Training in Instructional Consultation, Assessment & Teaming

1. Training in Instructional Consultation, Assessment & Teaming Todd A. Gravois, Ph.D. Edward Gickling, Ph.D. & Sylvia Rosenfield, Ph.D. www.icatresources.com

2. Student Match=Success Instruction Task Instructional Consultation Teams represent the systematic search for quality instruction.

3. IC Team Program Goal Enhance/ Improve/ Increase Student and Staff Performance. Objectives • Develop a systematic support network within each building, including a trained IC Team Facilitator and trained Instructional Consultation Team. • Enhance teachers’ skills in and application of best practices of instructional assessment and delivery • Develop school-wide norms of collaboration and problem-solving • Utilize data for classroom and school decisions

4. IC Team Roles: Instructional Consultation Team Facilitator: Receives advanced training and supervision in instructional consultation Provides support to students by supporting classroom teachers Supports the on-going training and development of the team Facilitates professional development • Instructional Consultation Team: • Provide support to classroom teachers • Provides a venue for continued training and team member development • Assists in aligning school resources • Principal: • Active participant on team • Establishes a vision for objectively aligning curriculum and instructional practices • Other Key Personnel: • Co-facilitates team development • Models instructional consultation process

5. Students Students Students Students CLASSROOM TEACHER CLASSROOM TEACHER CLASSROOM TEACHER CLASSROOM TEACHER CASE MANAGER CASE MANAGER Students CLASSROOM TEACHER Students TEAM MEMBERS: Administrator General Educators Special Educator School Psychologist Guidance Counselor Health Provider Social Worker Others CLASSROOM TEACHER CASE MANAGER CLASSROOM TEACHER CASE MANAGER Students Students CASE MANAGER CLASSROOM TEACHER CASE MANAGER CLASSROOM TEACHER CASE MANAGER CLASSROOM TEACHER Students CLASSROOM TEACHER CLASSROOM TEACHER Students Students Students IC Team Case Management Configuration

6. Process Variables:Three Critical Case Manager Skills Systematic Problem Solving Process Collaborative & Reflective Communication Instructional & Behavioral Assessment

7. IC Team Support Process Teachers complete brief "request for assistance" Ongoing data collection to determine progress toward goals Team member assigned as Case Manager Contract for Professional Collaboration Classroom strategies developed/ demonstrated/ implemented Assessment of student's entry skills conducted Baseline and Goals Established and Documented

8. Every Case is Documented Using a common SDF

9. IC Team Student Documentation Form (SDF): Page 2

10. All Cases are Monitored Using ICAT Tools

11. Level of Implementation/ Fidelity • Teacher Feedback & Use • Student Goal Attainment • Team Functioning • Disposition of Cases • Capacity to link to other data management systems • ICAT Tools System Tracking: • Student Codes • Case Progress • Uniform Practices • Consistent Implementation • Accountability at Case/ School/ District

12. Logging On • Secure Log-In for ICAT Tools • www.icattools.com

13. School Reports: Sample Implementation Profile • Each school has on-line access to an individualized profile. • The profile provides information on the fidelity of program implementation. • The report allows each team to plan for additional training and activities to ensure quality support services for students.

14. School Reports: Sample Student Goal Attainment Profile • Each school has on-line access to an individualized profile. • The profile provides information on student progress toward established goals. • The report allows each team to plan for additional training and activities to ensure quality support services for students.

15. District Reports: Sample Aggregate Report Click to View or Print any District Level IC Teams Data Report

16. District Reports: Sample Aggregate Report View Individual Schools’ Data or Overall District Data

17. Implementation: Nevada IC Teams 2009-2010 IC Team Level of Implementation

18. Teacher Outcomes: Nevada IC Teams 2009-2010 414 of 1148 teachers requested assistance of the IC Teams and engaged in the IC process for professional development and problem-solving around a student concern This is approximately 36% of the teachers in Nevada project schools.

19. Teacher Outcomes: Nevada IC Teams 2009-2010 • Of the teachers surveyed, • 89% teachers requested assistance for an individual student • 28% said they used strategies learned in IC case with another similar student • 40% said they used the strategies with a small group of students • 32% said they used the strategies with their whole class • 72% used strategies learned with the IC Team Case Manager with small group/ entire class • Schools and districts focus on helping teachers improve instructional practices

20. Teacher Feedback: Nevada 2009-2010 “Change is a process, not an event” Hall & Hord, 2010 • “ Being involved with the IC process has made me more reflective of my instructional practice and how I can change the task or environment to best meet each student’s needs. I have applied many of the strategies I learned with to many different situations.” • “Not surprisingly… time. It definitely takes a significant amount of time to identify and implement intervention strategies, but then once they are working, it is great!” • “The only concern I have is that others may not be open to the process”

21. Student Outcomes: Nevada IC Teams 2009-2010 Goal Attainment • 89% of IC Team cases demonstrated progress or met goals • Schools and districts focus on setting and meeting goals for students

22. Special Education Outcomes: Nevada IC Teams 2009-2010 Referral Patterns • Schools and districts focus on using resources effectively

23. Student Demographic Data: Nevada IC Teams 2009-2010 Request Patterns:

24. Problem Solving Process Contracting Problem Identification and analysis, including instructional assessments Intervention design Intervention implementation Evaluation of intervention Follow-up/Re-design/Closure Data and process recorded on SDF

25. Structure of IC at PHES Team composed of 20 members: 2 special education, 1 instructional aide, 1 counselor, 1 principal, 1 reading specialist, 1 computer tech, 1 school psychologist, 1 GT teacher, 11 classroom teachers Facilitator and buddy Weekly meetings: case updates, case assignments, training, case reviews Site training days Roving subs for coverage of instructional assessments

26. PHES Goals for IC Sustainability Implementation of classwide and small group interventions Ongoing professional development and collaboration IC as part of the school culture

27. Impact on Teachers • Common language • Staff participation in the process • 100% of faculty have attended 2 day intro training • 20 members on team, wide representation • Collaborative problem solving • Ownership and utilization of IC principles

28. “I most appreciate the positive support from a colleague. It gave me support with the parents. The process really helps when you can "talk" out the concerns, see what's working and not working and have another set of eyes when looking at how best to aid a student.” “I love having the IC Team at this school. I believe it is a vital part of this school to have this program.”

29. District Support • DIG grant • Stipends • Sub days • Solicitation of input for DIG grant, sustainability plan • Facilitator meetings • IC networking days, continued training