Foundational Approach for PHILLIPS’ Research and Evaluation

Roughly 50 years ago, 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) is committed to a basic philosophy of approaching education through the methods of scientific inquiry. As such, in so far as possible, SCE (PHILLIPS) relies on established empirical knowledge and is actively concerned with the advancement of scientific information as it relates to the increased ability to meet the educational needs of children in general and SCE’s (PHILLIPS’) 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).

We 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 outcomes by documenting client experiences and successes
  • Implement high-quality services and programs to support positive outcomes and experiences
  • Have openness to collaborate and partner with staff, clients, families/guardians, and 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
  • Enhance opportunities to establish and maintain social connections and meaningful relationships between staff, clients, families/guardians, and community
  • Focus on resilience for children, youth, and their families

At the national and state levels

PHILLIPS remains active in the collection of 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 are used to enhance program implementation and share insights on effective practices while remaining focused on children, youth, and families we continue to serve.

Recent Outcomes on Exits: Highlights

The majority of PHILLIPS School ~ Annandale and Laurel students served between 2012 and 2017 have experienced positive exits 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

  • 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

Examples of More Restrictive Settings

  • Corrections
  • Detentions
  • Hospitals
  • Residential settings