Multidisciplinary Teams

COST and SST (Part 2)The Administrator’s Role

Using multidisciplinary team processes to manage prevention and intervention efforts

OUTCOMES Learn the foundational

components and process for SST meetings

Understand how SST is implemented and utilized

Gain awareness of the roles and responsibilities for SST & COST implementation as an administrator

Defining the acronyms

COSTCoordination of Services Team

SSTStudent Success Team

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

LAUSD Multidisciplinary Team Support (3/08)

FUNCTIONS OF COST SCHOOL-WIDE EVALUATION

- data review, school-wide problems, gap analysis

IDENTIFICATION OF STUDENTS data, screening, anecdotal evidence,

referrals

INTERVENTIONS triage, referral to program/person, strategies

MONITORING/DOCUMENTATION case management, data collection, evaluation

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 What have been your experiences

around SST? Involvement (levels) Roles Coordination

What outcomes do you expect from implementing Multidisciplinary Team processes?

What is a Student Success Team?

A school site team that should include the parent and student in a positive problem solving intervention process

Student Success Team

FOR STUDENTS NEEDING MORE INTENSIVE SUPPORT

SST meetings require time

Include teachers and staff

Include the PARENT and the STUDENT

Student Success Team

FOR STUDENTS NEEDING MORE INTENSIVE SUPPORT

Develop an individualized plan of support

Have scheduled follow-up meetings

Who is on the TEAM....

CORE TEAM MEMBERS Attend all SST meetings Support/manage process outside

the SST meetings

ADDITIONAL TEAM MEMBERS Invited to attend specific SSTs

Referring Teacher Coordinators Itinerant Staff

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

How should students be IDENTIFIED?

SST CoordinationCore Team reviews data and referrals

and makes decisions

DATA REVIEWAttendance

AchievementAttitude

(behavior, social-emotional)

REFERRALTeacherParents

Support StaffAdministration

Students needing support

Support Teacher Hold SST Try intervention

Often a COST

process

THE MEETING PROCESS

Utilizing a structured and systematic process allows your team to, recognize success, gather information and develop a comprehensive plan in 30 to 45 minutes

Team Roles Facilitator-Directs the meeting,

stays positive Recorder-Responsible for group

memory Time Keeper-Maintains flow of

meeting Messenger – Informs referring party

& others needing information about decisions made and actions planned

Team Member (ALL)-Positive, unselfish contributor, takes on actions

It is a good idea to rotate

roles to strengthen all

team members’

understanding of the group

process.

InformationModificationsConcernsStrategiesActions

Strengths THE SST

MEETING PROCESS

It’s all about the student

What happens at a SST meeting?

Team meets for approximately 30-45 min.

Specific Roles and Protocols are followed Team Discusses:- Strengths - History - Present

Modifications List Concerns, Brainstorm Interventions Develop an Action Plan Schedule Follow-Up Meeting

Student Strengths VERY IMPORTANT! Strengths

open meeting on positive note Make sure to prepare teacher as

well as parent to have strengths ready

Strength can often be found in a negative I.e. – She talks too much = verbal

Strengths need to be REAL Students know if it’s NOT the truth

These Strengths will be used when developing actions

Student Information Try to use process for gathering

information:HealthHome (Who lives there, Amount of

TV, Bedtime, Routines)

Attendance (History and Current)

Academics (History-use cum and comments, Current data)

Behavior (classroom, yard, learning styles, home)

Other Information

Student Modifications

What has been tried already both inside and outside of classroom

Make sure to indicate: Success Frequency Length of time attempted Data if available

Student Concerns You may want to ask parent 1st

after hearing “information” Be sure to present in a sensitive

manner Prioritize Concerns (What needs

to be addressed first) Help parent and student

understand that these are the things you will work on TOGETHER – they are not alone and the school has RESOURCES

Student Strategies

Look at students strengthsThese are useful because they are motivating for the student

Write all ideas here – even if it can’t be done right now, it might be used later

Involve parent in generating ideas Look at concerns from different

angles or areas of expertise

ACTIONS Who -- When

Which of the specific strategies will you use: (Each action needs a WHO and a WHEN)

Who needs to be from your Team

When means “when” will it be accomplished

Actions MUST be specific, measurable and attainable

Student Action Monitoring

ACTIONS Who -- When

Teams must assign support for every action

Team must collect data on actions

Team must meet again to evaluate effectiveness of action plan

Student Action Monitoring

What happens after the meeting?

The Plan is put into action Classroom teacher implements

new strategies Parent begins new routines Student takes part in actions Supporting Staff provide

services EVERYONE DOCUMENTS

WHAT THEY ARE DOING

FOLLOW UP MEETINGS Usually within 4-6 weeks

of last meeting Team gathers to present

data from specific actions Everyone evaluates:

fidelity and consistency progress of student

ACTION: The teacher will provide individual afterschool tutoring 2 times per week for 30 minutes for 6 weeks.

Example Action at Follow-up Meeting

FOLLOW UP MEETINGS Usually within 4-6 weeks of last

meeting

Team gathers to present data from specific actions

Everyone evaluates:

fidelity and consistency

progress of student

Decisions are made to continue actions, increase services or exit from the process

Components of an Effective SST

A well developed referral process

Staff Training

A Strong Student Success Team

Parent Participation

Multiple Interventions

Follow-up and Follow-through

Creating a culture of positive change within your school

Positive Outcomes of having SST

Increased parent involvement

Improved teacher instruction

Builds a community within school

A Plan to support students and families

Increased student achievement

Prevent problems from escalating into something more difficult to deal with.

30 Second ReflectionDoes your school currently have a SST?

If yes, how does is it compare to what was presented and how effective is the process?

If no, how might a SST support your intervention process?

Administrators Responsibilities regarding COST and SST

Ensure

Coordinate

Monitor

Evaluate

Administrators Responsibilities regarding COST and SST

Ensure Students are being identified A process is in place and being

used Meetings are being held Parents are part of the process Actions are being implemented

Consistently and with fidelity Follow-up meetings are held

Administrators Responsibilities regarding COST and SST

Coordinate and Collaborate with Teams

Find personnel who can help organize COST and SST

Work with team to help provide students with the supports needed

Help teachers with differentiating and inclusion

Administrators Responsibilities regarding COST and SST

Monitor The process The individuals responsible Coordination of process Actions/Interventions are

successful The group process

Administrators Responsibilities regarding COST and SST

Evaluate Evaluate process and progress

Distribute responsibility evenly Timelines are followed Objectives are met

Collect data around desired outcomes Data protocols Draw conclusions Ask WHY?

Did it work Didn’t it work

Reorganize to utilize strengths

COST & SST are not programs that can be purchased & 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.