Developing school-based consultation teams: A design for organizational change.

Abstract

The process of altering how school-based services are conceptualized and delivered is discussed relative to the literature on effective change and innovation implementation. The development of the Instructional Consultation Team model is described, and a model for change consisting of three stages-initiation, implementation, and institutionalization-is presented to guide dissemination and utilization of the model. Particular emphasis is given to the importance of conducting relevant evaluations at each stage of the change model, with illustrative data from five years of development and evaluation of school-based consultation teams.

Changing the School Culture Toward Integrated Services

“…An alternative proposal for the use of teams to alter how school-based services are conceptualized and delivered has been articulated by Rosenfield (1992). Rosenfield suggests the implementation of interdisciplinary instrucfional consulration ream (fC-Team).…”

Computer Support for School-Based Team Consultation

“…While there are potential benefits to a small fixed menu of effective interventions for consultees to implement, packaged approaches have been found to be inflexible (Rosenfield, 1992). It is important that resources provide adequate choice for consultees.…”

“…The software would provide prompts for the type of information that should be shared at the meeting, and keep the meeting focused on a positive solution for the student. While several authors have discussed the importance of a collaborative free exchange of ideas (Conoley & Conoley, 1982;Rosenfield, 1992), little empirical information has been gathered about aspects of the consultation process that lead to optimal student outcomes. It has been suggested that in the spirit of collaboration and trust, data driven decision making and accountability has been sacrificed (Witt, 1997).…”

“…While the agenda of the first type of team is typically to identify a student deficit and make a special education determination, the second type of team focuses more on what can happen within regular education to help the student academically, behaviorally and or emotionally. Recent school-based consultation literature (Witt & Martens, 1988;McKee & Witt, 1990;Rosenfield, 1992;Elliot & Sheridan, 1992) has focused on consultation strategies that support student adjustment through modifying aspects of the instructional environment that are likely to impact positively on the defined concern. Computer software may be incorporated into the team consultation process to (a) facilitate a comprehensive team meeting, (b) provide examples of wording to facilitate a problem solving process, (c) provide intervention scripts, (d) tailor data collection devices, and (e) record information shared at meetings for effective communication.…”

Resource Consultation Model in Gifted Education to Support Talent Development in Today's Inclusive Schools

“…The improved quality of student products for both identified and unidentified students supports the educational benefits of this approach. Overall, the school system was enhanced by resource and cost efficiency (Knoff, & Batsche, 1991), improvement in student and teacher behaviors and expanded roles for the school system (Graden, Casy, & Bonstom, 1985), high expectations from teachers (Curtis & Meyers, 1985), positive teacher attitudes (Kratochwill & Van Someren, 1985), and enhancement of student social and academic success (Idol, 1989;Jason & Perone, 1978;Knoff & Batsche, 1991;Rosenfield, 1992). In general, the research base on consultation consists of studies of the consultative process, staff development, effectiveness of models, teacher competencies, and proficiency of consultees (Dettmer, Thurston, & Dyck, 1993).…”