Summit 2008

Third Annual Summit on Evidence-based Education

Sustainability: Implementing Programs that Survive 100 Years

April 24, 2008

8:30 Introduction to The Wing Institute and Summit Outcomes
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  Jack States, The Wing Institute

States reviewed the mission and activities of The Wing Institute, reviewed the result of the pre-Summit survey, and discussed the desired Summit outcomes.

8:45 The Science of Sustainability : What Do We Know?
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Detrich, R., Keyworth, R. & States, J. (2010). Treatment Integrity: A Fundamental Unit of Sustainable Educational Programs. Journal of Evidence-Based Practices for Schools, 11(1), 4-29.

  Ronnie Detrich, The Wing Institute
Detrich provided an overview of the science of sustainability in the context of scientific goals: description, prediction, and control. He examined the difficulty of knowing what to measure and how to measure it, predicting the "sustainability" of programs, and the lack of research to date. He also reviewed the pre-summit survey answers regarding this topic.
9:00 Sustainability: A Context
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  Randy Keyworth, The Wing Institute
Keyworth introduced the topic by setting a societal "context" for the recent work on implementation and sustainability. He reviewed a series of recent initiatives that have made significant progress in facilitating research to practice in the real world in real time. Finally, he introduced the speakers and highlighted their meaningful accomplishments.
9:30 Sustainability: The first thing. The only thing.
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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.

  Dean Fixsen, Ph.DNational Implementation Research Network
Fixsen discussed common elements of successfully sustaining effective practices across a variety of disciplines. With the growth of the evidence-based practice (EBP) movement three issues have surfaced: 1) how to implement EBPs with fidelity; 2) how to implement EBPs on a scale to produce societal impact; and 3) how to sustain scaled up programs to assure long term benefits.
10:20 Work Group: Implementation

The work groups reviewed actual meeting notes from an organization engaged in implementing RtI in a school district. The group was asked to identify implementation drivers, stages, and problem solve solutions to the obstacles presented in the notes.

11:15 Evolution of the Revolution: How Can Evidence-based Practice Work in the Real World?
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Chorpita, B. F., & Starace, N. K. (2010). Evidence-Based Practice in the Broader Context: How Can We Really Use Evidence to Inform Decisions? Journal of Evidence-Based Practices for Schools, 11(1), 4–29.

  Bruce Chorpita, Ph.D, University of Hawaii
Chorpita provided an overview of the considerations when introducing evidence-based services into established mental health systems, including: 1) strategies for the measurement and feedback of child outcomes to guide clinical decisions and 2) strategies for pulling clinically useful information from the published clinical research trials. Examples of clinical and feedback strategies highlighted the concept of a "clinical dashboard," which is a visual summary of complex client-specific information to guide the clinician.
12:05 Lunch
12:50 Work Group: Clinical Model Processing
The work groups reconvened with the assignment of doing an analysis of a clinical/educational process from their real-life experiences. The groups mapped out the major decisions, information they used to inform the decision (e.g., scientific journals, local policy, clinical judgment, history, other sources of evidence, peer pressure, outside contingencies), outcomes, and resulting decision points. The groups considered (1) the actual (what happens in your organization), (2) the typical (what happens in your field typically), and (3) the ideal elements (how it should happen under ideal circumstances).
1:45 Sustainability and Scaling and the Failure of the Friday Inservice Day
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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.

  George Sugai, Ph.D, Neag New School of Education
Sugai provided 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. Two major questions were addressed: 1) Why have traditional system change approaches struggled to improve the social and behavioral outcomes and climate of schools? 2) What have we learned about impediments and facilitators of accurate, sustainable, and scalable implementation of school-wide positive behavior supports?
2:50 Work Group: Sustainability Questions

The work groups reconvened with the assignment of generating questions for the speaker panel.

3:05 Speaker Panel
  Dean Fixsen, Ph.D, National Implementation Research Network
  Bruce Chorpita, Ph.D, University of Hawaii
  George Sugai, Ph.D, Neag New School of Education
3:45 Wrap-Up