHANGES OF, INFORMATION THROUGH * INTERMEDIATE. LINKAGES AFFILIATED WITH SEAs: ~ THE RESEARCH AND DEDELOPMeENT EXCHANGE one)

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“Apeston C. Kronkosky’, Ph. D. . _ Southwest , Educational ‘Development Laboratory Austin, Texas

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REGIONAL EXCHANGES OF INFORNATION. "THROUGH - | (INTERMEDIATE LINKAGES AFFILIATED. WITH SEAs: _ "THE RESEARCH AND DEVELOPMENT. EXCHANGE (ROX)

: a, _ AND ye | cae Z | | THE SEDL/REGIONAL EXCHANGE: _# a, ONE ‘COMPONENT OF AN ENERATG EFFORT : TO DISSEMINATE THE OUTCOMES . OF EDUCATIONAL RESEARCH AND DEVELOPMENT. \ F ae ~ * ee by - ™ : Préston C. Kronkosky, Ph.D. 2 ee

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a SOUTHWEST EDUCATIONAL DEVELOPMENT LABORATORY , i . fee 211 East Seventh Street - | : Adstin, Texas 78701 ar) i 3 : | (512) 476-6861 . ie a 4 Ban - /

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Paper to be presented at Division G Symposium 4.05, e

"Comparative Analysis of Federally Funded peace ton Strategies" | "AERA ANNUAL MEETING oy Ns

Los Angeles, California - . “April 13, 198% ;

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The work reported/descr‘ibad here has been conducted ude the support of the ~ National. Institute of Edudéation Contract No. 400-80-0107. The Opinions expressed herein, however, are those of the author, and no endorsement, by ° the National Institute af Education, the Research and Deve fopment Exchange (RDx), 7 oe Southwest ducational Development Laboratory is implied or inferred, - X , _

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ys S 2 “we RESEARCH ‘AND DEVELOPMENT EXCHANGE:

“ft "The: Research ne. Deveoprent Exchant (ADs 18 a network of eight. ve {ty-based raid centér, and

cna edyeational laboratories, one “untvahe

a consortium of seven state education agencies ay working to support state

and Vocal school improvement: afforts. Initiated by the National Institute

of Edycation’ (NEE) in. 1976, the RDx is part of NLE's Dissemination: and» iinprovement of Practice. Program (DIP) (specifically, DIP's. “Regional Pro- —

gran (RP) unit}. TaN is composed of eight eegianal exchanges and four

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central. ‘support séfvices. . : to : —* , mi ‘

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‘The RDx has as ibe: ultimate clients.the students,- teachers, and ve

Pv " principals who attend and operate local Nols, It: assists’ these clfefits

in their efforts to improve school practice and increase duca tional equity. Because of the size and complexity “of these client groupé. ‘and the limited |

resources to serve them, the: ROX supports ‘Yocal ‘dis emination and’ school

“ «'fitprovenent. efforts by working’ through intermediary’ organizations, These

‘include school atseri@EEy Interpedtate 5 fouls agencies, state éducation

"agencies, nd: ‘national education as ciations. “currently: the” R ROX works rt

* print ty through state education agencies' (SEAs) Gissemtharton and. school

eo ; - oy os ‘imp fovement staffs. * | ame . * ae. 2 | * The: Need for the RDx se a errs —- mong. the problems Ow: racy schools are declining carey inene

< depressed student achievement . scores, Shrinking financial Support, and

violence and vandalism. _ The response ta such crises ¢ften ae been to. simply allocate” additional er various reforms and innovative programs. oe \

: But the 4970's have brought austere times (and apparently the 1980" S-

‘shiow “no ston of welief). Lritics. ‘and relucgant | taxpayers now argue that

: a “thé problems facing the pecvedts cannot be 2 remedied just with more vesources; 5, a

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sschoals must meet thetr prob Tans ‘by more effectively and efficiently using resources already available to than,: ae | ae | ae - Aiong the avat|able vesourcés, 1s: the extensive nad baser-produets. ‘programs, personnel, MOW=NOW “and other ‘outcomes that have been developed

- over the Nast decade. This rich: resource base: can ba, mobi 11 zed and used

more effectively to influence schgol cep ravenane efforts. Howaver, increased

_ use of these rad rasources naquires, greater fami Vtartty wath tham--knowing

where they. exist, how to’ access . they and how to, evaluate, transform, and “deliver them.. This increased use also demands an unders pandTng of’ gacnephs” needs, constraints, and problem-solving mechani and processes;

~ Federal and state aducation, Sebicies: rioiy enphas ze mor€ effective,

regional, roy state’ dissemination and t chnical: assis

. dei Vvery, ‘and: use of existing prediicts‘and “sgvices: A number ohnagioge, '

ance networks and “consortia fave been establighed for chia hurpose,

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“and ales ation levels... Recent ye as thie networks have grown, nded 0

a vy a cx acaiat on ry built on dh Faictors: first, sh r of ‘sohoo]- ‘provement problems and: of the potential of. the rad résource

Such ,

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base to alleviate. these p¥oblems;_and second, a eser eae between " educatjonal practitioners and. “rad, producers.

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R&D: producers have always been, ‘concerned with gnsur'ing the utility of . y

their work “For school improveneht, ‘which: ‘depends on ‘continuous practi toner

"involvement to develop and adapt ‘the rid base to medt the chal lerige ‘oF

a: : Fos - ras: vm > i school improvement. — i a er ee ‘, eS

These three needs, then, under He/the development of the RDx: to

_ maximize the use. of existing esourtes in He solution of scion ‘involvement .

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- cry * £3 y rg : : . te i : eye a 2 eo OSS : ee FB . oy a RnR: a 3 .> tude th - ar JR . a Ge ge Me a 3 . pe oa 2 Me ge. aay A i : . , ‘ . 5

ultiple, resource: pases to support practtittne eHtents atyetate, ragional ,

rdinate reir services’ ‘has begome. ‘a parent.’ ee m ' 3 it cise

. hese nods use., ; es |

problems; ‘to coordinate multiple networks so as to impact ov school imprave- ae, efforts; and. to forge a closer relationship between rad producers and prac tittaniers, ; Pa : The RDx Goals and Operations = ~ | NIE initiated the RDx In 1976 to help practitioners usa rad resources fo imprave educational practice. Presented with this missfon, the RDx has addpted four goal statements. : : Ee thd RDx wil] provide information, technical assistance, and/or training which support dissemination and school improvement efforts. ; 2. me oy will promote the use off rad outcomes that support dissem- ination and school improvement efforts. -“3, The RDx will promote coordination ‘among dissemination and “ 7 improvement. programs. . 4. The RDx will increase shared understanding and use of {ufornaticn about client needs in order to influence planning of rad efforts. Several] underlying principles govern the operation of the RDx in pursuit of these goals:. - - _ 1__—Ihe ROx effort is.practitioner-oriented. The needs af sduparions! practitioners are diverse and changing. In coopefation with the. client, the RDx First analyzes current situatjons and defirfes and tests alternative strategies and. | solutions. _It does not advocate Singular ‘strategigs| or particular rad outcomes as solutions .- 2. The RDx effort is developmental. . The organizational structure and '

fanetions of ‘the RDx change as field realities and needs change.

nese changes are necessary to strengthen the operation of the

. RDX as a coordinated network of r&d producers and service providers. . : ee 3 Ky

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3, The ROx is a coordinated effort, Components of the ROX work closely ‘together “bovexplare ways of organizing work ta ensure “optimal and efficient ise of rasqurces ty accomplish ROX gnats.

4, The Wx is a rasponsive network, t responds €a current priar- | (tlas “and ‘needs of schools, Aw thase priorities changa, and as additional resources become available, RDx priorities also change a and expand, ) i ff The ROx Organization The ROX Include ‘etght regtonal -axchanges , four conta support. services, and accoordinating committee, + 2 co oo 0 Heal esha co | . > Each regional exchange (Rx) delivers serviens to clients witht an identi fied geographic region of the country. The Services sprovided by the RX mnelude: " identi fication and synthesis of information and resources; dissemination of’ research syntheses dn topical areas; and, technical assist- ance and staff ponenoree in mine and implementing school improvement programs. Each Rx operates an advisary committee of representatives from

educational agencies in its region... Me" regional exchanges and the regions

they serve are: - * , V\ "Appalachia Educational Laboratory — - Charleston, West Virginia; ae é ‘ ; '

Alabama, Florida, Georgia, Kentucky, North Carolina, Ohio*, Pennsy1- vania*, South Carolina, Tennessee, Virginia, West Virginia.

CEMREL, cine. '- St. Louis, Missouri; I1linois, Indiana, Iowa, Kentucky*, Michigan, Minnesota, Missouri, Ohio, Tennessee*, Wisconsin. Mid-contineng Regional Educational Laboratory - Kansas City, Missouri; Colorado, ‘Kansas, Missouri*, Nebraska, NOrEN Dakota, South Dakota,

Wyoming.

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+ Chelmsford, Massachusetts; Connecticut,

Maine, Massaohusetts, New Hanesni ys, New York, Rhade [sland, Varnont.

Northwest Regional Educational Laboratary - Partland, Oregon; Alaska,

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Hawall, Idaho, Montana, Oregon, Washington,

Rasaarch for Hettar Schools, Inc, » Philadelphia, Pennsylvania; Delaware, Maryland, New Jersey, Pannsylvania, Southwest. Educational Development. Laboratory - anes Vexas; Arkansas,

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houlstana, Misstsstppt, New Maxtcas Oklahoma , laxas.

SWRL Educatiogial Research and: Dave lopment. Laboratory ~ Los Alamttos,

Cal ttorntas Arizona, California, Nevada, Utah. “Several states cooperate with more than one Rx.: These states are listed ~ under both the lead and secondary (*) exchanges. Central Support Services

The RDx central support services provide resource support for the regional exchanges. The . eke are:

in the design and ist vatrat: of staff development and dissemination

services. DSS is a program of the Northwest Regional Educational

Laboratory, Portland, Oregon. '

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Research and Development Interpretation Service (RDIS) synthesizes r&d outcomes and assists educational practitibhers in utilizjng this r&d- based knowledge in their dissemination and school improvement efforts.

RDIS is a ‘program of CEMREL, Ine. 5 OR, Louis, Missouri.

Resource and Referral Service (RRS) maintains a data base of individuals and organizations that produce, are knowledgeable about, or disseminate

r&d outcomes. RRS is a program of the National Center for Research in

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' Vacatianal Education, Ghia State University, Columbus, diia .

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Syatem Suppart Service (S59) assists the Coordinating Gummi trea 11

its affarts to coordinate RDx operations and affars support .

services In documenting Rx operations. SSS ta a program af the far

Wast Laboratory for Educational Research and Develupment, San Franctace,

California, ( . :

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Coordinating Comm (lee

the Coordtnating Sumit {s composed of the directors of dach Rx and centra | support service, Through the écamlttee, the RDx works closely with the NIE to develap and {inp Tennent RUx poltete’ and to coordinate Rx activittes with other faderal dissemination and school inoravenent programs. Meeting the RDx Goals if

Since the ROX cacaie operational in 1977 much has been accomplished. For example: :

e The RDx has offered a varlety of individualtzed technical asststance

va services to SEA staff responsible for dissemination and school

improvement programs. A auemer of Rxs have provided assistance — in the development of state exemplary practice files and the ‘ establishment of local program validation procedures.

e The RDx has conducted numerous regional and state workshops on topics such as using information systems, conducting needs assess- ment programs, training field agents, implementing innovations, selecting rad products, and creating school improvement strategies.

e The RDx has conducted a series of "R&D Speaks" seminars, Held in each en these seminars expose participants to carefully

selected r&d products and research in reading, mathematics,

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, btlingual education, spectal education, and competency-based education. ’ é The AUs Has selected the laiprivgetenit Uf reading tateuctian aa oe AF TEs priartéy areas. the Keasarch and Nevelowient liter - pretation Service haa produced a synthesta of Current rase@arech “Fadings an teaching reading In elamentary grades. The document Research WIthin Reach, was developed with the aaalstance af panels 5 on of Ceachers and reading feagarchers. fle publieattdn has been | dita tributed to Intermed tary agency staff, such as SEA Night tu- Read and reading, curriculum spectaltsts. A sertes of Jemtuars on the use of Research Within Reach and other reading research anytitheses have been conducted. by reagtunal exchanges. e The ROx inftiated a quarterly publication, the tducatton RAD Raport, which presents fo a nationwide audience of practi toners

> a In-depth articles and brief summaries of the results of federally

ch

; Q funded educational rad. Each issue usually tneludes reports wv

describing tha Rxs current activities and services,

‘@ The ROx sponsors the comptlatton of "mint-lists" on resource organizations working on current educational topics. Some of these mini-lists are: Resources for Financial Information for. School Districts; ‘Resources for Parent Education, Resources for Developing Individualized Education Programs (IEPs) for Handicapped Student¢ ; Resources for Assessing Student Competencies; Resources | for Competency-Based High School Graduation Requirements; and Resources for Metric Education.

, at

e Several Rxs have developed depositories of r&d products and inforn-

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ation about these products. Depository materials are loaned to

clients upon request.

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(@ Several Naa are urysnléliy regional Glssewination forums Tue dlgacmlighlun alaff aud ssivice jirustders tu shave Hobcsptllatis uf Faglaina ! china | lepruvemeit iiceada, ¢silaiije Lis Par eat Vat aluiut CHPFEHE sifiePablunsa atid asivives; eapilater cGllaligeattve ac tivi€les; and help tutld a natlanal Uasemtaat Latt atid sehaad lige avensat aygesiida.

Ubeatalig KDa dervices Gruups ar Tndtviduals deatetag Ra servic@S shauld contact the ta fa

their regtun Chraugh thetr Sta Cunbact person, euuatey the ataff menber

respunstbte far ba Wisseminat ton av tivittids. Cbtents inmay also Canta |

regional eachange dtrectar, tach Re can put @ltents ta tuueh with the

central support services,

Raglonal Pachanges and upport Services

ALL Regtonal PxChange, Jack Sanders, reqtonal exchange dtrector

Appalachta Lducattonal taboratary, tne.

Post Office Nox 1448 ..

CharjJeston, West Virginga 244.5

(404) 147-0420

Midwest Regional Exchange, Carol Thomas, reqlonal exchange director

CEMAEL, Inc. yy : . 3120 59th Street 7 ae St. louls, Missourt 6313 (314) 781-2900

Mid-continent Regional Educational Laboratory

4709 Belleview Avenue | "

Kansas City, Missouri 64112

(816) 756-2401 | | me rc | "

Northeast Regional Exchange “2 Richard J. Lavin, Interim Director :

LOL M{}1} Road

Chelmsford, Mass&chusetts 01824

(617) 256-3987 é ; é:

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Pascarelli, ‘regional exchange director a, : Laboratory.

Northyest Regional Exchange; Jo

"Northwest Regional Education 300°S.W. Sixth Avenue ; ~Portland, Oregon ae (503), 248- 6800 :

. RBS Regiona “Exchange;

Research: for. Better’ Schools, Inc. 444 North Third Street - ° as | Phi ladelphia,- Pennsylvania . 19123. og a » tt (215) 574-9300 - 2.

aa te, ; : ‘ ine ~<

Richard Necann, pegiona” "exchange director

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SEDL Regional Exchanges Preston Kronkosky, regional exchange director

Southwest ‘Educational ‘Development Laboratory — ! 211 East Seventh Street 2 Austin, Texas 78701 —

oo 476-6861

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Western Regional Exchange; Roger Scott, regional exchange director

SWRL Educational Research and Deve lopment Laboratory ~ 4665 Lampson Avenue

Los Alamitos, California 90720

(213) 598~- 7661, ext. 367 -

Dissemination Support Service; doe Pascarelli, DSS director

Northwest Regional Educational Laboratory 300 S.W. Sixth Avenue

Portland, Oregon 97204

(503) 248-6800

Research and Development Interpretation Service; Linda Reed, RDIS director

CEMREL, Inc. : 3120 59th Street -

St. Louis, Missouri 63139 (314) 781-2900 eo. “

Resource and Referral Service; John Peterson, RRS director

National Center for Research in Vocational Education Ohio State University

1960 Kenny Road

Columbus, Ohio 4321

(614) 486-3655 or (800) 848-4815 Toll Free

System Support Service; Stanley Chow, sss director

San Francisco, California 94103°

(415) 565-3179 or 565-3135

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