Multidisciplinary Teams

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

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

3. Defining the acronyms COST Coordination of Services Team

4. 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)

5. Spectrum of Intervention Family Support Attendance Supports Attitude behavior social-emotional Supports Academic Supports Successful Student

6. Adapted from Sprague & Walker, 2004 3 Tiered Approach to Intervention *Intensive Interventions *Increased Frequency and Duration *SST Meetings *Additional Follow-up SST Meetings *Case Management Targeted/ Intensive (3-5%) (High-risk students) Individual Interventions Selected (At-risk Students) Classroom, Family, & Small Group Strategies (10-20% of students) *Team Meetings (COST) *Individual Student Plans *Instructional Supports *Documentation & Monitoring *Incentive Programs *Clear Expectations *Positive School Climate *Instructional program * Asset Building Universal (All Students) School-wide, Culturally Relevant Systems of Support (75-85% of students)

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?

8. Adapted from Sprague & Walker, 2004 3 Tiered Approach to Intervention *Intensive Interventions *Increased Frequency and Duration *SST Meetings *Additional Follow-up SST Meetings *Case Management Targeted/ Intensive (3-5%) (High-risk students) Individual Interventions Selected (At-risk Students) Classroom, Family, & Small Group Strategies (10-20% of students) *Team Meetings (COST) *Individual Student Plans *Instructional Supports *Documentation & Monitoring *Incentive Programs *Clear Expectations *Positive School Climate *Instructional program * Asset Building Universal (All Students) School-wide, Culturally Relevant Systems of Support (75-85% of students)

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

10. Multi-tiered systems To create multi-tiered systems we are going to need a positive attitude and each others’ support

11. Who needs intervention? Adapted from Sprague & Walker, 2004 As you provide selected level supports with fidelity and consistency, which students (3%- 5%) need intensive levels? 3 Tiered Approach to Intervention Targeted/ Intensive (3-5%) (High-risk students) Individual Interventions Selected (At-risk Students) Classroom, Family, & Small Group Strategies (10-20% of students) How do you identify those needing additional support? Are you meeting the needs of 75% - 85% of your student population at this level? Universal (All Students) School-wide, Culturally Relevant Systems of Support (75-85% of students)

12. Current Referral Systems Teacher has concerns Referral Referral Referral Referral PSA Counselor Nurse Impact

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

14. What is the purpose of COST and SST? • Problem solving • Linkage & Connection • Develops an action plan • Delivery of services • Development of resources

15. What COST and SST are NOT: COST and SST are not: • A way to get students into Special Education • Parent Conferences

16. REFLECTION • What have been your experiences around COST ? • Involvement (levels) • Roles • Coordination • What outcomes do you expect from implementing Multidisciplinary Team processes?

17. COST Coordination of Services Team A tiered & coordinated approach that systematically identifies at-risk students, develops comprehensive multidisciplinary intervention plans, and regularly monitors student progress LAUSD Multidisciplinary Team Support (09/09)

18. 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 LAUSD Multidisciplinary Team Support (3/08)

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

20. Students needing support REFERRAL Teacher Parents Support Staff Administration DATA REVIEW Attendance Achievement Attitude (behavior, social-emotional) COST Team reviews data and referrals and makes decisions How should students be IDENTIFIED? LAUSD Multidisciplinary Team Support (09/09)

21. Whois on the COST ? COST Team reviews data and/or referrals and makes decisions PRINCIPAL COUNSELOR ASSISTANT PRINCIPALS INTRVNTN COORD. BRIDGE COORD. LITERACY & MATH COACHES EL COORD. PSA TEACHERS TITLE I COORD. DEAN PSYCH. NURSE PSW LAUSD Multidisciplinary Team Support (3/08)

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

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 REFERRALS Makes Decisions SST meetings are scheduled after classroom interventions unsuccessful Intensive Support

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 REFERRALS Makes Decisions Data Collection Monitoring Evaluation SST meetings are scheduled after classroom interventions unsuccessful Intensive Support

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

26. SMALL LEARNING COMMUNITIES SCHOOL-WIDE COST – School Based Leadership Team – Academic Leadership Team Philosophy – Positive Behavior Support – Goals – Practices - Norms COST/RCT *Provides Additional Support *Monitors intervention implementation *Works with SLC *Refer to SST SLC SLC SLC SLC SUPPORT TEAM *Identify students *Determine & Implement Classroom or Counselor Interventions *Monitor & Evaluate effectiveness *Refer to work with coordinating team Ea. SLC SST

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)

28. 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)

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)

30. 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)

31. 30 Second Reflection Does 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?

32. COST & SST COST and SST are solely processes utilized to manage intervention

33. COST & SST are not programs that can be purchased and started • Three Phases: • Adoption • Administrative Buy-in • Staff Buy-in • Implementation • Process • Practice • Refinement • Evaluation • Improvement

34. Recommendations to get started • Start with a team • Define purpose or clarify the purpose • Identify action items • Distribute the work • Meet regularly to monitor progress

35. 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

36. As the Challenge Escalates, the Need for Teamwork Elevates.John C. Maxwell LAUSD Multidisciplinary Team Support)

37. 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

38. 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.