Cavanaugh, Tammy S.
(2007)
The Story of Restructuring the Instructional Support Team.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
THE STORY OF RESTRUCTURING THE INSTRUCTIONAL SUPPORT TEAMTammy S. Cavanaugh, Ed.D.University of Pittsburgh, 2006Dr. Charles J. Gorman, Advisor ___This study provides the story of one school district's experiences with a mandated program, the Instructional Support Team (IST), which was initiated with external funds. The program was implemented and validated to meet regulatory requirements and designed to provide support services to students in need. Eventually, the funding was removed and the mandate lifted; however, the concept remained. Local Education Agencies were provided the option to sustain the support services as validated or restructure the program. The district in this study restructured the program and sustained many of the support services. The purpose of the study was to provide an in-depth analysis of the accomplishments, obstacles, and future implications of the current screening team that were lifted from the IST concept when funds were removed and what were the implications of the change for student support services.A major accomplishment was sustaining many of the support services for children even with the elimination of funding and the position of the IST instructor. Other accomplishments included ongoing collaboration with parents, teachers, and outside agencies. This was done in an attempt to meet student needs in the least restrictive environment (LRE). As long as the needs of the student were met, the student was maintained in the general education setting. The continued use of technology and curriculum integration in every elementary classroom provided classroom provided opportunity for students to work at their own instructional level. A Study Buddy Program was developed in one elementary building to assist in providing individualized student assistance. The obstacles included expediently fulfilling many of the activities of the IST instructor, time management, and not as much individual student or instructor assistance.This study illustrates that change is ongoing and redefines many concepts in a system. Successful implementation does not predict the continuation of a program initiated with external funds. However, this district was able to sustain many of the student support services by restructuring the IST.
Share
| Citation/Export: |
|
| Social Networking: |
|
Details
| Item Type: |
University of Pittsburgh ETD
|
| Status: |
Unpublished |
| Creators/Authors: |
|
| ETD Committee: |
|
| Date: |
29 January 2007 |
| Date Type: |
Completion |
| Defense Date: |
7 December 2006 |
| Approval Date: |
29 January 2007 |
| Submission Date: |
19 December 2006 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
School of Education > Administrative and Policy Studies |
| Degree: |
EdD - Doctor of Education |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
Administrative Support; Collaboration; IDEA; Parental Involvement |
| Other ID: |
http://etd.library.pitt.edu/ETD/available/etd-12192006-141904/, etd-12192006-141904 |
| Date Deposited: |
10 Nov 2011 20:11 |
| Last Modified: |
15 Nov 2016 13:54 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/10432 |
Metrics
Monthly Views for the past 3 years
Plum Analytics
Actions (login required)
 |
View Item |
![[feed]](/images/feed-icon-32x32.png){kind=icon}