Multi-Level Collaborative Problem Solving for School Based Intervention Teams Urban Collaborative ESE Conference November 2006
PRESENTED BY: Phyllis H. Coomer, Ed.S. Bonnie Anzalone, M.S. Joyce Wieland, M.S., Hillsborough County Public Schools November 2006
The Participant Will Gain Understanding of: • How federal and state rules/regulations impact problem solving in school based intervention teams • How to implement a problem solving model utilizing a multi-level problem solving process in school based intervention teams. • The role of the problem solving team • How to set up the problem solving team
ABOUT US • Hillsborough County is the 9th largest school district in the nation. • The district has over 200 school sites and serves approximately 195,000 students in K-12th grade. • The school district’s geographical size approximates the state Rhode Island and it serves students in urban, suburban and rural areas. • District Demographics: 44% White, 22% Black, 26% Hispanic, 3% Asian and 5% Multiracial. Approximately 50% of the students are eligible for free/reduced lunch.
• 15% of the student population is identified as disabled. A majority of the students 56% are served in Regular Class, 20% in Resource, 21% in Separate Class and 4% in other separate environments. • Intervention is not new to our district. The first comprehensive model was developed in the 1990’s and it has evolved into the product we will share today.
How The Student Teacher Assistance Team (STAT) Evolved 1990’s 2001 2006
WHAT IS STAT? • A systematic problem solving process • A method to provide increasing levels of support to teachers involved in a problem solving process • Provides a method to efficiently and effectively address student performance problems • A multi-level, collaborative process • Based upon nationally approved, federally supported, practical models • Incorporates a nationally recognized problem solving approach
Getting Buy In
It’s not optional Florida Department of Education Rule 6A-6.0320, FAC states: *For kindergarten through grade 12 students, it is the local school board’s responsibility to address through appropriate interventions and, to the extent possible, resolve a student’s learning or behavioral areas of concern in the general education environment prior to a referral for evaluation to determine eligibility as a student with a disability. Prior to the submission of a referral for evaluation to determine eligibility as a student with a disability, the activities in paragraphs (2) (a) through (f) must be completed. Rule 6A-6.0320, FAC.
The Authority Gives ‘Oomph’ to “Best Practice”- Why Do STAT? Dedicated teachers resolve to do all they can to help students be successful Should not have to do it alone- need help Need a team effort View the STAT process as more intensive intervention with assistance (not a “shortcut” to ESE)
What does administrative support look like? • School administrative support ensures that sufficient time and resources are allocated to enable the STAT to work effectively. Predetermined meeting dates with adequate allocation of time for STAT should be designated in each school’s plan. Administrative supports include: • Supporting the selection of an appropriate multi- disciplinary team • Supporting STAT as a standing committee • Planning regularly scheduled meeting times that are noted in the school calendar
• Providing a room adequate for STAT meetings • Considering duty time adjustments to ensure STAT members are available for scheduled meetings • Providing adequate time in the consultant’s schedule to consult with referring teachers • Providing comp-time for STAT members who provide services beyond their regular schedule • Monitoring consistency of interventions • Supporting continuing education of STAT members as consultants
District Implementation We trained: Administrators Guidance Counselors School Psychologists School Social Workers ESE Personnel Staffing Specialists
Most Importantly – Teachers Train the Trainers Model Support Staff trains school-based team School-based team trains faculty
HOW IS STAT IMPLEMENTED? • Consultation is the process • Collaborative by which team members work Consultation provides the through the problem solving means by which the process together to solve a STAT problem solving student’s school performance process is conducted. problem. • The collaborative • A consultant is a person who approach emphasizes provides problem solving teamwork among two or support to another person. more individuals . • The consultee (i.e., teacher) has primary responsibility for the student’s success.
Team Make Up Consultant Model - A core group of teachers across grade levels serve as consultants to teachers - Specialists in the school serve as consultants to consulting teachers or directly to teachers
Teacher Request Teacher Request for Assistance for Assistance Consultant Assigned Consultant Assigned Guidance Guidance School School Speech/Language Speech/Language Social Worker Social Worker Reading Coach Reading Coach Administrator Administrator Counselor Counselor Psychologist Psychologist Pathologist Pathologist
Who Serves on STAT? • Typically, the team is made up of one or two teachers from each grade level • Other team members may include: – ESE representative – Administrator – Reading Specialist – Guidance counselor – Speech/language Clinician – Social Worker – School Psychologist, et. al.
When a STAT Meets Predetermine team roles: Facilitator Recorder Time Keeper
Goals of the STAT committee: • Easy access to the STAT process by referring teachers • Forms that assist teachers in complying with regulations • Forms that can be completed on-line • On-going assistance to teachers throughout the Process • Assist teachers in providing research based interventions • Assist teachers in data collection for use in progress monitoring • Make use of pre-existing teacher “consultation” skills • Provide more intensive assistance and support to teachers as needed (includes all specialists in the school) • Create a process that meets the need.
How did we accomplish this? • Build on/expanded the consultant model • Collaboration with interested parties • ESE • Speech/language • Guidance • Social Work • School Psychology • Teachers • Incorporate RTI • Provide “tools” for consultants (STAT Manual) • Provide continued training support to consultants • Provide district wide training (as previously mentioned)
The Response to Intervention Model was incorporated into a multi-level problem solving intervention process Response to Intervention (RTI) Intervention Tier (IT) Flowchart Resources Needed for Problem Solving AIP/BIP/IEP Consideration for ESE Conferences & Interventions R RT T TI I I R AIP/BIP IT 3 Extended problem-solving team (Committee Level STAT) individualizes The STAT Process takes targeted interventions and conducts more frequent progress monitoring. Conferences & Interventions Place at level I and R T I RT R TI I AIP/BIP IT 2 Level II of the RTI model Problem-Solving Team forms (Consultant Level STAT) and intensifies interventions and progress monitoring. Conferences & Interventions AIP/BIP R RT T TI I I R Problem-solving Steps within each IT: IT 1 Problem-Solving begins Problem Identification among teachers, parents and administrators. Problem Analysis Conferences & Interventions Interventions Evaluations - Intensity of Student Need Figure 1 Adapted from Heartland IA AEA Model The STAT process takes place at IT2 (Consult Level STAT) and IT3 (Committee Level STAT) of the problem solving model.
OVERVIEW OF THE PROCESS � Level 1, the teacher and parent problem solve � Level II, (Consult STAT) Level IV consultation services assist the ESE Consideration teacher Level III Consultation with � Level III, (Committee STAT) the Extended Problem Solving Team STAT committee provides Level II support to the teacher. Teacher + Consultant � Level IV, evaluation and + Parent consideration for Exceptional Level I Student Education Services (ESE) Teacher and Parent is considered Problem solves 1. Define the Problem Resources � The problem solving process Services 2. Develop a plan becomes more targeted Intensity of Interventions 3. Implement the plan � The level of resources increase 4. Evaluate with the intensity of student need
THE PROCESS EXPANDS THE ROLE OF THE CONSULTANT • Provides expertise and support • Conferences/consults with the throughout the intervention referring teacher process • redefining the student concern • Serves as a liaison • hypothesizing causal factors • Assist in a second level of • Initial planning and problem solving in an attempt implementing interventions to resolve a student’s learning or behavioral problem • assisting in choosing appropriate data collection • Provides expertise and tools knowledge of process and procedures: • assisting in assessing the student’s response to – completion of STAT forms intervention – the STAT process
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