Teacher Utilization of Instructional Consultation Teams

Berger, Jill; Yiu, Ho Lam; Nelson, Deborah; Vaganek, Megan; Rosenfield, Sylvia; Gravois, Todd A.; Gottfredson, Gary D.; Vu, Phuong; Shanahan, Kate; Hong, Vanessa

doi:10.1080/10474412.2014.917931

Cited by 6 publications

(7 citation statements)

References 10 publications

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“…At the school level, administrative support generally refers to resources administrators provide to support teamwork, including but not limited to dedicated meeting time and space, clerical assistance, professional development, compensation, and emotional support (Rafoth & Foriska, 2006). No research has linked administrative support to student outcomes, but researchers have found that administrative support impacts teacher utilization of teams, team member satisfaction, and attitudes toward teamwork (Berger et al, 2014; Doll et al, 2005; Yetter & Doll, 2007). Moreover, Knotek (2012) found that administrator support was critical to implementing a culturally responsive team process in a rural Native American school.…”

Section: Resultsmentioning

confidence: 99%

Evaluating problem-solving teams in K–12 schools: Do they work?

Rosenfield

Newell

Zwolski

et al. 2018

American Psychologist

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Teams and other collaborative structures have become commonplace in American schools, although historically school staff members functioned more independently from one another. In this article, we describe the growing influence of collaboration and teaming in a variety of school contexts, but focus on the empirical literature on problem-solving teams as reflecting the state of research and practice in the schools. A review of the research on problem-solving teams, using an input-mediator-outcome-input framework, provides evidence for how teaming could become more effective and efficient in this context as well as sets an agenda for what additional research is needed. Key challenges to school teams are considered next, along with recommendations for change. The first challenge is the lack of training of school staff in the key components of teaming. A second issue is the difficulty in implementing teams in the organizational context of schools. (PsycINFO Database Record

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Section: Resultsmentioning

confidence: 99%

Evaluating problem-solving teams in K–12 schools: Do they work?

Rosenfield

Newell

Zwolski

et al. 2018

American Psychologist

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“…The problem-solving process is universally applicable and unbounded by conventions or traditions of general and special education. The need to reform practice and improve outcomes is not unique to either general or special education (Bergan & Kratochwill, 1990; Berger et al, 2014; Boudett et al, 2006a, 2006b; Brown-Chidsey & Steege, 2005; Deno, 2005; Newton, Horner, Todd, Algozzine, & Algozzine, 2012; Newton, Todd, Horner, Algozzine, & Algozzine, 2009; Todd, Newton, Horner, Algozzine, & Algozzine, 2009; Ysseldyke et al, 2006).…”

Section: Principles Guiding Our Workmentioning

confidence: 99%

“…Effective problem solving requires access to the right data, in the right form, at the right time. Too often educators are asked to engage in problem solving with inadequate information (Berger et al, 2014; Boudett et al, 2006a, 2006b; Hamilton et al, 2009; Hamilton et al, 2007; Steele & Boudett, 2008b; Tilly, 2008; U.S. Department of Education, 2009).…”

Section: Principles Guiding Our Workmentioning

confidence: 99%

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Measuring the Process and Outcomes of Team Problem Solving

Algozzine

Horner

Todd

et al. 2015

Journal of Psychoeducational Assessment

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Although there is a strong legislative base and perceived efficacy for multidisciplinary team decision making, limited evidence supports its effectiveness or consistency of implementation in practice. In recent research, we used the Decision Observation, Recording, and Analysis (DORA) tool to document activities and adult behaviors during positive behavior support team meetings. In this study, we revised the DORA to provide evidence of the extent to which the solutions that teams developed were implemented with fidelity and associated with improvements in student behavior. Using trained observers, we documented decision making at 18 meetings in 10 schools where team members discussed a total of 44 problems. We found that scores on the Decision Observation, Recording, and Analysis–II (DORA-II) were acceptable indicators for documenting problem solving during team meetings and that they provided technically adequate information on the extent to which teams were assessing whether they had implemented a solution and whether the solution made a difference for students. We believe the revised assessment tool has value in studying team-based problem solving, and we discuss our findings as a base for a well-reasoned research agenda for moving the process forward as evidence-based practice.

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“…Yet while teachers report likely and actual use of schoolwide data (e.g., attendance, office discipline referrals [ODRs]) to make decisions about their students (Hamilton et al, 2009; Kilgore & Reynolds, 2011; Shuster et al, 2017; Sugai & Horner, 2006; Ysseldyke, Algozzine, & Thurlow, 1992), evidence from practice has not supported consistent use or improved outcomes in schools (cf. Bahr, Whitten, Dieker, Kocarek, & Manson, 1999; Berger et al, 2014; Burns, Peters, & Noell, 2008; Burns & Symington, 2002; Burns, Vanderwood, & Ruby, 2005; Doll, Haack, Kosse, Osterloh, & Siemers, 2005; Flugum & Reschly, 1994; McDougal, Clonan, & Martens, 2000; Telzrow, McNamara, & Hollinger, 2000). For example, research indicates that teams will select some elements of effective problem-solving (e.g., identifying a problem) but too often ignore the full set of elements (e.g., goal setting, comprehensive solution development, action planning) needed to achieve positive outcomes (Cochrane & Laux, 2008; Doll et al, 2005; Flugum & Reschly, 1994; Kovaleski & Glew, 2006; McDougal et al, 2000; Noell, Gresham, & Gansle, 2002; Telzrow et al, 2000).…”

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confidence: 99%

A Descriptive Study of School-Based Problem-Solving

Todd

Algozzine

Horner

et al. 2017

Journal of Emotional and Behavioral Disorders

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Although many professionals are empowered by data-driven decision making, those in education ". .. are largely failing to use data to transform and improve [what they do], even though better use of data has the potential to significantly improve how [teachers instruct] children and how administrators manage schools" (New, 2016, p. 1), and to make things right, "[s]tate departments of education and school administrators should provide educators with the tools, training, and incentive to use data to improve educational outcomes" (New, 2016, p. 3, emphasis added). New's promise, lament, and prescription are recurring themes in efforts to build and support education reform (cf.

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Teacher Utilization of Instructional Consultation Teams

Cited by 6 publications

References 10 publications

Evaluating problem-solving teams in K–12 schools: Do they work?

Evaluating problem-solving teams in K–12 schools: Do they work?

Measuring the Process and Outcomes of Team Problem Solving

A Descriptive Study of School-Based Problem-Solving

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