Student Outcomes

Education Outcomes for PHILLIPS Programs

In 1967, Dr. E. Lakin Phillips established our foundational approach, supporting a pattern of rigor and flexibility focused on the use of effective instructional and strength-based strategies, interventions, and programs supported by evidence, research, and the quality implementation of best practices:

SCE (now called PHILLIPS Programs) is committed to a basic philosophy of approaching education through the methods of scientific inquiry. As such, in so far as possible, SCE (PHILLIPS Programs) relies on established empirical knowledge and is actively concerned with advancing scientific information as it relates to the increased ability to meet the educational needs of children in general and the PHILLIPS Programs population in particular. This basic empirical approach supersedes an unquestioning or rigid adherence to any given set of procedures. Flexibility of approach, when based on objective information, is a basic tenet of the organization (1971).

PHILLIPS Programs Student Outcomes: Models for Success

Our teachers and professional staff continue to use this evidence-based and practice-based approach in our organization and systems of care, ensuring that we never lose sight of the necessity to promote services and programs that remain focused on positive change and outcomes. We use approaches, guidelines, and strategies to improve child, youth, and family engagement and outcomes, including the following:

• Focus on positive education outcomes by documenting client experiences and successes.

• Implement high-quality services and programs to support positive outcomes and experiences.

• Be open to collaborating and partnering with staff, clients, families/guardians, and the community.

• Focus on longevity and sustainability when working with clients and others in our programs.

• Support innovation across all programs with a willingness to enhance services and continuously improve student outcomes.

• Enhance opportunities to establish and maintain social connections and meaningful relationships between staff, clients, families/guardians, and the community.

• Focus on developing and promoting resilience for children, youth, and their families.

• Actively recruit and retain teachers and professional staff (occupational and physical therapists, behavioral health counselors, speech-language pathologists, and career and technical educators) from leading colleges and universities through internship to career programs.

EDUCATIONAL EVALUATION AT THE NATIONAL AND STATE LEVELS

PHILLIPS Programs actively collects outcome data. As we have done since our inception, key data are monitored, including assessments on exits (placements after exiting our programs), family satisfaction, and post-school outcomes for graduates. Such evaluation elements enhance program implementation and share insights on effective practices while remaining focused on the children, youth, and families we serve.

RECENT STUDENT OUTCOMES: EXIT HIGHLIGHTS

The majority of PHILLIPS School ~ Annandale and Laurel students served between 2012 and 2017 have experienced positive education outcomes by transitioning to less restrictive placements and/or environments. (Note: PHILLIPS School ~ Fairfax opened in 2016).

PHILLIPS School ~ Annandale

Data show that 82.6% of exited students served between 2012 and 2017 experienced positive exits by transitioning to less restrictive placements and/or environments.

PHILLIPS School ~ Laurel

Data show that 83.2% of exited students served between 2012 and 2017 experienced positive exits by transitioning to less restrictive placements and/or environments.

EXAMPLES OF LESS RESTRICTIVE SETTINGS FOR STUDENTS

• Career and technical education programs

• Employment

• Public special education or resource room

• Public general education

• Supported employment programs

• Transfer to other private day special education