A Warm Welcome!A Warm Welcome!

Dr. Sylvia RosenfieldDr. Sylvia Rosenfield

srosenf@umd.edu

The FourThe Four

Navigating Service Delivery: Navigating Service Delivery: Compliance, Consultation Compliance, Consultation

Communication, Collaboration Communication, Collaboration

‘‘ss

Sylvia Rosenfield, Ph.D.Sylvia Rosenfield, Ph.D. srosenf@umd.edu

www.icteams.umd.edu

Presented atPresented at

PENT Forums 2006PENT Forums 2006

ompliance: ompliance: Getting your plans Getting your plans usedused

• Why do we need to worry about how Why do we need to worry about how we delivery our services?we delivery our services?

• Doesn’t everyone appreciate the Doesn’t everyone appreciate the experts and take our advice?experts and take our advice?

Knowledge Utilization: Knowledge Utilization: “Information is the ultimate “Information is the ultimate waste product of our age.”waste product of our age.”

Just knowing how to change Just knowing how to change behavior does not mean behavior behavior does not mean behavior

will be changed.will be changed.

I see my professional role as:I see my professional role as:

ExpertExpert Collaborative Collaborative

The Expert-Collaborative The Expert-Collaborative DimensionDimension

ExpertExpert• I focus on content and I focus on content and

don’t worry too much don’t worry too much about relationshipsabout relationships

• It is important for It is important for teachers to accept my teachers to accept my intervention intervention recommendationsrecommendations

CollaborativeCollaborative• Relationships with Relationships with

staff are critical to my staff are critical to my work.work.

• When teachers do not When teachers do not implement my implement my recommendations, I recommendations, I consider the consider the relationship. relationship.

Limitations of Expert ModelsLimitations of Expert Models

Treatment non-adherence is an old and common Treatment non-adherence is an old and common problem shared across disciplines.problem shared across disciplines.

““Hippocrates noted that patients often lie when Hippocrates noted that patients often lie when they say they have taken their medicine” (p. 11) they say they have taken their medicine” (p. 11)

““A partnership, a collaboration between [providers A partnership, a collaboration between [providers and clients] must be established and maintained and clients] must be established and maintained if treatment adherence is to be expected” if treatment adherence is to be expected” (Meichenbaum & Turk, 1987, p. 266).(Meichenbaum & Turk, 1987, p. 266).

Other reasons why Other reasons why expertise is not enough.expertise is not enough.

• Practitioners are unable to predict what will be Practitioners are unable to predict what will be effective in a particular situation, in spite of effective in a particular situation, in spite of empirical research on interventions.empirical research on interventions.

• Research/technical knowledge must be Research/technical knowledge must be translated into case/context specific translated into case/context specific interventions.interventions.

• Best practice demands that interventions be Best practice demands that interventions be continued, modified, or terminated based on continued, modified, or terminated based on outcomes.outcomes.

• Reframing Resistance to Intervention by Reframing Resistance to Intervention by Teachers as a Process IssueTeachers as a Process Issue

• Collaborative Consultation as a StrategyCollaborative Consultation as a Strategy

• Understanding Role of School CultureUnderstanding Role of School Culture

ObjectivesObjectives•Develop a systematic support network within each Develop a systematic support network within each

building, including a trained IC-Team Facilitator and building, including a trained IC-Team Facilitator and trained Instructional Consultation Team.trained Instructional Consultation Team.

•Enhance teachers’ skills in and application of best Enhance teachers’ skills in and application of best practices of instructional/behavioral assessment and practices of instructional/behavioral assessment and deliverydelivery

•Develop school-wide norms of collaboration and problem-Develop school-wide norms of collaboration and problem-solvingsolving

•Utilize data for classroom and school decisionsUtilize data for classroom and school decisions

IC-Team Program GoalIC-Team Program GoalEnhance/ Improve/ Increase Student and Staff Enhance/ Improve/ Increase Student and Staff

PerformancePerformance

ollaboration as a ollaboration as a

feature of school feature of school culture culture

• ””Research confirms the power of professional Research confirms the power of professional community to heighten teachers' effectiveness community to heighten teachers' effectiveness and strengthen the overall capacity of a school and strengthen the overall capacity of a school to pursue improvements in teaching and to pursue improvements in teaching and learning. Increasingly, we find evidence that learning. Increasingly, we find evidence that some aspects of a school’s professional culture, some aspects of a school’s professional culture, especially a collective responsibility for student especially a collective responsibility for student success, are associated with student success, are associated with student achievement.” (Little, in press) achievement.” (Little, in press)

Collaboration through a Collaboration through a Community of Practice Community of Practice

• Wenger et al.(2002) definition: “groups of people Wenger et al.(2002) definition: “groups of people who share a concern, a set of problems, or a who share a concern, a set of problems, or a passion about a topic, and who deepen their passion about a topic, and who deepen their knowledge and expertise in this area by knowledge and expertise in this area by interacting on an ongoing basis”interacting on an ongoing basis”

• ““During problem-solving meetings, teachers can During problem-solving meetings, teachers can receive confirmation, support, and challenges to receive confirmation, support, and challenges to their ideas, and a new collective meaning their ideas, and a new collective meaning regarding the referred case may emerge from the regarding the referred case may emerge from the team as a result of the discussion.(Benn & team as a result of the discussion.(Benn & Rosenfield) Rosenfield)

Bringing a Community of Bringing a Community of Practice to the School LevelPractice to the School Level

• Creating a collaborative school culture Creating a collaborative school culture around improving student outcomes-around improving student outcomes-shared goalsshared goals

• Effective communicationEffective communication

• Regularly scheduled times to meet for Regularly scheduled times to meet for consultation and collaborationconsultation and collaboration

• Recognizing the pitfallsRecognizing the pitfalls

Collaborating around ProblemsCollaborating around Problems

““During problem-solving meetings, During problem-solving meetings, teachers can receive confirmation, teachers can receive confirmation,

support, and challenges to their ideas, support, and challenges to their ideas, and a new collective meaning regarding and a new collective meaning regarding the referred case may emerge from the the referred case may emerge from the team as a result of the discussion.(Benn team as a result of the discussion.(Benn

& Rosenfield, 2004) & Rosenfield, 2004)

Problem Solving Teams as Problem Solving Teams as Delivery SystemsDelivery Systems

• Need to avoid “old wine in new bottles” Need to avoid “old wine in new bottles” problemproblem

• Creating a team structure is not enough: Creating a team structure is not enough: structural change without conceptual change structural change without conceptual change will not workwill not work

• Distinction between process and delivery Distinction between process and delivery systemsystem

• Multi-disciplinary & trans-disciplinaryMulti-disciplinary & trans-disciplinary

• Effective meeting structures: regular, Effective meeting structures: regular, sufficient time, explicit role expectationssufficient time, explicit role expectations

• Training in: communication skills, Training in: communication skills, problem solving, team building and problem solving, team building and maintenance, assessment and strategiesmaintenance, assessment and strategies

Team Structure and TrainingTeam Structure and Training

onsultee-Centered Consultationonsultee-Centered Consultation

• Nonhierarchical helping relationship Nonhierarchical helping relationship between a consultant and consultee who between a consultant and consultee who seeks professional help with a work seeks professional help with a work problem involving a third partyproblem involving a third party

• Consultee (e.g., teacher) has a direct Consultee (e.g., teacher) has a direct responsibility for the learning, responsibility for the learning, development or productivity of the clientdevelopment or productivity of the client

onsultee-Centered Consultationonsultee-Centered Consultation

• Primary task is to choose and reframe Primary task is to choose and reframe knowledge appropriate to the consultee’s work knowledge appropriate to the consultee’s work settingsetting

• Goal is the joint development of a new way of Goal is the joint development of a new way of conceptualizing the work problem so that the conceptualizing the work problem so that the repertoire of the consultee is expanded and the repertoire of the consultee is expanded and the professional relationship between the professional relationship between the consultee and the client is restored or consultee and the client is restored or improved.improved.– International Workgroup on CCCInternational Workgroup on CCC

Applying Social Constructivist Applying Social Constructivist TheoryTheory

1)1) Higher order learning is fundamentally a social process Higher order learning is fundamentally a social process in which intra-personal growth occurs as a result of in which intra-personal growth occurs as a result of exposure to cultural tools (e.g., problem solving skills) exposure to cultural tools (e.g., problem solving skills) on the interpersonal plane (consultation process).on the interpersonal plane (consultation process).

2)2) Development is mediated through language as Development is mediated through language as individuals are exposed to new ideas.individuals are exposed to new ideas.

3)3) Supportive facilitators (consultants) help individuals to Supportive facilitators (consultants) help individuals to reach higher levels of functioning.reach higher levels of functioning. (Knotek, et al., 2004)(Knotek, et al., 2004)

Process Variables:Process Variables:Three Critical Case Manager Three Critical Case Manager

Skills Skills Collaborative & Reflective

Communication

Systematic Problem Solving

ProcessInstructional & BehavioralAssessment

What is your problem-solving What is your problem-solving structure?structure?

(Diagram or Narrative)(Diagram or Narrative)

IC Problem Solving StagesIC Problem Solving Stages

• ContractingContracting• • Inform • Purpose • Focus ∆ • Collaborative Inform • Purpose • Focus ∆ • Collaborative

Nature Nature • • Problem Solving Process • Time/ Data Problem Solving Process • Time/ Data • • Gain AgreementGain Agreement

• Problem Identification & AnalysisProblem Identification & Analysis• • Specific and Observable TermsSpecific and Observable Terms• • Instructional Assessment to ensure an Instructional Assessment to ensure an

instructional MATCHinstructional MATCH• • PrioritizePrioritize• • BaselineBaseline• • Goals (3-6 weeks)Goals (3-6 weeks)

IC Problem Solving StagesIC Problem Solving Stages

• Strategy/ Intervention DesignStrategy/ Intervention Design• • What? • When? • How often?What? • When? • How often? • What Conditions? • What Conditions?

• Who?• Who?

• Strategy/ Intervention ImplementationStrategy/ Intervention Implementation• • Have we done what we’ve planned?Have we done what we’ve planned?

• Strategy/ Intervention EvaluationStrategy/ Intervention Evaluation• • Weekly data collection • Relate to Baseline and Weekly data collection • Relate to Baseline and

GoalsGoals

• Follow-up, Re-design, ClosureFollow-up, Re-design, Closure • • Revisit • Revise • Refine • Re-TryRevisit • Revise • Refine • Re-Try

IC-Team Support ProcessIC-Team Support ProcessTeachersTeachers

complete brief complete brief "request for "request for assistance"assistance"

Team member Team member assigned as assigned as

Case ManagerCase Manager

Contract for Contract for Professional Professional

Collaboration Collaboration

Assessment of Assessment of student's student's

entry skills entry skills conducted conducted Baseline and Baseline and

Goals Goals Established and Established and

DocumentedDocumented

Classroom Classroom strategies strategies developed/ developed/

demonstrateddemonstrated/ implemented/ implemented

Ongoing data Ongoing data collection to collection to determine determine progress progress

toward goalstoward goals

Why Teachers ReferWhy Teachers Refer

School Culture determinesSchool Culture determines

• How and who teachers ask for How and who teachers ask for helphelp

• How a problem is framedHow a problem is framed

• What an acceptable resolution What an acceptable resolution isis

ontractingontracting

• Introduce concept of case Introduce concept of case manager/consultantmanager/consultant

• Elicit expectationsElicit expectations

• Explain stage-based, problem solving Explain stage-based, problem solving processprocess

• Clarify focus of problem solvingClarify focus of problem solving

ontractingontracting

• Contract for:Contract for:• Shared ownershipShared ownership• Data collection related to classroom Data collection related to classroom

performanceperformance• Non-evaluative nature Non-evaluative nature • Parameters of confidentialityParameters of confidentiality• Time to meet- regular meetingsTime to meet- regular meetings

• Check for agreement and commitment to Check for agreement and commitment to participate participate

ommunicationommunication

• Consultation as a constructive act: facilitating Consultation as a constructive act: facilitating change in consultee understanding of the concern change in consultee understanding of the concern by jointly reconceptualizing the work problem. by jointly reconceptualizing the work problem.

• Language used in framing the problem impacts the Language used in framing the problem impacts the expectation of the consultee that the problem expectation of the consultee that the problem could be resolved.could be resolved. (Tombari & Bergan, 1978)(Tombari & Bergan, 1978)

Work Communities are Work Communities are Language CommunitiesLanguage Communities

• Shared RealityShared Reality: : Talking about a topic with another Talking about a topic with another person generates beliefs about the objectivity of the person generates beliefs about the objectivity of the message. Saying is Believing!message. Saying is Believing!

• Audience TuningAudience Tuning: : Individuals modify their message to Individuals modify their message to take into account their perceptions about what the take into account their perceptions about what the audience wants to hear.audience wants to hear.

• Correspondence BiasCorrespondence Bias: : Tendency to see the person rather Tendency to see the person rather than the situation as the source of behavior.than the situation as the source of behavior.

(Higgins, 1999)(Higgins, 1999)

Developing a Working Developing a Working Relationship:Relationship: Collaborative Communication Collaborative Communication SkillsSkills Consultants trained in Instructional Consultation Consultants trained in Instructional Consultation

(Rosenfield, 1987) utilize basic communication skills to (Rosenfield, 1987) utilize basic communication skills to establish collaborative “working relationship” with establish collaborative “working relationship” with classroom teachers. classroom teachers.

The purpose of communication skill use is to ensure The purpose of communication skill use is to ensure

that the consultant that the consultant and teacherand teacher create a shared create a shared perspective of the presenting concern. By creating a perspective of the presenting concern. By creating a shared understanding of the concern, the consultant shared understanding of the concern, the consultant and teacher can equally contribute in the development and teacher can equally contribute in the development and implementation of feasible strategies. In addition, and implementation of feasible strategies. In addition, the use of key communication skills supports the the use of key communication skills supports the teacher in professional reflection related to the efficacy teacher in professional reflection related to the efficacy of current practices.of current practices.

What did the Teacher Say?What did the Teacher Say?

What Would You Reply?What Would You Reply?

You be the consultant ….You be the consultant ….Teacher:Teacher: Reena seems to be a student who is intent on Reena seems to be a student who is intent on

manipulating the situation to focus attention on her. If manipulating the situation to focus attention on her. If this doesn’t happen, she often pouts and talks back if this doesn’t happen, she often pouts and talks back if she doesn’t get her way. This is the predominant kind she doesn’t get her way. This is the predominant kind of behavior that we see at times when things aren’t of behavior that we see at times when things aren’t going well for her. If she gets instant help and is going well for her. If she gets instant help and is moving successfully through an activity, these kinds of moving successfully through an activity, these kinds of activities aren’t present, but if frustration occurs or if activities aren’t present, but if frustration occurs or if she comes in that day feeling down about something, she comes in that day feeling down about something, she becomes very infantile.she becomes very infantile.

What did the teacher say? What would you reply?What did the teacher say? What would you reply?

Key Communication SkillsKey Communication Skills

• ParaphrasingParaphrasing

• Perception CheckingPerception Checking

• Clarifying QuestionsClarifying Questions

• Request for ClarificationRequest for Clarification

• SummarizingSummarizing

• Relevant QuestionsRelevant Questions

• Offering InformationOffering Information

• Active & Attentive ListeningActive & Attentive Listening

Key Communication Skills, Cont.Key Communication Skills, Cont.

Requesting ClarificationRequesting Clarification:: Statements which attempt to Statements which attempt to increase understanding of what the speaker has said through increase understanding of what the speaker has said through asking for elaboration, examples, details that clarify the asking for elaboration, examples, details that clarify the speaker’s communication.speaker’s communication. EXAMPLE: So you have said that your bottom reading group EXAMPLE: So you have said that your bottom reading group

has been struggling with the reader and is not working on has been struggling with the reader and is not working on grade level. It would be helpful if you could give me grade level. It would be helpful if you could give me examples of what they can and can not do.examples of what they can and can not do.

ParaphrasingParaphrasing:: Restatement of what the speaker has said in Restatement of what the speaker has said in one’s own words to communicate back to the speaker what you one’s own words to communicate back to the speaker what you believe you have heard. Allows the speaker to provide the believe you have heard. Allows the speaker to provide the listener with feedback and correct misunderstanding. Provide listener with feedback and correct misunderstanding. Provide focus for continuing discussion.focus for continuing discussion. EXAMPLE: So you are concerned that the children do not EXAMPLE: So you are concerned that the children do not

have the basic skills that first graders need to succeed in have the basic skills that first graders need to succeed in learning to read.learning to read.

Key Communication Skills, Cont.Key Communication Skills, Cont.

Perception CheckingPerception Checking:: A statement which A statement which communicates to the speaker that the listener has heard communicates to the speaker that the listener has heard an emotion as well as the literal message.an emotion as well as the literal message. EXAMPLE: You sound very frustrated with this group.EXAMPLE: You sound very frustrated with this group.

Questioning: Questioning: Questions are useful in extending the Questions are useful in extending the topic at hand, but they often change the focus or topic at hand, but they often change the focus or direction to follow the listener’s thinking rather than to direction to follow the listener’s thinking rather than to allow the speaker to make a point clearly.allow the speaker to make a point clearly. EXAMPLE: What reading program are you using this EXAMPLE: What reading program are you using this

year?year?

You be the consultant ….You be the consultant ….

Teacher: Teacher: Reena seems to be a student who is intent on Reena seems to be a student who is intent on manipulating the situation to focus attention on her. If manipulating the situation to focus attention on her. If this doesn’t happen, she often pouts and talks back if this doesn’t happen, she often pouts and talks back if she doesn’t get her way. This is the predominant she doesn’t get her way. This is the predominant kind of behavior that we see at times when things kind of behavior that we see at times when things aren’t going well for her. If she gets instant help and aren’t going well for her. If she gets instant help and is moving successfully through an activity, these is moving successfully through an activity, these kinds of activities aren’t present, but if frustration kinds of activities aren’t present, but if frustration occurs or if she comes in that day feeling down about occurs or if she comes in that day feeling down about something, she becomes very infantile.something, she becomes very infantile.

What did the teacher say? What would you reply?What did the teacher say? What would you reply?

Level of Impact Evidence of Impact Training Method

AwarenessParticipant can articulate

general concepts andidentify problem

Didactic Presentationof Theory and Concepts

ConceptualUnderstanding

Participant can articulateconcepts clearly anddescribe appropriate

actions required

Modeling andDemonstration

(i.e. live, video, etc.)

Skill AcquisitionParticipant can begin touse skills in structuredor simulated situations

Practice in SimulatedSituations

with Feedback (i.e. roleplay,

written exercises, etc.)

Application of SkillsParticipants can use

skills flexibly in actualsituation

Coaching andSupervision

During Application

Levels of Impact Levels of Impact and Training Methodsand Training Methods

Selected BibliographySelected BibliographyBenn, A., & Rosenfield, S. (2005, August). An analysis of problem-solving

teams as communities of practice. Poster session presented at the annual meeting of the American Psychological Association, Washington, DC.

Higgins, E.T. (1999). “Saying is believing” effects: When sharing reality about something biases knowledge and evaluations. In L.L. Thompson, J.M. Levine, D.M. Messick (Eds.). Shared cognition in organizations: The management of knowledge (pp. 33-48). Mahwah, NJ: Lawrence Erlbaum Associates.

Knotek, S., Rosenfield, S, Babinski, L. & Gravois, T.A. (2004). The process of orderly reflection and conceptual change during instructional consultation. Journal of Educational and Psychological Consultation.

Little, J. (in press) Professional communication and collaboration. In W.D.Hawley & D. Rollie (Eds). The Keys to Effective Schools, Second edition. Thousand Oaks, CA: Corwin Press.

Selected BibliographySelected Bibliography

Meichenbaum, D., & Turk, D.C. (1987). Facilitating treatment adherence: A practitioner’s guidebook. NY: Plenum Press.

Rosenfield (2002) Best practices in instructional consultation. In A. Thomas & J. Grimes (Eds. Best practices in school psychology IV. Bethesda, MD: NASP.

Rosenfield (1987) Instructional consultation.Mahwah, NJ: Erlbaum.

Rosenfield & Gravois (1996). Instructional Consultation Teams: Collaborating for change. New York: Guilford.

Tombari, M., & Bergan, J. (1978). Consultant cures and teacher verbalization, judgments, and expectancies concerning children’s adjustment problems. Journal of School Psychology, 3, 212-219.

Wenger, E., McDermott, R., & Snyder, W. (2002). Cultivating communities of practice. Boston: Harvard Business School Press.

Navigating the Navigating the ‘s ‘s

• COLLABORATIONCOLLABORATION

• CONSULTATIONCONSULTATION

• COMMUNICATIONCOMMUNICATION

You be the consultant ….You be the consultant ….Teacher: Teacher: Reena seems to be a student who is intent on Reena seems to be a student who is intent on

manipulating the situation to focus attention on manipulating the situation to focus attention on her. If this doesn’t happen, she often pouts and her. If this doesn’t happen, she often pouts and talks back if she doesn’t get her way. This is the talks back if she doesn’t get her way. This is the predominant kind of behavior that we see at predominant kind of behavior that we see at times when things aren’t going well for her. If times when things aren’t going well for her. If she gets instant help and is moving successfully she gets instant help and is moving successfully through an activity, these kinds of activities aren’t through an activity, these kinds of activities aren’t present, but if frustration occurs or if she comes present, but if frustration occurs or if she comes in that day feeling down about something, she in that day feeling down about something, she becomes very infantile.becomes very infantile.

What did the teacher say? What would you reply?What did the teacher say? What would you reply?

Currently, in your school…Currently, in your school…

What happens when a teacher has a What happens when a teacher has a concern about a student?concern about a student?

and…and…

If you could change things, what If you could change things, what would be different?would be different?