Intervention & Referral Services
(I&RS Teams)
NJAC 6A:16-7
https://www.state.nj.us/education/students/irs/index.html
Training for
Roselle Schools
& invited guests
J. Barry Mascari, Ed.D., LPC, LCADC
Jane Webber, Ph.D., LPC
Introductions
Our background…
Administrator or team leader
briefly
introduce
staff attending:
–
Your name
–
School name
–
Role/position
–
Team members (HANDS)
Your Expectations
What are your hopes & aspirations for this
training:
–
When I leave this training I will be able
Purposes of the Training
…why are we here?
Understand the mission, intent, & purpose of I&RS Teams
as established by
NJAC
6A:16-8
including:
–
Composition of the Team
–
The Team’s functions
–
Roles of Team members
–
Record Keeping – Confidentiality
–
Process of Review and Evaluation
Understand the NJDOE’s recommended I&RS “best
practice” model
Encourage Team Building (a best practice)
HISTORY OF BUILDING-BASED
PROBLEM-SOLVING TEAMS
IN NEW JERSEY
504 Committees
(1973)
School Resource Committees
(1987)
Drug/Alcohol Core Teams
(1989)
Pupil Assistance Committees
(1992-1994)
Intervention and Referral Services for General Education Pupils
(1994 - 2001)
Intervention and Referral Services
Mission - Purpose
Under the current NJAC 6A:16-7.1(a)
“district boards of education shall
establish and
implement a
coordinated system
in each school building
for the planning and delivery of intervention and referral
services that are designed to assist students who are
experiencing
learning, behavior, or health
difficulties
and to assist staff who have difficulties in addressing
students’ learning, behavioral, or health needs. District
boards of education shall choose the appropriate
Student Populations
The regulations (
6A:16-7.1(a)
):
1. I&RS
shall
be provided to aid students in the
general education program.
2.
I&RS services
may
be provided for students who
have been determined to be in need of special
education programs and services…
–
services
shall
be coordinated with the student’s IEP
Functions
Identify
learning, behavior, and health
difficulties
Collect
thorough information
on the identified
difficulties
Develop & implement
action plans
of interventions
or referrals based on the collected data and desired
outcomes
for the identified difficulties
Provide support, guidance, & professional
Functions
(continued)
Actively
involve parents/guardians in the
development & implementation of action plans
Coordinate
access to & delivery of
school
resources & services
for achieving action plans
Coordinate the services of
community-based
social
and health agencies for the implementation of the
action plan
Maintain records
of all requests, and all action
Functions
(
continued)
Review and assess
the effectiveness of the
action plan in achieving desired
outcomes
,
and
modify
each action plan to achieve the
outcomes
Conduct (at a minimum)
annual review
of
the action plans… and
make
I&RS Member Roles (6A:16-7.3 (a))
The board of education
shall establish guidelines
for
the involvement of school staff & community members
(in each building’s I&RS) …at a minimum
:
–
roles & responsibilities
of
I&RS team members & referring
teachers
–
district staff
for aiding in the development & implementation of
action plans
–
(
and parameters)
of
community members
for aiding in the
I&RS:
Comparison of Three Building-based Multidisciplinary Teams Forms Family’s Due Process Rights Funding Review and Follow-up Written Plan Assessment Case Management Role Team Composition Student Population Regulatory Authority
Child Study Teams 504 Committees
I&RS Teams
Federal - 34 CFR 300, Individuals with Disabilities Education Act.
State – N.J.A.C. 6A:14, Special Education.
Required - Regular Education.
Permitted - Special Education,
coordinated with student’s I.E.P. team, State - N.J.A.C. 6A:16-7, Intervention and Referral Services.
Federal - 34 CFR 104, Subparts A, C and D, Section 504 of the Rehabilitation Act of 1973.
Required - Regular Education.
Protected - Special Education.
Required - Special Education. Multidisciplinary Team -Any
certified staff members, and ad hoc members, as
appropriate.
A group of certified persons, including those knowledgeable about the child, the meaning of the evaluation data and the placement options.
School Psychologist, School Social Worker, Learning Disabilities Teacher-Consultant
(Speech and Language Specialist or Speech Correctionist, as appropriate). Not regulated.
Case Coordinators recommended.
Not regulated.
Case Coordinators recommended.
Case Manager required.
Functional. Functional and/or
Standardized. Functional and Standardized. I&RS Action Plan. 504 Accommodation Plan. Individualized Education Program
(I.E.P.). Required for each I&RS
Action Plan.
A one-year review of the
accommodation plan would meet the requirements, but the timeline is to be adopted by the district.
Annual review of I.E.P.
Re-evaluation of I.E.P every three years or sooner, if conditions warrant.
Local. Local. Local and State.
No. Yes. Yes.
I&RS
is Not
an Exit Ramp from
General Education
NJAC 6A:14-3 et seq.:
–
Programs of I&RS may not be used to
delay obvious & appropriate referrals to
special education
This means that schools may not
require the review of all student cases
by I&RS prior to child study team
Best Practices (not mandates)
Merging of teams
encouraged
–
More efficient use of staff time
–
Non-duplication of services (see the same
kids)
–
Improved communication
–
Improved coordination of resources
–
Improved case management
Medical Model
vs.
THE
THE
“
“
OLD
OLD
”
”
VIEW…
VIEW…
Not Disabled
(“normal”)
THE
THE
“
“
NEW
NEW
”
”
VIEW…
VIEW…
Not
Disabled
Disabled
Needs Accommodations
to be successful in
Over Classification of the
American Child
A shift is needed from the medical model
Not enough support in General Education
Lots of people testing kids
–
Physicians were involved in the process
School culture - Child Study Team referral for
ACADEMIC EXPECTATIONS
CHANGED
Expectations increased - low normal “IQ”
removed from General Ed classes
Low capacity for classroom to deal with
variance
Medical Model - problem was always with
child, not the system
Need to change attitudes
“Our task today is to provide an
education for the kinds of kids we have,
not the kind of kids we used to have, or
want to have, or the kids that exist in
our dreams.”
Life Skills
Deficiency Model
(p. 26)Life Skill Deficiency
+
Life Crisis, Event or At-Risk Condition
=
IMPLIED vs. DESCRIBED BEHAVIOR
Example of Implied Generalized or Judged Behavior
Example of Specific, Descriptive, Observable Behavior
“Nicole has been sad and depressed for awhile; she’s just not the happy girl she used to be. Her homework has been incomplete, too.”
“For the past two weeks, Nicole has been sitting apart from her classmates, with slumped
shoulders and not making eye contact. She stares out the window for most of the class and her eyes appear to tear every day. Her homework continues to be submitted on time, but it has not addressed all assigned criteria.”
“Devon has become extremely disruptive. He regularly acts out and mouths off to me. He also has been picking on other students.”
“Since the beginning of the marking period, Devon has been spontaneously getting out of his seat during silent reading time on average three times a week, which takes the other students off task.
WHERE IS SPECIFIC OBSERVABLE BEHAVIOR FOUND?
(P. 26)
The Point of Intervention.
The Reason Someone Requests Assistance from the I&RS Team.
The Information Typically Provided on Request for Assistance and Request for Information Forms.
Observable, Factual, Objective, Descriptive, and, Where Possible, Quantifiable Information or Data is Necessary for Effective Problem Solving.
Observed Behaviors are Typically First Addressed by I&RS Teams (Short-term Goals). Provides relief for requester.
Generic I&RS Plans
Generic I&RS Plans
LIFE SKILL DEFICIENCY
(P. 28)
All Students have Some Sort of
Life Skill Deficiency
(LSD),
e.g., human frailties, the essence of childhood and adolescence.
Not All LSDs Result in
Patterns
of Academic, Behavior or Health
Problems.
In Some Instances, Focusing on Observable Behaviors May Not
be Sufficient to Bring About
Long-term
Changes.
Also Need to Determine and Ameliorate
LSDs
that May
Contribute to the Observed Behaviors and Increase the Chances
of Lasting Change (Long-term Goals).
A Behavioral Focus is Maintained, but is based on the
PARENTS’ DILEMMA
Back to school night – help your kids study!
KT + 2H = 2G
LIFE CRISIS, EVENT OR AT-RISK CONDITION
(P. 30) Events or Conditions that Precipitate Behavior. Either:
1. The I&RS Team is Unaware of these Crises; or
2. It is Not within the Purview of the Team to Control or Directly Ameliorate Crises that Occur Outside of the School Environment.
I&RS Teams have a Role to Play with Life Crises under the Following
Required Function:
“Coordinate the services of community-based social & health provider agencies and other community resources for achieving the outcomes
identified in the intervention and referral services action plans.” N.J.A.C. 6A:16-8.2(a)8
The I&RS Team Maintains Focus on:
Best Practices
(continued)
State model meeting format suggested
–
Using
specific, descriptive, factual, observable
behaviors
–
Forms suggesting comprehensive data gathering
Team maintenance
–
Negativity is contagious
–
Students suffer when team is not focused on
positive
Best Practices
(continued)
-
Team Composition
Team (Roles: Chair, Secretary, Timekeeper, Case
Manager(s)):
–
Principal or designee
–
Regular education teacher(s)
–
Student support services staff member(s)
Meeting attendees:
–
Individual requesting assistance
–
Parent(s)/guardian(s)
–
Ad Hoc staff for expertise (School Counselors, SACs, Nurse,
etc.)
PHASES OF THE I&RS TEAM PROCESS
Phase 1:
Request for Assistance
Phase 2:
Information Collection
Phase 3:
Parent/Guardian Notification
Phase 4:
Problem Solve
Phase 5:
Develop I&RS Action Plan
Phase 6:
Support, Evaluate and Continue the
Process
Phase 1:
Request for Assistance
Phase 2:
Information Collection
Phase 3:
Parent/Guardian Notification
Phase 4:
Problem Solve
Phase 5:
Develop I&RS Action Plan
Phase 6:
Best Practices -
Meeting Format
Summarize the problem
[3-4 min.]
–
Information collected
-Previous interventions
Negotiate an objective
(measurable & behavioral)
[2-3 min.]
Brainstorm solutions
[6-8 min.]
Clarify & refine suggestions
[6-7 min.]
Select solutions & recommendations
[6-8 min.]
–
Requesting person & team each pick a solution
Develop action plan
[7-10 min.]
–
Include support for implementers, evaluative criteria, & parent
MEETING FORMAT
7-10 Develop action plan
-Include support for implementers, evaluative criteria, and parent followup
6-8 Select solutions/recommendations
-Requesting person -Team members
- Other school and community resources
6-7 Clarify and refine suggestions
6-8 Brainstorm solutions
2-3 Negotiate an objective
-Measurable and behavioral
3-4 Summarize the problem
-Review information collected -Review prior interventions
Problem Solving Guidelines
(1) Describe the problem
(2) Select & state the priority problem
(3) Develop a behavioral objective
(4) Review prior interventions
(5) Brainstorm solutions
•
Team leader assigns Case Coordinator.
- Selected by pre-determined, agreed upon
objective method.
- Everyone serves a turn as case coordinator.
- Not the student
’
s mentor, but manages
paperwork, facilitates the process & provides
support.
- Opens official I&RS case file (separate, but part
of
the cumulative file).
- Files stored in locking file cabinet
•
Team leader schedules initial problem-solving
meeting (2 wks.)/first follow-up meeting (4-6 wks.).
PHASE 1: REQUEST FOR ASSISTANCE
(
P. 134)
Submission of Request for Assistance Form (p. 317)
(no verbal referrals).
- Form delivered to designated safe place.
- The requestor is partnering with the team.
Team leader reviews request to make sure it is appropriate
and manageable.
- No editorial or subjective comments
PHASE 2: INFORMATION COLLECTION (P.
136)
•Distribute information collection forms.
- First thing done by Case Coordinator; oversees the collection
of information and data (p. 319).
- Only Academic, Behavior and Health information emphasize
student positives.
- Allow 1-2 weeks for return.
- Conduct interviews with requesting staff member (p.
193,264-
278), other school staff and student (p. 355).
- Conducted by person with best chance of being successful.
- Purposes:
• Collect additional Academic, Behavior & Health
information.
• Encourage cooperation.
•
Observation & charting of
“
problem.
”
•
Case Coordinator:
- Ensures all information is complete.
- Compiles and prepares information for team presentation.
- Files do not leave the room.
- If a file is complete before scheduled meeting, notify team
members it is available for review.
- Consider color coding the forms.
PHASE 3: PARENT/GUARDIAN NOTIFICATION
(P. 141)
Parents/guardians are notified about the situation and
interviewed.
- Case Coordinator ensures that parents are contacted.
- Contact made by person with best chance of being
successful.
- Personal contact and conversation (p. 217-224), rather than
the
reading or distribution of a survey (p. 349).
Purposes of interview:
- Provide support to parents & develop a personal
relationship.
- Provide & obtain specific, descriptive, observable and factual
Academic, Behavior and Health information.
In all cases, document the interaction for the file:
- Date and time of contact.
- Specific, descriptive, observable and factual academic,
behavior and health information obtained.
(Do not record opinions, evaluations, interpretations
or
analysis of any kind; only a factual representation of
the
contact).
- Brief statement of disposition or outcome of the
contact
(e.g., parent agreed to come to school; parent
declined
to provide information).
PHASE 4: PROBLEM SOLVE
(P. 142)
Convene the pre-scheduled problem-solving meeting.
- Include the staff member(s) requesting assistance.
- Include appropriate ad hoc team members.
- Involve parents/guardians.
Case Coordinator presents all information.
- Summarize data (e.g.,
“
4 of 5 teachers said…
”
).
•Group facilitator oversees the steps of a standard
problem-solving model (p. 144-147).
•Time Keeper strictly adheres to timelines (30 minutes).
•Where do you begin if there are multiple problems?
•Where you have the greatest chance of short-term
success!
PHASE 5: DEVELOP I&RS ACTION PLAN (P. 148)
Agree upon a written plan for implementing the consensus strategies
identified in the problem-solving phase.
Components of the plan include (p. 148):
Re-contact parents to discuss the plan. Record Keeper puts case on the calendar
2-4 weeks later.
Implement the I&RS action plan. Student’s name (if appropriate to the issue
or circumstances). Target behavior(s).
Date the request for assistance was made. Selected strategies for correcting the problem(s).
Date of the meeting. Persons responsible for each strategy. Names of all participants in the meeting. Timelines for completion of each strategy.
Brainstorming Guidelines
(p. 146)
Set a
time limit
and select a
time manager
before you begin.
Generate a
vast number
and variety of ideas, rather than only the “best”
ideas.
(Quantity is more important than quality at this point. Analysis of ideas will
follow the brainstorming session.)
One idea
at a time.
Record
each idea for all to see.
Expand
or “piggyback” on ideas already listed.
No evaluation
, discussion or comments on ideas.
Off-beat
, zany, unique and creative ideas are encouraged.
(This meeting
might not be taking place if all of the traditional ideas had been effective.)
PHASE 6: SUPPORT, EVALUATE AND CONTINUE THE
PROCESS (p. 149)
SUPPORT IMPLEMENTERS
- Support should be a component of the plan.
- Includes making arrangements and coordinating logistics for ensuring that
implementers have essential knowledge, skills, resources and support of school administration and I&RS team.
- Case Coordinator touches base (e.g., conversations, interviews, observations,
checklists) with implementers within 1-2 weeks of the start date of the plan.
- Facilitates, supports, advises, problem solves and provides ongoing technical
assistance.
EVALUATE PROGRESS
-
Case Coordinator monitors
implementation.
-
Case Coordinator collects information
from implementers and/or records
observations on progress toward
•CASE CONTINUATION AND REVIEW (Follow-up)
- Include case on agenda at pre-scheduled meeting.
-Case Coordinator and person requesting assistance review all
-relevant information, records and documentation of progress.
-All are included whose input is necessary to determine status
of the Plan .
-Quick review to determine whether to:
- continue the plan;
- revise the plan; or
- terminate the plan
•Case subsequently placed on agenda only when there is a
reason; otherwise move on.
Information Collection (Phases 2 & 3 pp. 136-141)
Consultation
- Consultation Characteristics
Interview (pp. 264-278)
- Purposes:
>Collect additional Academic, Behavior & Health information.
>Encourage cooperation.
Develop supportive relationship.
Organizing Information
Problem Solving
Sixth grade student, never retained
Scored 100 (mean) on achievement test
Current grades:
•Written language and reading = F •Math = D
•Social Studies = D •Science = C- •Health = D
•Physical Education =
C-Case of “Jimmy”
Submits homework for each subject 25% of the time
Unkempt hair and unwashed
Dirty clothes
Plays with younger children at recess
Sits apart from classmates
Spends free time in school alone, walks to and from school alone
Sits quietly and follows class rules
Smiles often
No discipline referrals
Collaborative Consultation
“
An interactive process that
enables people with diverse
expertise to generate creative
solutions to mutually defined
Defining Characteristics of An Effective
Consultation Model
Mutual goals.
Participation is voluntary.
Effective Consultants
Actively listen
.
Make themselves available to consultees.
Role model the promoted skills and values.
Do not hassle or shame consultees.
Try once to influence consultees.
Offer support, encouragement, alternatives and ideas, rather than impose.
Suggest strategies, solutions and options, rather than demand.
Share information, experience and knowledge, rather than preach.
Have facts, figures and well thought out ideas.
PROBLEM OWNERSHIP
A FRAMEWORK FOR APPLYING HUMAN RELATIONS SKILLS (Tom Gordon)
NO PROBLEM
YOU BOTH OWN THE PROBLEM
(P. 277-278)
I OWN THE PROBLEM
(P. 267-274)
SOMEONE ELSE OWNS THE PROBLEM
Restrictive Responses
1. ORDERING OR COMMANDING 2. WARNING OR THREATENINT
3. GIVING “SHOULDS” AND “OUGHTS” 4. OFFERING SOLUTIONS
5. LECTURING
6. PRE-JUDING OR BLAMING
7. PRAISING OR AGREEING IN A CONDESCENDING, ARTIFICIAL OR CONTRIVED MANNER.
8. CRITICIZING OR RIDICULING 9. INTERPRETING OR ANALYZING 10. REASSURING OR SYMPATHIZING
11. RECITING YOUR OWN “WAR STORIES” 12. DISCOUNTING OR MINIMIZING
EFFECTIVE LISTENING
Think of a time when someone
really listened:
–
What did it look like?
Strengths
Academics
Other
Emotional
Study Skills
Behavioral
Health
Social
PROBLEM SOLVING GUIDELINES (p. 144)
Step 1: Describe the Problem
Step 2: Select and State the Priority Problem
Step 3: Develop a Behavioral Objective
Step 4: Review Prior Interventions
Step 5: Brainstorm Solutions
Step 6: Analyze and Evaluate Brainstormed Solutions
PROBLEM SOLVING GUIDELINES
(Using Jimmy)
Use data - state problem in behavioral terms
Select priority problem from teacher’s
perspective
Negotiate objective (teacher’s choice)
Review prior interventions
BRAINSTORMING PRACTICE
ACTION PLAN FORMATS
(pp. 148,
359-366)
OK to choose whichever you like
• PUT-DOWNS WITHDRAWALS ATTACK; • SUBGROUPS (ALLIES/ADVERSARIES); AND • DIVERSIONARY TACTICS
Why Groups Fail
(Rand Study)1.
LACK OF UNDERSTANDING OF THE PROBLEM.
2.
INABILITY TO FOCUS/CONCENTRATE ON THE PROBLEM.
3.
FAILURE TO FOLLOW A SYSTEMATIC AND COMPREHENSIVE
PROCEDURE.
4.
MEETING DOMINATED BY A FEW INDIVIDUALS.
5.
NEED FOR CHANGE IS OFTEN INTERPRETED BY BOSS AS
INCOMPETENCY ON HIS/HER PART AND, THEREFORE, RESISTANCE.
6.
FEAR OF PUNISHMENT FOR TALKING OPENLY.
7.
COMPETITION VS. COOPERATION.
8.
INABILITY TO WORK AS A TEAM.
10.
TOO MUCH KNOWLEDGE OF WHAT DOESN’T WORK
OFTEN PREVENTS EXPLORATION OF IDEAS.
11.
“YEAH BUTS…” AND “WHAT IFS…” ARE NEGATIVE FORMS
WHICH DEVELOP NEGATIVE ENERGY THAT DRAINS THE
GROUP.
12.
PEOPLE CANNOT SEPARATE IDEAS PRESENTED FROM
Professional Development Programs:
Brief Overview;
Intensive;
Continuous Follow-up; and
Ongoing Needs-based Training (e.g., creative problem solving,
curriculum-based assessment, consultation, brain-based research, research-based strategies, group facilitation, intervention, program management).
Advertise and Inform Community, Students & Staff.
Institutionalize Team Maintenance and Wellness.
Maintain Liaison with Service Organizations and Business and Industry.
Identify Other Educational and Supportive Resources.
Ongoing Program Development and School Recommendations.
I&RS TEAM PRACTICE TIMELINES
TASKS TIME PERIODS
.
Team of origin completes forms
Case Coordinator presents information to assigned team.
Assigned team, in cooperation with Case Coordinator, develops an I&RS Action Plan.
Case Coordinator returns to team of origin and presents I&RS Action Plan.
