1. R ESOURCE S UPPORT S ERVICES R EFERRAL P ROCESS S TEPS 1-4

2. W HO IS THIS FOR ? For students who are not already being serviced by resource, but… You, the teacher, OR the parent recognize a student is having tough time learning Examples: 1. Consistently performs poorly in comprehension activities 2. Failure in vocabulary or other memorization tests 3. Lacks basic math & reading skills or time to accomplish basic skills is excessive

3. S TEP 1: C ONFERENCE WITH P ARENT At least two conferences with the parent must occur before requesting Support services. Why? 1. Parent’s should be the first to know that their child is struggling in school. 2. Many times, communication with parents can help resolve minor academic/behavior issues. There should be a plan toward solving the issue.

4. W HAT SHOULD HAPPEN IN A CONFERENCE ? 1. Plan a positive-negative- positive sandwich 2. Plan strategies to suggest to the parent 3. Listen to and affirm the parent 4. Give the parent HOPE 5. Discuss tips for parents to try at home 6. Discuss strategies the teacher will try in the classroom Discuss strategies the teacher will try in the classroom

5. STEP 2: B EGIN P ROBLEM S OLVING The Problem Solving Team(PST) Consists of the classroom teacher, the special education teacher, guidance counselor, and a school administrator

6. P ROBLEM S OLVING : P ART A C OLLECTING D ATA

7. W HO ? The special education teacher

8. Review of the student’s cumulative record to address: 1.Areas of attendance 2.Enrollment history 3.Academic history 4.Retentions 5.Previous testing, etc. W HAT ?

9. When Home and Teacher strategies have failed.  Continued lack of progression in performance Student Frustration level is high W HEN ?

10. Information obtained through the cumulative record can help identify areas that may be impacting performance Examples History of attendance problems Moving from school to school Medical conditions Yearly progress Standardized testing WHY ?

11. Elementary Teacher’s Request for Support Services Middle/High School Teacher’s Request for Support Services The special education teacher will complete PST 1 form of PST referral packet. H OW ?

12. P ROBLEM S OLVING : P ART B S TUDENT DATA COLLECTION : PARENT CONTACTS & STAFF CONSULTATIONS

13. W HO ? Completed by the classroom teacher.

14. The teacher will document parent/guardian and staff consultations including plan of action and outcomes. W HAT ?

15. The teacher communicates to the parent any academic or behavioral problems that arise and would benefit from communication from the parent. W HEN ?

16. WHY ? To keep parents informed.

17. The classroom teacher will complete a parent conference form for each conference held and provide a copy for the special education teacher. Phone conversations and emails count as contacts and need to be documented as well. Please give copies of phone log and/or emails to the special education teacher. H OW ?

18. P ROBLEM SOLVING P ART C: S TUDENT DATA COLLECTIONS : STAFF INPUT & OBSERVATIONS

19. W HO ? Completed by the classroom teacher for elementary students. For middle and high school students, at least 2 teachers currently working with the student should provide input.

20. W HAT ? The teacher will provide essential information regarding a student’s level of performance compared to benchmarks and peers. In addition, this form identifies enablers and inhibitors to academic and /or behavioral success.

21. W HEN ? The development of more intensive interventions for the student is needed to isolate factors that may lead to successful problem identification and analysis.

22. WHY ? To better guide teachers to develop effective interventions.

23. H OW ? Complete Staff Input and Observation form.Staff Input and Observation form

24. P ROBLEM S OLVING P ART D: STUDENT DATA COLLECTION : INTERVENTION DEVELOPMENT & INTERVENTION PLAN

25. W HO ? Completed by classroom or special education teacher.

26. W HAT ? Information to identify the specific intervention(s) being implemented as well as the provider of the intervention, the group size, the frequency of the intervention, the duration of the session (time), the begin/end date of intervention, the baseline data, and progress data toward goal.

27. W HEN ? When an intervention is first introduced and only include interventions during the current school year. Other interventions may be used due to multiple problems. When students give poor responses to initial intervention, then the teacher may implement a second intervention.

28. WHY ? To document interventions attempted and the student’s response. Data will indicate if the research-based intervention should be continued or if other intervention(s) may be more effective.

29. H OW ? Complete Progress Monitoring: Intervention/Strategy Implementation form.Progress Monitoring: Intervention/Strategy Implementation form.

30. S TRATEGIES VS. A CCOMMODATIONS An instructional tool or technique for students with learning problems Used by the student Examples Drawing pictures Using fingers (math) Colored pencils Acronyms A change that helps a student overcome or work around the disability Provided by the teacher Examples Extra time Reduced assignments Use a reader StrategiesAccommodations  back back

31. REFERENCES Volusia County Schools Problem Solving Team packet. www.volusia.k12.fl.us/pst