RESOURCE SUPPORT SERVICES REFERRAL PROCESS STEPS 1-4

WHO 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 activities2. Failure in vocabulary or other memorization

tests3. Lacks basic math & reading skills or time to

accomplish basic skills is excessive

STEP 1: CONFERENCE WITH PARENT

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.

WHAT 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 parent4. Give the parent HOPE5. Discuss tips for parents to try at

home6. Discuss strategies the teacher

will try in the classroom

STEP 2: BEGIN PROBLEM SOLVING The Problem Solving Team(PST)

Consists of the classroom teacher, the special education teacher, guidance counselor, and a school administrator

PROBLEM SOLVING: PART A

COLLECTING DATA

WHO?The special education teacher

Review of the student’s cumulative record to address:1.Areas of attendance2.Enrollment history3.Academic history 4.Retentions5.Previous testing, etc.

WHAT?

When Home and Teacher strategies have failed.

Continued lack of progression in performance

Student Frustration level is high

WHEN?

• 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?

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.

HOW?

PROBLEM SOLVING: PART BSTUDENT DATA COLLECTION: PARENT CONTACTS & STAFF CONSULTATIONS

WHO? Completed by the classroom teacher.

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

WHAT?

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

WHEN?

WHY?To keep parents informed.

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.

HOW?

PROBLEM SOLVING PART C:STUDENT DATA COLLECTIONS: STAFF INPUT & OBSERVATIONS

WHO?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.

WHAT?

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.

WHEN?

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

WHY?

To better guide teachers to develop effective interventions.

HOW?

Complete Staff Input and Observation form.

PROBLEM SOLVING PART D: STUDENT DATA COLLECTION: INTERVENTION DEVELOPMENT & INTERVENTION PLAN

WHO?

Completed by classroom or special education teacher.

WHAT?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.

WHEN?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.

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.

HOW?Complete Progress Monitoring: Intervention/Strategy Implementation form.

STRATEGIES VS. ACCOMMODATIONS

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

Strategies Accommodations

back

REFERENCES

Volusia County Schools Problem Solving Team packet.

www.volusia.k12.fl.us/pst