Investigating Investigating Program SustainabilityProgram Sustainability

Andrew Powers, Research Associate Andrew Powers, Research Associate Amy L. Powers, PrincipalAmy L. Powers, Principal

Program Evaluation and Educational Research Program Evaluation and Educational Research (PEER) Associates, Inc.(PEER) Associates, Inc.

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Rationale for this research…Rationale for this research…

“…informing stakeholders that an initiative has been designed well, or been successful is no longer enough—because quite often, after

funding ends or staff leave, such programs can collapse.

Therefore, the evaluator is being asked to take on a new role where the question is

‘How is this program going to be sustainable in the future?’”

(Harvey & Hurworth, 2006)(Harvey & Hurworth, 2006)

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Components of this researchComponents of this research

Burlington School District interviews Burlington School District interviews all elementary principals (n=6)all elementary principals (n=6) superintendent (n=1), and superintendent (n=1), and selected teachers (n=4)selected teachers (n=4)

Broad literature review on program Broad literature review on program sustainability (7 articles selected)sustainability (7 articles selected)

Adopt-A-Watershed’s Adopt-A-Watershed’s Stages of Stages of Implementation Implementation tooltool

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Adopt-A-Watershed (Earthwater)Adopt-A-Watershed (Earthwater)

Developed a model for successful, sustainable implementation of Developed a model for successful, sustainable implementation of PBEPBEProfessional Development of leadership teams is a major Professional Development of leadership teams is a major component component Complete evaluation system to accompany modelComplete evaluation system to accompany modelStages of Implementation Stages of Implementation

Describes 9 components of implementation modelDescribes 9 components of implementation model Details elements of each component and three stages of Details elements of each component and three stages of

implementation for each element implementation for each element

Kim Stokely’s top two thoughts on program sustainabilityKim Stokely’s top two thoughts on program sustainability Leadership PD for teams, not individualsLeadership PD for teams, not individuals Work with individuals to integrate “who we are and what we do” Work with individuals to integrate “who we are and what we do”

“soul and role”“soul and role”

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Defining Program SustainabilityDefining Program Sustainability

As defined by Billig, Sherry, and Havelock (2005):As defined by Billig, Sherry, and Havelock (2005):

If a program is sustainable…If a program is sustainable…

the innovation endures over time the innovation endures over time the innovation typically does not lose its the innovation typically does not lose its identity identity the innovation becomes supported as part the innovation becomes supported as part of the culture of the institution of the culture of the institution

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What does Program SustainabilityWhat does Program Sustainabilitylook like in a school?look like in a school?

Teachers continue to implement the program and think about how to improve it

Implementation of the program continues without ongoing input from program staff

Teachers experience changes to their thinking

The program becomes part of the school culture

The program influences hiring practice

The program becomes part of the “story” coming out of that school (e.g. district annual reports may cite the program)

Lasting relationships with community partners are established

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Literature ReviewLiterature ReviewVarious fields of school based initiativesTo build a theoretical framework to put local research in contextNon-exhaustive

The Seven Articles:

Whole-school approaches to sustainability: An international review of sustainable school programs

Exploring program sustainability: Identifying factors in two educational initiatives in Victoria

The Sustainability of inclusive school reform

Challenge 98: Sustaining the work of a regional technology integration initiative

Sustainability: Examining the survival of schools’ comprehensive school reform efforts

Sustaining 21st century community learning centers

Building capacity and sustainable prevention innovations: a sustainability planning model

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Sustainability FactorsSustainability Factors

Articles identified different factors that contribute Articles identified different factors that contribute to program sustainabilityto program sustainability

Factors have been compiled into a matrix to show Factors have been compiled into a matrix to show which factors are most frequently mentioned in which factors are most frequently mentioned in literatureliterature

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The MatrixThe Matrix

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Sustainability FactorsSustainability Factors

Reviewed articles identified different factors that Reviewed articles identified different factors that contribute to program sustainabilitycontribute to program sustainability

Factors have been compiled into a matrix to show Factors have been compiled into a matrix to show which factors are most frequently mentioned in which factors are most frequently mentioned in literatureliterature

This is a non-rigorous analytical method!This is a non-rigorous analytical method!

Creates a framework for discussionCreates a framework for discussion

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The Sustainability Factors MatrixThe Sustainability Factors Matrix

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Most Prominent FactorsMost Prominent Factorsemerged as strongest themes in literature and interviewsemerged as strongest themes in literature and interviews

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Strong Leadership and Program ChampionsStrong Leadership and Program Champions

Strong leadershipStrong leadershipstimulates the development of a shared visionstimulates the development of a shared visionmotivates action and allegiance to the purpose of the projectmotivates action and allegiance to the purpose of the projectengenders a sense of community within the project engenders a sense of community within the project (Billig, Sherry, & Havelock 2005)(Billig, Sherry, & Havelock 2005)

““Formal and informal leaders within adopting systems, as well as Formal and informal leaders within adopting systems, as well as champions who proactively promote an innovation from inside or champions who proactively promote an innovation from inside or outside of a system, are critical to creating an environment that outside of a system, are critical to creating an environment that supports and facilitates sustaining innovations.” Sindelar et al.supports and facilitates sustaining innovations.” Sindelar et al.

““Some things come and go, some things come Some things come and go, some things come and linger, and some things come and stay and linger, and some things come and stay because someone here (staff, parents, because someone here (staff, parents, administrators, etc.) is passionate about it. It’s not administrators, etc.) is passionate about it. It’s not that you need two days of training vs. one day, that you need two days of training vs. one day, etc., it’s about who you have that’s willing to put etc., it’s about who you have that’s willing to put in the long-term commitment. in the long-term commitment. --PrincipalPrincipal

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Adopt-a-Watershed (Earthwater) on Adopt-a-Watershed (Earthwater) on LeadershipLeadership

Leadership teams are more sustainable than individual leadersLeadership teams are more sustainable than individual leaders

Team comprised of educators, administrators, community partnersTeam comprised of educators, administrators, community partners

Teams work regularly and collaboratively on tasks such asTeams work regularly and collaboratively on tasks such as developing an understanding of stakeholder needsdeveloping an understanding of stakeholder needs generating awareness of the programgenerating awareness of the program fostering community involvementfostering community involvement sharing resultssharing results networkingnetworking facilitating partnershipsfacilitating partnerships contributing to evaluation and reportingcontributing to evaluation and reporting

Teams do professional development togetherTeams do professional development together

““Champions flare out.” Champions flare out.” A successful leadership team will continue to function while losing or changing A successful leadership team will continue to function while losing or changing

members.members.

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District/Administrative/Political supportDistrict/Administrative/Political support The literature frequently listed this as a key factor for program The literature frequently listed this as a key factor for program sustainability.sustainability.

Interviews showed that on the ground, this translated to Interviews showed that on the ground, this translated to TIME TIME and MONEYand MONEY..

““You need a high level of commitment from up above You need a high level of commitment from up above that is willing to put forward the time and money. It that is willing to put forward the time and money. It

takes a lot to do it right, but it can be done.” takes a lot to do it right, but it can be done.” -Teacher-Teacher

““It’s money and time, but time is money. If you want to It’s money and time, but time is money. If you want to give teachers time, you need a sub[stitute], and for that give teachers time, you need a sub[stitute], and for that you need money…. When you’re trying to increase you need money…. When you’re trying to increase teacher capacity, you also need money. That’s the teacher capacity, you also need money. That’s the bottom line.” bottom line.”

-Principal-Principal

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Partnerships with external agencies, Partnerships with external agencies, organizations, businesses, etc.organizations, businesses, etc.

““Strategic partnerships are critical elements to program design and Strategic partnerships are critical elements to program design and programs need to develop strategies for expanding capacity and programs need to develop strategies for expanding capacity and relationships of the partners involved.” – Henderson & Tilbury 2004relationships of the partners involved.” – Henderson & Tilbury 2004

Other noted elements of strong partnershipsOther noted elements of strong partnerships collaboration in program developmentcollaboration in program development mutually beneficialmutually beneficial shared common visionshared common vision perform interdependent tasksperform interdependent tasks

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Sustained Professional DevelopmentSustained Professional DevelopmentComments from Burlington PrincipalsComments from Burlington Principals

““This is my 30th year in schools and I can’t This is my 30th year in schools and I can’t tell you how many efforts I’ve watched that tell you how many efforts I’ve watched that were were ineffective to create changeineffective to create change. It’s not . It’s not until the last 7 or 8 years where the people until the last 7 or 8 years where the people who are our leaders have taken who are our leaders have taken a big chunk of a big chunk of money towards professional developmentmoney towards professional development for for teachers. They've brought in nationally known teachers. They've brought in nationally known authors, or educators, nationally recognized authors, or educators, nationally recognized experts, etc.”experts, etc.”

““Constant follow upConstant follow up during the year [is during the year [is needed] to support the program with half day needed] to support the program with half day or full day workshop programs….Every year or full day workshop programs….Every year this stuff has to be offered this stuff has to be offered if you want it to be if you want it to be sustainablesustainable, making sure that new teachers , making sure that new teachers are brought in as well. So during the year, are brought in as well. So during the year, even if they can’t keep getting national gurus, even if they can’t keep getting national gurus, they get the local experts or the teachers that they get the local experts or the teachers that have gone in for extra training and then they have gone in for extra training and then they can be the in-house experts. can be the in-house experts.

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Ongoing program resource support Ongoing program resource support

““Program support needs to be Program support needs to be varied and responsivevaried and responsive to the local context to the local context needs. The products need to be aligned with the program goals and needs. The products need to be aligned with the program goals and objectives as well as the professional development components. Support objectives as well as the professional development components. Support should be should be multi-layeredmulti-layered and not just confined to resource kits and lesson and not just confined to resource kits and lesson materials. Evidence suggests that dedicated staff assigned to schools can materials. Evidence suggests that dedicated staff assigned to schools can oversee, facilitate and motivate staff to work towards deeper levels of oversee, facilitate and motivate staff to work towards deeper levels of change.”change.” Henderson & Tilbury 2004Henderson & Tilbury 2004

Program Support offered by SSPProgram Support offered by SSPcurriculum planning assistancecurriculum planning assistancemeeting facilitationmeeting facilitationcommunity partner trainingcommunity partner trainingassisting in the classroomassisting in the classroomproviding physical teaching resourcesproviding physical teaching resourcesorganizing community events.organizing community events.

““At school, we don’t say we’re working on At school, we don’t say we’re working on capital letters today and then never revisit it. capital letters today and then never revisit it. Real change happens with continued revisiting Real change happens with continued revisiting and support.” – Principaland support.” – Principal

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Monitoring and EvaluationMonitoring and Evaluation

More evaluation? Do we have to?More evaluation? Do we have to?

Formative evaluation to improve program implementationFormative evaluation to improve program implementation

Summative evaluation to measure and document outcomesSummative evaluation to measure and document outcomes

Establishment of credibilityEstablishment of credibility

At least 100 more benefits!At least 100 more benefits!

““Sometimes people get passionate about something Sometimes people get passionate about something that’s that’s not tried and truenot tried and true. There’s a big push and . There’s a big push and then a couple of months later, they just kind of then a couple of months later, they just kind of

fade and fail.” - Principalfade and fail.” - Principal

Oops! Forgot to evaluate!Oops! Forgot to evaluate!

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Strong and receptive institutions, coherent Strong and receptive institutions, coherent school culture school culture

““Schools with Schools with shared visionshared vision and and cultures of communicationcultures of communication and and shared shared decision makingdecision making, and schools that involve teachers in the design of an , and schools that involve teachers in the design of an innovation, are more likely to sustain innovations.” Sindelar et al. 2006innovation, are more likely to sustain innovations.” Sindelar et al. 2006

““Senge (1999) conducted research on organizations that sustained Senge (1999) conducted research on organizations that sustained practices over the long term and found that once the innovation produced practices over the long term and found that once the innovation produced visible results, the dynamics associated with the diffusion process played visible results, the dynamics associated with the diffusion process played a a determining role in sustainabilitydetermining role in sustainability. . The organization’s The organization’s readinessreadiness and and capacity for changecapacity for change were critical were critical elements at this stage. These factors were found to be related to the elements at this stage. These factors were found to be related to the permeability of organizational boundaries, communication, and the extent permeability of organizational boundaries, communication, and the extent to which the organizational culture encouraged learning. Key to success to which the organizational culture encouraged learning. Key to success was the ability of the innovators to capture lessons learned, best was the ability of the innovators to capture lessons learned, best practices, and networks of support.”practices, and networks of support.”Johnson et al. 2004Johnson et al. 2004

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Other prominent factorsOther prominent factorsAbility to be accommodated within existing organizational structuresAbility to be accommodated within existing organizational structures

Curriculum, standards, staff meetingsCurriculum, standards, staff meetings ““If it fits well with the curriculum, even if the passionate If it fits well with the curriculum, even if the passionate

people move on, it will still stickpeople move on, it will still stick,” ,” -Principal-Principal

Consistency with teacher’s beliefs or teaching styleConsistency with teacher’s beliefs or teaching style “…“…successful adoption of innovative practices occurred when it was consistent successful adoption of innovative practices occurred when it was consistent

with teachers' beliefs or teaching style.” (Sindelar et al. 2006)with teachers' beliefs or teaching style.” (Sindelar et al. 2006) “…“…when that money runs out, it will not be here anymore. when that money runs out, it will not be here anymore.

It didn’t fit the model of what [the teachers] had learned It didn’t fit the model of what [the teachers] had learned and bought into.” and bought into.”

-Principal on a 3 million dollar Reading First -Principal on a 3 million dollar Reading First grant.grant.

Rewards and incentives Rewards and incentives New teaching skills, networking opportunities, positive feedbackNew teaching skills, networking opportunities, positive feedback ““This may be crass, but when I want teachers to work in This may be crass, but when I want teachers to work in

the summer, I pay ‘em. It doesn’t have to be much, but the summer, I pay ‘em. It doesn’t have to be much, but it’s an acknowledgement of their time.” -Principalit’s an acknowledgement of their time.” -Principal

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ConclusionsConclusions

Continue retrospective evaluation at sites Continue retrospective evaluation at sites to further understand sustainability factors to further understand sustainability factors specific to the local contextspecific to the local contextDevelop forward looking program Develop forward looking program sustainability planssustainability plans Identify most important sustainability factors Identify most important sustainability factors

at a siteat a site Tools for ongoing evaluation of these factorsTools for ongoing evaluation of these factors Actions to promote program sustainability Actions to promote program sustainability

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Authors, Sources, and Abstracts Authors, Sources, and Abstracts p. 1 of 3p. 1 of 3

Article (1)Article (1)Title: Title: Whole-School Approaches to Sustainability: An International Review of Sustainable School Whole-School Approaches to Sustainability: An International Review of Sustainable School

ProgramsProgramsAuthors:Authors: Henderson, K and Tilbury, D. Henderson, K and Tilbury, D.Source:Source: Report prepared by the Australian Research Institute in Education for Sustainability (ARIES) Report prepared by the Australian Research Institute in Education for Sustainability (ARIES)

for The Department of the Environment and Heritage, Australian Governmentfor The Department of the Environment and Heritage, Australian GovernmentAbstract:Abstract:Education for sustainability is an emerging concept encompassing “a new vision of education that Education for sustainability is an emerging concept encompassing “a new vision of education that

seeks to empower people of all ages to assume responsibility for creating a sustainable future” seeks to empower people of all ages to assume responsibility for creating a sustainable future” (UNESCO, 2002). With the development of a number of national whole school initiatives, (UNESCO, 2002). With the development of a number of national whole school initiatives, including in Australia, this report reviews, documents, and identifies lessons from some of these including in Australia, this report reviews, documents, and identifies lessons from some of these programs to inform future Sustainable Schools initiatives.programs to inform future Sustainable Schools initiatives.

Article (2)Article (2)Title:Title: Exploring program sustainability: identifying factors in two educational initiatives in Victoria. Exploring program sustainability: identifying factors in two educational initiatives in Victoria.Authors:Authors: Harvey, G., & Hurworth R. Harvey, G., & Hurworth R.Source:Source: Evaluation Journal of Australasia, Vol. 6 (1), p. 36-44, 2006. Evaluation Journal of Australasia, Vol. 6 (1), p. 36-44, 2006.Abstract:Abstract:This paper examines two recent successful school based health initiatives in Victoria, particularly in This paper examines two recent successful school based health initiatives in Victoria, particularly in

relation to factors that seem to foster program sustainability. These programs, dealing with drug relation to factors that seem to foster program sustainability. These programs, dealing with drug education and healthy eating, are described before presenting two different methods (individual education and healthy eating, are described before presenting two different methods (individual and group) used to determine elements that allow for the continuation of such projects. The and group) used to determine elements that allow for the continuation of such projects. The findings on sustainability from each program are discussed using the broad areas of factors findings on sustainability from each program are discussed using the broad areas of factors associated with the programs themselves; those associated with the context in which the associated with the programs themselves; those associated with the context in which the programs were implemented; and finally, those factors external to the programs and their programs were implemented; and finally, those factors external to the programs and their implementation contexts. These results indicate a strong congruence with factors identified in the implementation contexts. These results indicate a strong congruence with factors identified in the literature but also highlight the influence of the use of change theory in strengthening literature but also highlight the influence of the use of change theory in strengthening sustainability approaches in program development as well as the need to focus on funding sustainability approaches in program development as well as the need to focus on funding options in forward planning. The possible roles for evaluators in assisting program development options in forward planning. The possible roles for evaluators in assisting program development and supporting the integration of factors supporting sustained use are also discussed.and supporting the integration of factors supporting sustained use are also discussed.

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Authors, Sources, and Abstracts Authors, Sources, and Abstracts p. 2 of 3p. 2 of 3

Article (3)Article (3)Title:Title: The sustainability of inclusive school reform The sustainability of inclusive school reformAuthors:Authors: Sindelar, P., Shearer, D., Yendol-Hoppey, D., and Liebert, W. Sindelar, P., Shearer, D., Yendol-Hoppey, D., and Liebert, W. Source:Source: Exceptional Children, Vol. 72 (3), p 317-331, 2006.Exceptional Children, Vol. 72 (3), p 317-331, 2006.Abstract:Abstract: For over a decade, University of Florida researchers worked with middle schools in a large urban and For over a decade, University of Florida researchers worked with middle schools in a large urban and

suburban south Florida district, as they developed and then worked to sustain inclusive reform. suburban south Florida district, as they developed and then worked to sustain inclusive reform. One middle school, Socrates, was notably successful, having built its inclusion model on a One middle school, Socrates, was notably successful, having built its inclusion model on a foundation of previous reform and a school culture characterized by shared decision making, foundation of previous reform and a school culture characterized by shared decision making, collaboration, and teaming. For 4 years, we studied Socrates and the sustainability of its collaboration, and teaming. For 4 years, we studied Socrates and the sustainability of its program. Inclusion was not sustained; our analysis of teacher and administrator interviews program. Inclusion was not sustained; our analysis of teacher and administrator interviews revealed three primary factors that help explain why: leadership change, teacher turnover, and revealed three primary factors that help explain why: leadership change, teacher turnover, and state and district assessment policy change. Reduced support for the program, a by-product of state and district assessment policy change. Reduced support for the program, a by-product of the primary factors, also contributed to the lack of sustainability.the primary factors, also contributed to the lack of sustainability.

Article (4)Article (4)Title:Title: Challenge 98: Sustaining the Work of a Regional Technology Integration Initiative Challenge 98: Sustaining the Work of a Regional Technology Integration InitiativeAuthorsAuthors: Billig, S., Sherry, L., & Havelock, B.: Billig, S., Sherry, L., & Havelock, B.Source:Source: British Journal of Educational Technology, Vol. 36, p987-1003, 2005.British Journal of Educational Technology, Vol. 36, p987-1003, 2005.Abstract:Abstract:In this article, we offer a research-based theoretical framework for sustainability, describing the In this article, we offer a research-based theoretical framework for sustainability, describing the

proven qualities of a project and the innovations that support its sustained existence over time. proven qualities of a project and the innovations that support its sustained existence over time. We then describe how a US Department of Education Technology Innovation Challenge grantee, We then describe how a US Department of Education Technology Innovation Challenge grantee, working to promote technology integration in a socio-economically disadvantaged region of the working to promote technology integration in a socio-economically disadvantaged region of the state of Texas, succeeded in creating a sustainable set of activities around its work to support state of Texas, succeeded in creating a sustainable set of activities around its work to support educators' uses of technology. We examine the factors that served to nurture and facilitate educators' uses of technology. We examine the factors that served to nurture and facilitate sustainability of the practices associated with technology integration to promote student sustainability of the practices associated with technology integration to promote student achievement. We take the fact that it is not the project but rather the change in practice that is achievement. We take the fact that it is not the project but rather the change in practice that is important.important.

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Authors, Sources, and Abstracts Authors, Sources, and Abstracts p. 3 of 3p. 3 of 3Article (5)Article (5)Title:Title: Sustainability: Examining the Survival of Schools’ Comprehensive School Reform Efforts Sustainability: Examining the Survival of Schools’ Comprehensive School Reform EffortsAuthor:Author: Taylor, J. Taylor, J.Source:Source: Prepared for the annual meeting of the American Educational Research Association, Montreal, Canada, April 11–15, 2005 Prepared for the annual meeting of the American Educational Research Association, Montreal, Canada, April 11–15, 2005Abstract:Abstract:One of the greatest challenges, if not the greatest challenge, to comprehensive school reform (CSR) is sustaining reform over a time period long One of the greatest challenges, if not the greatest challenge, to comprehensive school reform (CSR) is sustaining reform over a time period long

enough to produce substantial effects. By examining how comprehensive school reformers complete their life course, this paper highlights enough to produce substantial effects. By examining how comprehensive school reformers complete their life course, this paper highlights the importance of studying sustainability as well as the importance of being clear about what is being sustained. It is critical to distinguish the importance of studying sustainability as well as the importance of being clear about what is being sustained. It is critical to distinguish between a sustained reform relationship and sustained implementation of a reform.between a sustained reform relationship and sustained implementation of a reform.

Article (6)Article (6)Title:Title: Sustaining 21st Century Community Learning Centers: What Works for Programs and Sustaining 21st Century Community Learning Centers: What Works for Programs andHow Policymakers Can HelpHow Policymakers Can HelpAuthorsAuthors: Szekely, A., and Padgette, H.: Szekely, A., and Padgette, H.Source: Source: A Finance Project Strategy Brief, 2006A Finance Project Strategy Brief, 2006Abstract:Abstract:For nearly a decade, schools and communities across the country have implemented comprehensive out-of-school time programming with For nearly a decade, schools and communities across the country have implemented comprehensive out-of-school time programming with

grants from the U.S. Department of Education’s 21st Century Community Learning Centers (21CCLC) program. The only federal funding grants from the U.S. Department of Education’s 21st Century Community Learning Centers (21CCLC) program. The only federal funding source dedicated exclusively to out-of-school time programs, 21CCLC supports tutoring, enrichment, and other services for low income source dedicated exclusively to out-of-school time programs, 21CCLC supports tutoring, enrichment, and other services for low income children and their families. From the program’s inception, 21CCLC grants have been largely used as seed grants for new programs; they children and their families. From the program’s inception, 21CCLC grants have been largely used as seed grants for new programs; they were not intended to provide programs with long term funding. As the first rounds of state-administered grants expire, many schools and were not intended to provide programs with long term funding. As the first rounds of state-administered grants expire, many schools and community partners are struggling to ensure the long-term sustainability of their out-of-school time programs. Through interviews with community partners are struggling to ensure the long-term sustainability of their out-of-school time programs. Through interviews with former and current 21CCLC grantees and state 21CCLC administrators, The Finance Project has learned about the challenges to former and current 21CCLC grantees and state 21CCLC administrators, The Finance Project has learned about the challenges to sustainability and the keys to success. It became clear through these conversations that various factors both at the program level and in sustainability and the keys to success. It became clear through these conversations that various factors both at the program level and in the administration of grants can help or hinder success with sustainability. This publication lays out the findings of the study and describes the administration of grants can help or hinder success with sustainability. This publication lays out the findings of the study and describes how both grantees and policymakers can promote the sustainability of 21CCLC programs.how both grantees and policymakers can promote the sustainability of 21CCLC programs.

Article (7)Article (7)Title: Title: Building capacity and sustainable prevention innovations: a sustainability planning modelBuilding capacity and sustainable prevention innovations: a sustainability planning modelAuthors: Authors: Johnson, K., Hays, C., Center, H., and Daley, C.Johnson, K., Hays, C., Center, H., and Daley, C.Source: Source: Evaluation and Program Planning 27, p. 135-139, 2004.Evaluation and Program Planning 27, p. 135-139, 2004.Abstract:Abstract:This article presents an informed definition of sustainability and an associated planning model for sustaining innovations (pertinent to both This article presents an informed definition of sustainability and an associated planning model for sustaining innovations (pertinent to both

infrastructure and interventions) within organizational, community, and state systems. The planning model stems from a systematic review infrastructure and interventions) within organizational, community, and state systems. The planning model stems from a systematic review of the literature and from concepts derived from a series of ‘think tanks’ made up of key substance abuse prevention professionals. The of the literature and from concepts derived from a series of ‘think tanks’ made up of key substance abuse prevention professionals. The model assumes a five-step process (i.e. assessment, development, implementation, evaluation, and reassessment/modification) and model assumes a five-step process (i.e. assessment, development, implementation, evaluation, and reassessment/modification) and addresses factors known to inhibit efforts to sustain an innovation. One set of factors concerns the capacity of prevention systems to addresses factors known to inhibit efforts to sustain an innovation. One set of factors concerns the capacity of prevention systems to support sustainable innovations. The other pertains to the extent to which a particular innovation is sustainable. A sustainability action support sustainable innovations. The other pertains to the extent to which a particular innovation is sustainable. A sustainability action strategy is presented that includes goals with corresponding sets of objectives, actions, and results that determine the extent of readiness strategy is presented that includes goals with corresponding sets of objectives, actions, and results that determine the extent of readiness to sustain an innovation. Sustainability tools to assist in implementing the planning model are illustrated, and next steps for the model are to sustain an innovation. Sustainability tools to assist in implementing the planning model are illustrated, and next steps for the model are discussed. This planning model provides a conceptual and practical understanding of sustainability that can lead to further investigation.discussed. This planning model provides a conceptual and practical understanding of sustainability that can lead to further investigation.

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Investigating Investigating Program SustainabilityProgram Sustainability

Andrew Powers, Research Associate Andrew Powers, Research Associate Amy L. Powers, PrincipalAmy L. Powers, Principal

Program Evaluation and Educational Research Program Evaluation and Educational Research (PEER) Associates, Inc.(PEER) Associates, Inc.