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2009 Wing Award

October 30, 2009

Ken Traupmann, Suzanne Fitch and The Institute for Effective Education
Kent Johnson and Morningside Academy 

Receive the 2009 Ernie Wing Award for Excellence in Evidence-based Education


The Wing Institute gave its 2009 Ernie Wing Award for Excellence in Evidence-based Education to two organizations and their founders in recognition of their work in developing, implementing, and sustaining a “data-based decision making organization and culture” designed to provide state-of-the-art educational services. The awards were given to:

Ken Traupmann Ph.D., Suzanne Fitch Ph.D., and The Institute for Effective Education
Kent Johnson Ph.D and Morningside Academy

The Institute for Effective Education is a world-class educational program, achieving unparalleled outcomes with student performance, staff development, and applied research. They have demonstrated that allstudents can learn, and that an educational culture can be built that is reinforcing, learner-centered, data based, and inclusive. They have continually exhibited a commitment to the community and dissemination of best practices through partnering with public schools, universities, and other community agencies. Their positive impact on student lives and their community has been dramatic.

Morningside Academy has an equally long list of achievements. They have gained international recognition for their work in researching, developing and implementing state-of-the-art reading curriculums: direct instruction and precision teaching. They have formal partnerships with schools and agencies throughout the United States, Canada, and South Africa, working in over 100 sites to implement instructional programs in reading, reasoning, math, writing, thinking, and study skills. The programs they operate in Seattle (Morningside Academy) produce extraordinary results for their students.

As much as this award recognizes the excellence of the Institute for Effective Education and Morningside Academy, it also highlights the sustainability of their efforts, outcomes and success over the past 25 years. “What is truly extraordinary is the length of time they both have maintained the highest levels of quality services, ethical standards, and community partnership,” noted Randy Keyworth, Executive Director of the Wing Institute. “Their commitment to performance based outcomes, continuous improvement, and the advancement of the science of effective education has built a culture whose success will continue well into the future. They are truly a unique and exceptional organizations!”

The Ernie Wing Award, given annually by the Wing Institute, was named after Ernie Wing, an educator and special education advocate who championed the cause of evidence-based education in California. The award honors excellence in one or more of the critical areas necessary to build an evidence-based culture: efficacy research, effectiveness research, implementation, and progress monitoring. Nominations are accepted from the Wing Institute’s knowledge network, an inter-disciplinary group of education stakeholders from across the nation.

The Wing Institute is a non-profit foundation dedicated to promoting evidence-based education. Its goal is to be a “catalyst” supporting individuals and organizations engaged in evidence-based education across disciplines, geographic regions, and in “real world settings. It offers professional forums, an information clearinghouse, research, publications and a knowledge network.



National Autism Center National Standards Report

September 30, 2009

The National Autism Center has released its National Standards Report, the most comprehensive analysis of treatments for children and adolescents with ASD ever published.

The National Autism Center is disseminating the results of the National Standards Project in order to provide families and professionals with better tools to make treatment decisions to meet the needs of individuals with ASD in their care.

The report is the culmination of the National Standards Project, a multi-year project that began with more than 7,000 research abstracts about autism treatments and concluded with a comprehensive National Standards Report. Forty-five nationally recognized scholars, researchers, experts in autism, and other leaders representing diverse fields of study were involved in the project.

The report includes, among other findings, 11 “established” treatments are known to be effective for individuals (under 22) on the autism spectrum. The report also identifies 22 “emerging” treatments that have some evidence of effectiveness, but still require additional research, and five “unestablished” treatments that have little or no evidence of effectiveness.

Nearly 90% of the established treatments came from behavioral literature (i.e. applied behavior analysis, behavioral psychology, and positive behavior support) but for the first time identifies strategies emanating from other perspectives as well. The report also identifies limitations of the existing autism treatment research and encourages the scientific community to more aggressively pursue targeted treatment research.

Information about the National Standards Project is available through



Highly Qualified Teacher Standards

September 11, 2009

Whether or not a teacher is “highly qualified” as defined by the so-called “No Child Left Behind” federal education law is not an easy question to answer. It Read More…



California High School Exit Exam Results

May 1, 2009

Study: Effects of the California High School Exit Exam on Student Persistence, Achievement, and Graduation, Reardon, S., Atteberry, A, Arshan, N, Kurlaender, M (2009)

The research was funded by a grant from the James Irvine Foundation and the Institute for Research on Educational Policy and Practice at Stanford University.

The paper investigates the results of the implementation of California’s High School Graduation Exam. The research examines the effects of the exam on student achievement, drop out data, and graduation rates from four large school districts. The study found no positive effect on achievement, minimal negative to zero effect on student persistence in high school, and significant negative effects on graduation rates.

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