Vermont interdependent services team approach: A guide to coordinating educational support services (VISTA) is a guide to coordinating educationally related services (e.g., physical therapy, occupational therapy, speech-language pathology) for students with disabilities in inclusive schools

Giangreco, Michael F

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VISTA Supplement DRAFT  1Partial Supplementto VISTA(designed to be used in conjunction with)Vermont Interdependent Services Team Approach:A Guide to Coordinating Educational Support Servicesby Michael F. Giangreco © 1996 and published by Paul H. Brookes PublishingCo, of Baltimore, MD (800) 638-3775(Supplement Date, January 26, 1996)Michael F. Giangreco, Ph.D.University of Vermont5 Burlington Square, Ste 450Burlington, Vermont 05401-4439(802) 656-1144mgiangre@zoo.uvm.edu (email)** DRAFT **Thank you for not copying, citing, ordistributing without written permission1 This supplemental information is an update based on field-testing and otherresearch of the Vermont Interdependent Services Team Approach: A Guide toCoordinating Educational Support Services by Michael F. Giangreco © 1996and published by Paul H. Brookes Publishing Co, of Baltimore, MDVISTA Supplement DRAFT  2VISTA includes 5 "To Do" Lists(Supplemental to pages 80-96 of the published version)#1:  General Preparation#2: Getting Ready for the VISTA Meeting#3:  Using the VISTA Worksheet at the VISTA Meeting#4:  Using the VISTA Team Summary at the VISTA Meeting#5: What's Next After the VISTA MeetingThese "To Do" Lists offer a set of steps to operationalize the guidingprinciples of VISTA.  Although they are presented in a sequential order, it isimportant to recognize that the steps are interrelated, overlap to varying extents,and may require revisiting previously completed steps as changes occur for thestudent, the family, the professional staff, or the school.  Educating students is adynamic process, therefore VISTA is most effective when used flexibly bycompetent and caring team members.  So please view these steps as generalguidelines rather than a lock-step prescription.  To facilitate your use of these "ToDo" Lists, each numbered step is followed by one or more "Helpful Hints."There is an updated "VISTA Worksheet" to replace the one found in Appendix C(Blank Forms) of the published version on page 122.VISTA Supplement DRAFT  3To Do List #1:General Preparation1. Form a team including people who will be affected byteam decisions and who are necessary to educate thestudent.• Be sure to include important stakeholders (e.g., parents, teachers, supportpersonnel) and at the same time limit membership to those who are essential.2. Have team members become knowledgeable about thecapabilities of various disciplines as well as theavailability of local, regional, and statewide serviceswhich they may access• Have team members review Description of Support Services (see Appendix A) andobtain additional information about various disciplines as needed.• Develop a listing of local, regional, and statewide support services available to theteam that are relevant to students needs (see Appendix B).3. Have team members share information with each otherabout the skills, abilities, and interests they each bring tothe team.• This can be done in a written format to share among members (see Appendix C).Face-to-face interactions to share information are strongly encouraged.4. Designate each team member as a member of the core orextended team or as a situational resource to the team(Team Membership Worksheet - Appendix C).• Core team members: a) determine educational program components; b) participatein all planning, implementation and evaluation of the educational program; and c)are on site enough to be part of ongoing decision-making.• Extended team members: a) provide necessary, specialized supports, beyond thoseavailable from core team members; b) participate in planning, implementing, andevaluating team-selected aspects of the educational program; and c) are availableless frequently than core members.• Situational Resources: are individuals who have highly specialized support that isnecessary to pursue the student's educational program and are available to the teaminfrequently.5. Clarify which team members are "classroom staff."VISTA Supplement DRAFT  4• Make sure everyone shares the same understanding regarding who is in theclassroom on a daily basis and which professional staff are responsible for thechild's education on an ongoing basis.• Your designation of "classroom staff" vary depending on when during the yearVISTA is used.  When preparing for a transitions members include people whocurrently work with the student as well as those in the receiving setting.6. Make sure each team member knows the student.• Use observation, direct interaction, assessment, social activities, etc.7. Identify a Case Coordinator and clarify his/her role.• Typically the Case Coordinator is a member of the core team.8. Make sure each team member understands VISTA and ismaking an informed decision to participate in the processbased on it's underlying principles.• Have team members read the VISTA manual and then help each other learn aboutVISTA using the Self Study Guidelines (see Appendix D).9. Discuss team members' shared framework and attitudesabout education of students with disabilities• Clarify team members' opinions about critical issues so that they are understood andthe team can work toward developing a shared framework (see Appendix E).VISTA Supplement DRAFT  5 To Do List #2:Getting Ready for the VISTA Meeting10. Core team members determine the student's educationalprogram components including: • small set of priority learning outcomes that are individualized, family-selected anddiscipline-free;• additional learning outcomes by category that extend beyond the top priorities; whendetermining additional learning outcomes remember to consider what aspects of thegeneral education program are appropriate learning outcomes;• general supports to be done to or for the student to allow access to, or participation inschool.• Document the educational program using a Program-at-a-Glance (PAAG) and transferto the Individualized Education Plan (IEP).• Make sure the reference numbers on the PAAG correspond with those on the VISTAWorksheet and VISTA Summary.11. Share educational program components (determined by thecore team) with extended team members.• Educational program components are shared with extended team members so they arewell-informed about the student's program and may have the opportunity to suggestpossible adjustments to the educational program for consideration by the core team.12. Determine the student's educational placement.• Determine the educational placement that best fits the student and his/her educationalprogram with maximum opportunity to be educated with students who do not havedisabilities.• The local school the student would attend if not disabled and the chronologically age-appropriate general class should be the first option considered, with supports as needed(these supports are what is being determined using VISTA).13. Determine if inclusion of a student in the classroom willnecessitate a change in the staff :student ratio.• Don't confuse the need for staff :student ratio changes (e.g., lower class size or addingan assistant) with the need for specialized support services.• Lowering the staff :student ratio will extend the capability of the classroom staff tocarry out the plans of the teacher, but typically will not add specialized supports to theclass.VISTA Supplement DRAFT  614. Arrange a time and place for the VISTA meeting that isacceptable to the family.• Consider the family's comfort meeting at school, in their home, or elsewhere.15. Determine which team members will be present at theVISTA meeting by selecting between Core and Full TeamOptions for VISTA Meeting.• The VISTA meeting includes the core team (e.g., parent, teacher special educator) tomake sure the consumers of support services have a voice.  Decide who else needs to bepresent.16. Distribute a copy of the prepared VISTA Worksheet alongwith the Program-at-a-Glance to team members.• Prepare the VISTA Worksheet by listing General Support categories, Priority LearningOutcomes, and Additional Learning Outcome categories in the left column -- refer tothe Program-at-a-Glance for details.• Distribute it to all team members so those expected to be in attendance can considersupport needs in advance of the meeting and those not expected to be in attendance canshare their input for consideration by the core team.• Include special area teachers such as Art, Music, Library, and Physical Education.17. Establish Team Meeting Roles.• Select a facilitator, timekeeper, recorder and other roles as needed, to be used during theVISTA Meeting. Have team members prepare for their respective roles.VISTA Supplement DRAFT  7To Do List #3:Using the VISTA Worksheet at theVISTA MeetingUsing the questions on "To Do" List #3 (18-22) and the VISTA Worksheet,cycle through for each General Support category, Priority LearningOutcomes, & Additional Learning Outcomes category asking:18. Can the classroom staff can address the student'seducational program components without additionalspecialized support?• Within the VISTA framework the "default" is that the classroom teacher will plan,implement, and evaluate the student's educational program with the assistance ofclassroom staff.  Therefore, Special Education may be listed as a support service.• Ask for "Yes" or "No" from each core member starting with the teacher, thenproceeding to other core members; save discussions for the next questions.• Either check "yes" (column 1) and proceed to next entry, or check "no" if anyone says"no" and proceed to 19-22; change responses as discussion warrants.19. What kind of supports are needed for the student to accessto and/or participate in the identified educationalprogram?• Focus the discussion on what is needed, not who is needed.• Discuss kinds of supports needed to provide a "basic floor of opportunity.", such as:a) transfer of information or skills to others, b) selecting equipment, c) developingadaptations, d) planning & demonstrating strategies, g)  resource to family, h)applying discipline-specific methods.• Record in column 2 and use meeting minutes to elaborate.• Do not list services here such as OT, PT, Speech Pathology in this column.20. Who has the capability to provide the supports?• Start by first considering core team members and natural supports (e.g. peers, otherschool personnel, parents).  Does it make sense for them to learn new skills ratherthan adding specialized support personnel?  Next, consider the extended team orsituational resources.• Select people based on ability to provide the support, not by title.• Record supports in column 3; abbreviate disciplines or names and use key.VISTA Supplement DRAFT  821. Is the proposed support educationally relevant andnecessary?• Verify educational relevance by referencing the proposed support service toeducational program component.• Will the absence of the proposed support interfere with the student's access to, orparticipation in, his or her individualized educational program?• Do the supports present any undesirable or unnecessary gaps, overlaps, orcontradictions?• Do both the sender and receiver of the proposed service agree it is needed?• If the proposed service is provided in one context, can it be adequately generalized toother settings without the need for direct involvement by a specialist?• Can the service be appropriately provided during nonschool hours?22. Does the core team agree the support services arerequired, yet Only-as-Special-as-Necessary?• Is this the least restrictive, least intrusive way to offer supports?• Does the support avoid unnecessary overservice?• Everyone doesn't need to be involved in everything!  Does a primary specialist makesense?• Be careful to avoid false consensus and deferring to each other.VISTA Supplement DRAFT  9To Do List #4:Using the VISTA Team Summary at theVISTA MeetingUsing the VISTA Team Summary, for each support service (e.g., speech-language, special education, physical therapy, counseling):23. List the service(s) agreed to on the VISTA Worksheet inthe spaces provided on the VISTA Team Summary.• Use abbreviations of disciplines (a key can help) since individuals may change.24. Indicate which components of the educational program willbe supported by the respective disciplines (use #'s fromVISTA Worksheet).• Avoid confusion by ensuring that the numbers on the VISTA Worksheet, Program-at-a-Glance, and VISTA Team Summary coincide.25. Reach consensus regarding which mode of serviceprovision (e.g., consult) matches the functions being servedby the support service.• This can be indirect/consult, direct, or a combination.• Really make a group decision that makes sense; guard against deferring and falseconsensus.26. Reach consensus regarding how frequently the serviceneeds to be provided.• Discuss and negotiate what is included in the time recommendation (e.g., planning,making adaptations, team meetings).• Remember this will be a collective "best guess" that will need to be implemented,evaluated, and adjusted as needed.• Really make a group decision that makes sense; guard against deferring and falseconsensus.27. Reach consensus on the least restrictive location for serviceprovision.• Balance the student's right to access environments with others who do not havedisabilities with his/her right to privacy.VISTA Supplement DRAFT  10• As a general rule of thumb, provide the services in the location they would be providedif the student did not have a disability.• If the student is removed from typical environments to receive educational or supportservices, develop a plan to reintegrate the student as soon as possible.28. Reach consensus regarding a date when the type, mode, andfrequency of each support service should be re-evaluated.• Attempt to coordinate these dates with existing schoolwide progress reporting dates.• In cases where the level of consensus is not strong, consider a shorter re-evaluationdate.29. Have team members in attendance at the VISTA meetingsign the VISTA Team Summary to establishaccountability and document consensus.• Signing the VISTA Team Summary is in no way contractual.  It is intended to raiseeach person's level of accountability for the group decisions.• Hopefully, VISTA will assist the team in reaching consensus.  If after concerted effortconsensus is not reached, it would be the responsibility of the LEA (Local EducationAgency) to put forth a recommendation.  If that recommendation is unacceptable tothe family, they may pursue mediation (if available) and use their rights to dueprocess.VISTA Supplement DRAFT  11To Do List #5:What's Next After the VISTA Meeting30. Make arrangements to share and file the results of theVISTA Meeting.• Provide a full copy of the VISTA documents to the family.• Share the VISTA Team Summary and Meeting Minutes with each team member,including those who were not in attendance at the VISTA meeting.• Give those not in attendance at the VISTA Meeting an opportunity to indicate theiragreement or disagreement with the decisions of those in attendance.• If team members disagree, have a team meeting or phone discussion with theappropriate people to reach agreement and adjust the plans accordingly.  Onceagreement has been reached, continue.•  Attach or transfer the decisions  made using VISTA to the appropriate  places on thestudent's IEP, ITP, transition plan or other appropriate document.• Place a copy of all the VISTA and accompanying documents in the student's permanentfile and distribute to all appropriate individuals.31. Use the VISTA Worksheet and Team Meeting Minutes todetermine Situational Teams made up of subgroups of teammembers who will need to work together to addresscommon goals.• Since not everyone needs to work on everything, the VISTA Team Summary provides alisting of which support service staff need to assist the classroom staff in planning,implementing, and evaluating the educational program.32. Have the Situational Teams implement their respectiveparts of the educational program.• Situational teams are designed to be used flexibly and to encourage quick action toimplement educational plans.33. Evaluate the impact of the support service(s) byconsidering how it has affected access to educationalVISTA Supplement DRAFT  12opportunities, acquisition of identified learning outcomes,and valued life outcomes.• These evaluation concerns should be addressed on an ongoing basis by theprofessional staff with input from other team members and should be addressedformally and pre-determined progress reporting times.34. Use evaluative information to adjust support services andthe educational program to meet student needs.• Exploration of these evaluation issues highlights the dynamic nature of educational andsupport service provision.  Be prepared to make adjustments based on what the teamlearns along their journey.

Vermont interdependent services team approach: A guide to coordinating educational support services

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Vermont interdependent services team approach: A guide to coordinating educational support services

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