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Transcript of Multidisciplinary Teams COST and SST (Part 1) Organizing Intervention Processes Using...
Multidisciplinary Teams
COST and SST (Part 1)Organizing Intervention Processes
Using multidisciplinary team processes to manage prevention and intervention efforts
OUTCOMES Understand the continuum of
intervention and support in a multi-tiered framework
Learn the organizational structures for COST and SST meetings
Gain awareness of how COST is implemented and utilized
The Proper Mission and Role ofToday’s Schools
Develop the social and academic skills of all students—including at-risk students
Teach academic readiness and reading skills that support academic engagement/achievement
Teach social skills that support socially effective behavior (self control, self regulation, social reciprocity)
Spectrum of Intervention
AcademicSupports
Attendance Supports
Attitude behavior
social-emotional
SupportsSuccessful
Student
Universal (All Students)
School-wide, Culturally Relevant Systems of Support (75-85% of students)
Selected(At-risk Students)
Classroom, Family, & Small Group Strategies
(10-20% of students)
Targeted/Intensive
(3-5%)
(High-risk students)Individual Interventions
3 Tiered Approach to Intervention
Adapted from Sprague & Walker, 2004
*Incentive Programs *Clear
Expectations *Positive School Climate
*Instructional program * Asset Building
*Team Meetings (COST) *Individual Student Plans *Instructional Supports *Documentation & Monitoring
*Intensive Interventions *Increased Frequency and Duration *SST Meetings *Additional Follow-up SST Meetings
*Case Management
REFLECTION QUESTIONS Are 75- 85% of your students:
attending school 96% of the time? meeting behavioral expectations? achieving in core academic subjects?
Are 75- 85% of your students meeting attendance, behavior and academic goals in every classroom?
Would 75-85% of your students, parents and staff say your school is safe and welcoming?
Universal (All Students)
School-wide, Culturally Relevant Systems of Support (75-85% of students)
Selected(At-risk Students)
Classroom, Family, & Small Group Strategies
(10-20% of students)
Targeted/Intensive
(3-5%)
(High-risk students)Individual Interventions
3 Tiered Approach to Intervention
Adapted from Sprague & Walker, 2004
*Incentive Programs *Clear
Expectations *Positive School Climate
*Instructional program * Asset Building
*Team Meetings (COST) *Individual Student Plans *Instructional Supports *Documentation & Monitoring
*Intensive Interventions *Increased Frequency and Duration *SST Meetings *Additional Follow-up SST Meetings
*Case Management
Three-tiered intervention Tier 1: Screening and group
interventions for all
Tier 2: Targeted interventions for some
Tier 3: Intensive interventions and comprehensive evaluations for a few National Center for Learning Disabilities
Multi-tiered systems
To create multi-tiered systems we are going to need a positive attitude and each others’ support
Universal (All Students)
School-wide, Culturally Relevant Systems of Support (75-85% of students)
Selected(At-risk Students)
Classroom, Family, & Small Group Strategies
(10-20% of students)
Targeted/Intensive
(3-5%)
(High-risk students)Individual Interventions
3 Tiered Approach to Intervention
Adapted from Sprague & Walker, 2004
Are you meeting the needs of 75% - 85% of your student population at this level?
How do you identify those needing additional support?
As you provide selected level supports with fidelity and consistency, which students (3%- 5%) need intensive levels?
Who needs intervention?
Current Referral Systems
Teacher has concerns
Counselor Impact
Referral Referral
Nurse
ReferralReferral
PSACounselor Impact
Referral ReferralReferral
PSA
Teacher has concerns Parent has
concerns
Nurse
Referral
Organizing intervention systems
Coordination of Services Teams (COST) & Student Success Teams
(SST)
Assist with organization
Provides a systematic approach to student intervention
Track and monitor interventions
Document what is being tried
What is the purpose of COST and SST?
Problem solving
Linkage & Connection
Develops an action plan
Delivery of services
Development of resources
What COST and SST are NOT:
COST and SST are not:A way to get students into Special Education
Parent Conferences
REFLECTION What have been your experiences
around COST ? Involvement (levels) Roles Coordination
What outcomes do you expect from implementing Multidisciplinary Team processes?
COST
A tiered & coordinated approach that systematically identifies at-risk students, develops comprehensive
multidisciplinary intervention plans, and regularly monitors student
progress
Coordination of Services Team
LAUSD Multidisciplinary Team Support (09/09)
LAUSD Multidisciplinary Team Support (3/08)
FUNCTIONS OF COST SCHOOL-WIDE EVALUATION
data review, school-wide problems, gap analysis
IDENTIFICATION OF STUDENTSdata, screening, anecdotal evidence,
referrals
INTERVENTIONStriage, referral to program/person,
strategies
MONITORING/DOCUMENTATIONcase management, data collection,
evaluation
COST PROCESS
A Student is Identified
COSTTeam reviews referral and makes decision
PROVIDESupport Services
MULTIPLE ISSUESSchedule SST
Gather AdditionalInformation
COSTTeam monitors intervention services
and makes decisions
MoreSupport
Exit w/ Monitoring
Schedule SST
BeginSupport
How should students be IDENTIFIED?
COSTTeam reviews data and referrals
and makes decisions
DATA REVIEWAttendance
AchievementAttitude
(behavior, social-emotional)
REFERRALTeacherParents
Support StaffAdministration
Students needing support
LAUSD Multidisciplinary Team Support (09/09)
Who is on the COST ?
COSTTeam reviews data and/or referrals
and makes decisions
ASSISTANTPRINCIPALS
LITERACY &MATH
COACHES
PSW
PRINCIPAL
PSA
COUNSELOR
INTRVNTNCOORD.
TITLE ICOORD.
NURSE
ELCOORD.
TEACHERS
PSYCH.
BRIDGECOORD.
LAUSD Multidisciplinary Team Support (3/08)
DEAN
RESOURCES (+ or -)“What if my school does not have
additional staff to be a part of the support team?”
THINK Data and Perspective (Attendance, Attitude, Academics)
SEE People and students as resources
MAKE CHANGES System & Scheduling
WORK Differently
Basic School Model
SCHOOL-WIDE C*O*S*T Members come from representatives
from ALL programs at school
SSTCore Team members &Supporting Members that attend as needed
School-wideData Collection
MonitoringEvaluation
SST meetings are scheduled after classroom interventions unsuccessful
REFERRALSMakes Decisions
Intensive Support
Community & School Model
Resource Coordinating TeamMembers come from representatives
from ALL programs at school
C*O*S*TSchool Support Staff
SSTCore SST members &Supporting Members that attend as needed
School-wide Issues
SST meetings are scheduled after classroom interventions unsuccessful
REFERRALSMakes DecisionsData Collection
MonitoringEvaluation
Intensive Support
Large School Team Structure
SCHOOL-WIDERCT
COST 1Small number
of team members
COST 2Small number
of team members
COST 3Small number
of team members
SST COST Team members
&Supporting Members that attend as needed
SST meetings are scheduled ONLY by COST team – usually after interventions unsuccessful
SLC
SMALL LEARNING COMMUNITIESSCHOOL-WIDE COST – School Based Leadership Team –
Academic Leadership TeamPhilosophy – Positive Behavior Support – Goals – Practices - Norms
SLCSLC
Ea. SLC
SLC
SUPPORT TEAM
*Identify students
*Determine & Implement Classroom or Counselor Interventions
*Monitor & Evaluate effectiveness
*Refer to work with coordinating team
COST/RCT*Provides Additional
Support
*Monitors intervention implementation
*Works with SLC
*Refer to SST
SST
How often does the COST Meet
Must meet regularly
HOW OFTEN depends on: Student population Student need Primary functions COST serves Support staff availability (5 days vs. 1 day)
Recommend that Teams meet WEEKLY
LAUSD Multidisciplinary Team Support (09/09)
What does the COST do 1st
Determine purpose, and establish norms and protocols
Reviews School-wide Data Student (Achievement, Attendance, Attitude) Program Support Services Community
Evaluates the effectiveness, efficiency and equity of School-wide Tier 1 UNIVERSAL LEVEL systems and efforts
LAUSD Multidisciplinary Team Support (09/09)
Evaluating the effectiveness, efficiency and equity of School-
wide Tier 1 (UNIVERSAL LEVEL) systems and efforts
Is the school getting the results it desires?
Are there community factors that are impacting those results?
Are intervention efforts effective? Do ALL students have access to those
effective interventions? What changes might COST need to
champion at the school-wide level?LAUSD Multidisciplinary Team Support (09/09)
What does the COST do regularly
Reviews data and screen referrals
Makes decisions and develop action plans around student needs (triage)
Respond to persons making referrals
Monitors progress
LAUSD Multidisciplinary Team Support (09/09)
30 Second ReflectionDoes your school currently have a COST?
If yes, how is it organized and what functions does it serve?
If no, how might a COST support your intervention process?
COST & SST are not programs that can be purchased and started
Three Phases: Adoption
Administrative Buy-inStaff Buy-in
Implementation
ProcessPractice
RefinementEvaluationImprovement
Start with a team Define purpose or clarify the purpose Identify action items Distribute the work Meet regularly to monitor progress
Recommendations to get started
MULTIDISCIPLINARY TEAM SUPPORT
FRAMEWORK & SUPPORT includes:• COST & SST Structures & Models• Student Identification Systems• 3 Tiered Approach to Intervention • Tracking, Monitoring, & Documentation Practices
• Consultation • Training• Coaching
As the Challenge Escalates, the Need for Teamwork Elevates.John C. Maxwell
LAUSD Multidisciplinary Team Support)
Books and resources SST Manual California Department of
Education RtI “What Works” http://rti.lausd.net Discipline Foundation Policy
http://Disciplinepolicy.lausd.net Best Behavior: Building Positive Behavior
Supports in Schools (Sprague & Golly, 2004) www.sopriswest.com
Safe and Healthy Schools: Practical Strategies (Sprague & Walker, 2005) www.guilford.com
Books and resources Blankstein, A. (2004). Failure is not an
option. California: Corwin Press. DuFour, R. and R. Eaker (1998).
Professional learning communities at work. Indiana: National Education Service.
DuFour, R., R. DuFour, R. Eaker and G. Karhankek. (2004). Whatever it takes. Indiana: National Education Service.