A Multi-Dimensional Framework for Evaluation of Instructional Consultation Teams

ABSTRACT

This article describes a multidimensional framework for evaluating team-based services in schools. The theory and literature on developmental, causal and confirmatory program evaluation are discussed as the foundation for this framework. The model of Instructional Consultation Teams (IC-Teams) is presented as an illustration of how program evaluation research supports program development and provides evidence of program impact. The inferred impact of IC-Teams upon over-referral and identification of students for special education, especially minority students, is investigated using the confirmatory criteria of consistency. Three studies investigating the impact of IC-Teams upon special education referrals of the IC-Team model are presented. The studies, conducted across three implementations of the program with three different methodologies, demonstrated decreases in the referral, evaluation and placement of students in special education. The need for additional research and limits of the approach are discussed.

Key Words:

• Consultation
• program evaluation
• teams
• research
• special education placements