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2006Research Conference | June 15–16

This conference highlighted the work of invited speakers, independent researchers who have received grant funds from the Institute of Education Sciences, and trainees supported through predoctoral training grants and postdoctoral fellowships. The presentations are those of the authors and do not necessarily represent the views of the U.S. Department of Education or the Institute of Education Sciences.
Hyatt Regency Washington on Capitol Hill
400 New Jersey Avenue, N.W.
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An Experimental Study of the Effectiveness of Instructional Consultation Teams

S. Rosenfield, University of Maryland
G. D. Gottfredson, University of Maryland
T. Gravois, University of Maryland
L. Kaiser, University of Maryland
J. Koehler, University of Maryland
D. Nelson, University of Maryland
S. Sedlik, University of Maryland
A. Silverman, University of Maryland
D. Stringer, University of Maryland
K. Aux, Prince William County School District
T. Carter, Prince William County School District
J.C. Cassata, Prince William County School District
H. Hess, Prince William County School District

Abstract: A place-based randomized trial of Instructional Consultation Teams (ICTs) is underway in 34 public elementary schools. ICTs are problem-solving teams whose members have received training to consult with teachers on instructional and behavior issues in classrooms. The program aims to reduce the need for special education evaluation and placement by supporting classroom teachers' application of evidence-based instruction and assessment to support struggling learners. The experiment is designed to learn whether instructional consultation teams improve elementary school students' achievement in reading and math, reduce problem behavior, reduce the assignment of students to special education, and reduce retention in grade. The study involves approximately 22,000 grade K-5 students and 1,800 teachers. The measurement of implementation is an important feature of the study. Anticipated changes in teacher classroom behavior, instructional management, self- efficacy, job-related stress, and job-related satisfaction are also objects of experimental inquiry. The statistical analysis will involve multilevel structural equation modeling to examine the effect of IC teams on student outcomes including achievement in reading and math, special education status, retention in grade, and psycho-social adjustment. In addition, the analysis will examine the impact of the IC teams on teacher efficacy, teacher stress, and teacher job satisfaction. Baseline surveys including teacher self-reports and teacher reports on students were completed in early Spring 2006 with high response rates, and pre-intervention data on student achievement will be available in Summer 2006. The poster describes the study and early data collection strategies.