Instructional Support Teams (IST)
The IST model in Virginia is based upon the research and practice of Todd Gravois and Sylvia Rosenfield (1996). The goal of IST is to “enhance, improve and increase student and staff performance” (Gravois, Rosenfield, and Gickling, IST manual 2004). It employs a case-manager approach to collaborative problem solving.
Problem solving begins with a teacher’s request for assistance and progresses through a seven step process. Requesting teachers and case managers work as a team to prioritize instructional concerns, collect baseline data, design, implement, and monitor interventions.
IST teams must include general and special educators, and the principal or designee. They may include support staff, such as counselors and school psychologists. Team training is intensive and scaffolded. Services are phased in as the team leader and members become proficient in their skills. Student performance is enhanced as teachers receive individualized staff development related to their cases.
Data collection is an integral part of the IST model. Systems tracking provides the big picture of team activity. Case-by-case, student performance data is collected and graphed to provide the basis for instructional decisions.
The IST model fits into any ”Tier” of a tiered approach to RtI. Assistance is available to any and all teachers in a school via data based decisions, the implementation of interventions or changes of instructional practice, and a system of data collection to monitor the efficacy of the intervention. IST supports the tenants of NCLB and IDEA 2004.
Longitudinal data from model schools in rural, urban, and suburban schools demonstrates the power of this process. In general, fewer students are retained. Early and immediate systematic intervention addresses academic and/or behavior issues before they escalate. Schools have reported a drop in the number of teacher referrals to child study, and a higher percentage of students who are found eligible.
Data from Pennsylvania and more recently from sites in Virginia indicate that in schools with fully functioning IST teams, the number of referrals for child study has decreased, the percentage of those referred found eligible for special education services has risen, and fewer children are recommended for retention.
ISTs promote the precepts of NCLB by:
- Providing the structure for increased accountability.
- Emphasing upon data based decision making and evidence based practice.
- Focusing on student outcomes in general education
- Building upon the professional skills of teachers
Resources
- Instructional Support Team Considerations: Making a Match
- IST Action Plan for Implementation
- Frequently Asked Questions About IST
