Sustainability: An Enduring Commitment to Success
Abstract
Heartland Area Education Agency in Iowa illustrates how it has sustained a problem-solving service delivery system for 15 years and adapted to changing state and federal requirements while remaining consistent with its guiding principles that emphasize direct assessment, intervention, progress monitoring, and the evaluation of student results. The infrastructure supporting organizational transformation to a problem-solving system occurred on two levels, global and local. The reform effort is described in four phases. The system is evolving from individual problem solving in all cases to a more efficient system that integrates both group-level and individual interventions. Once the reform process is established, scaling up is refocused on the depth, or integrity, of implementation.
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There is a need to identify unique sustainment factors that can lead to improvements in processes and efficiencies not evident during initial implementation.
“There is a need to identify unique sustainment factors that can lead to improvements in processes and efficiencies not evident during initial implementation (Grimes, Kurns, & Tilly, 2006).”
From The Roles of System and Organizational Leadership in System-Wide Evidence-Based Intervention Sustainment: A Mixed-Method Study (2016) · cites this paper as Grimes, Kurns, & Tilly, 2006
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References 37 · Cited by 40
- Authors
- Grimes, J., Kurns, S., & Tilly III, W. D.
- Affiliations
- Iowa Department of Education (US)
- Supervisor of Instructional Services at Heartland Area Education Agency. She has worked as a general and special education teacher, educational consultant, and supervisor of educational consultants. She had a practitioner-leadership role in HAEA's development, adoption, and ongoing evolution of problem solving and response to intervention practices and has extensive experience working with districts to support the adoption and implementation of problem solving and response to intervention practices,...
- Coordinator of Assessment Services at Heartland Area Education Agency. He has worked as a practicing school psychologist, a university trainer, a state department of education consultant, and an administrator in Iowa. He participated in the leadership of Iowa's transformation to using response to intervention practices and has extensive experience working with districts, intermediate agencies, states, and professional organizations on the implementation of response to intervention. His research...
- Corresponding author
- Grimes, Jeff
- Venue
- School Psychology Review
- Publisher
- Informa UK Limited
- Published
- 2006-06-01
- Volume
- 35
- Issue
- 2
- Pages
- 224-244
- ISSN
- 0279-6015 (ISSN-L)
- 2372-966X
- OpenAlex
- W2115451301
- Cited by
- 40
- References
- 37
- Citations by year
- 2026: 1 · 2024: 1 · 2023: 2 · 2021: 1 · 2020: 4 · 2018: 1 · 2017: 1 · 2016: 1 · 2014: 2 · 2013: 5 · 2012: 2
- FWCI
- 5.66
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- School Psychology Review (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Decision Sciences › Information Systems and Management › Educational Assessment and Improvement
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational and Psychological Assessments
- Keywords
- organizational change, direct assessment, progress monitoring, student assessment
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