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Download Multidisciplinary Teams COST and SST (Part 1) Organizing Intervention Processes Using multidisciplinary team processes to manage prevention and intervention

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  • Slide 1
  • Multidisciplinary Teams COST and SST (Part 1) Organizing Intervention Processes Using multidisciplinary team processes to manage prevention and intervention efforts
  • Slide 2
  • 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
  • Slide 3
  • Defining the acronyms COST Coordination of Services Team
  • Slide 4
  • The Proper Mission and Role of Todays Schools Develop the social and academic skills of all studentsincluding 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)
  • Slide 5
  • Spectrum of Intervention Academic Supports Attendance Supports Attitude behavior social-emotional Supports Successful Student
  • Slide 6
  • 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
  • Slide 7
  • 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?
  • Slide 8
  • 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
  • Slide 9
  • 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
  • Slide 10
  • Multi-tiered systems To create multi-tiered systems we are going to need a positive attitude and each others support
  • Slide 11
  • 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?
  • Slide 12
  • Current Referral Systems Teacher has concerns Counselor Impact Referral Nurse Referral PSA
  • Slide 13
  • 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
  • Slide 14
  • What is the purpose of COST and SST? Problem solving Linkage & Connection Develops an action plan Delivery of services Development of resources
  • Slide 15
  • What COST and SST are NOT: COST and SST are not: A way to get students into Special Education Parent Conferences
  • Slide 16
  • REFLECTION What have been your experiences around COST ? Involvement (levels) Roles Coordination What outcomes do you expect from implementing Multidisciplinary Team processes?
  • Slide 17
  • 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)
  • Slide 18
  • 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
  • Slide 19
  • COST PROCESS A Student is Identified COST Team reviews referral and makes decision PROVIDE Support Services MULTIPLE ISSUES Schedule SST Gather Additional Information COST Team monitors intervention services and makes decisions More Support Exit w/ Monitoring Schedule SST Begin Support
  • Slide 20
  • How should students be IDENTIFIED? COST Team reviews data and referrals and makes decisions DATA REVIEW Attendance Achievement Attitude (behavior, social-emotional) REFERRAL Teacher Parents Support Staff Administration Students needing support LAUSD Multidisciplinary Team Support (09/09)
  • Slide 21
  • Who is on the COST ? COST Team reviews data and/or referrals and makes decisions ASSISTANT PRINCIPALS LITERACY & MATH COACHES PSW PRINCIPAL PSA COUNSELOR INTRVNTN COORD. TITLE I COORD. NURSE EL COORD. TEACHERS PSYCH. BRIDGE COORD. LAUSD Multidisciplinary Team Support (3/08) DEAN
  • Slide 22
  • 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
  • Slide 23
  • Basic School Model SCHOOL-WIDE C*O*S*T Members come from representatives from ALL programs at school SST Core Team members & Supporting Members that attend as needed School-wide Data Collection Monitoring Evaluation SST meetings are scheduled after classroom interventions unsuccessful REFERRALS Makes Decisions Intensive Support
  • Slide 24
  • Community & School Model Resource Coordinating Team Members come from representatives from ALL programs at school C*O*S*T School Support Staff SST Core SST members & Supporting Members that attend as needed School-wide Issues SST meetings are scheduled after classroom interventions unsuccessful REFERRALS Makes Decisions Data Collection Monitoring Evaluation Intensive Support
  • Slide 25
  • Large School Team Structure SCHOOL-WIDE RCT COST 1 Small number of team members COST 2 Small number of team members COST 3 Small 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
  • Slide 26
  • SLC SMALL LEARNING COMMUNITIES SCHOOL-WIDE COST School Based Leadership Team Academic Leadership Team Philosophy Positive Behavior Support Goals Practices - Norms SLC 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
  • Slide 27
  • 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)
  • Slide 28
  • What does the COST do 1 st 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)
  • Slide 29
  • 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)
  • Slide 30
  • What does the COST do regularly Reviews data and screen referrals Makes decis

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