1. Multidisciplinary Teams COST and SST (Part 2) The Administrator’s Role Using multidisciplinary team processes to manage prevention and intervention efforts

2. 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

3. Defining the acronyms COST Coordination of Services Team SST Student Success Team

4. The Proper Mission and Role of Today’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 Academic Supports Attendance Supports Attitude behavior social-emotional Supports Successful Student

6. 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

7. 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

8. REFLECTION  What have been your experiences around SST?  Involvement (levels)  Roles  Coordination  What outcomes do you expect from implementing Multidisciplinary Team processes?

9. What is a Student Success Team?  A school site team that should include the parent and student in a positive problem solving intervention process

10. Student Success Team FOR STUDENTS NEEDING MORE INTENSIVE SUPPORT  SST meetings require time  Include teachers and staff  Include the PARENT and the STUDENT

11. Student Success Team FOR STUDENTS NEEDING MORE INTENSIVE SUPPORT  Develop an individualized plan of support  Have scheduled follow-up meetings

12. 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

13. 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

14. How should students be IDENTIFIED? SST Coordination Core 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 Support Teacher Hold SST Try intervention Often a COST process

15. 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

16. 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.

17. Information Modifications Concerns Strategies Actions Strengths THE SST MEETING PROCESS It’s all about the student

18. 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

19. 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

20. Student Information  Try to use process for gathering information: Health Home (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

21. 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

22. Student Concerns  You may want to ask parent 1 st 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

23. Student Strategies  Look at students strengths These 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

24. 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

25. 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

26. 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

27. 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

28.  ACTION: The teacher will provide individual afterschool tutoring 2 times per week for 30 minutes for 6 weeks. Example Action at Follow-up Meeting

29. 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

30. 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

31. 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.

32. 30 Second Reflection Does 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?

33. Administrators Responsibilities regarding COST and SST  Ensure  Coordinate  Monitor  Evaluate

34. 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

35. 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

36. Administrators Responsibilities regarding COST and SST  Monitor  The process  The individuals responsible  Coordination of process  Actions/Interventions are successful  The group process

37. 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

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

39.  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

40. 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

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

42. 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

43. 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.