Step 1: Contact Parents/Guardians About Your Concerns

• Understand parents/guardians concerns or other factors contributing to issue

• Create home/school connection and focus for support

Step 2: Complete a File Review on Student

• Review the Student Data Review report from the Oregon Data Suite to gain background information on the students learning history

• File review for students new to the district. Additional step.

• Identify if a student is on an IEP or 504 and if so connect with the case manager (IEP and 504 students utilize IEP or 504 teams and do not go through the PST process).

  • 1. • • Students on IEPs or 504s will need to go through an intervention process that mirrors PST, but as they have case managers and protections, they should not be limited when concerns arise about additional areas of suspected disability. Their already established team and any other identified members (e.g. behavior, school psych, etc.) should convene quickly and not be restricted by the PST schedule.  

• If the student is receiving EL and/or Title 1 Reading Intervention, discuss concerns with the specialist(s) and brainstorm interventions

• If behavior and social/emotional functioning is a concern, consult with student services staff (counselor, behavior management TOSA, school psychologist, principal) and brainstorm interventions.

  • A CPS Assessment and Planning Tool might be completed at this time to help design interventions (this will be completed by the SM TOSA and Counselor).  This gives more behavioral and needed areas of skill development.

Step 3: Implement Classroom Supports and Interventions 

(Tier 2: Small group targeted intervention for students not meeting expectations, in addition to core instruction. Approximately 60 minutes a week. Group Size: 4-8 students.)

• Design and implement intervention(s) and collect data (4-6 weeks)

  • Interventions are supplemental to the regular instructional program

  • Intervention(s) should be targeted, with regular frequency, duration, and data

  • Track and record data gathered from  intervention(s) and monitor progress and attendance

• Document any classroom strategies or supports using the Academic and Behavioral Strategies checklist.

• Review progress with the Grade-Level Data Team and/or with specialists who support and provide intervention.  If there is slow or erratic progress, continue to Phase Two: Referral to Problem Solving Team

Step 1: Complete the Elementary PST Referral Form to refer students to PST

• If the student is receiving EL and/or Title 1 Reading Intervention, review concerns with the specialist(s) and inform them of the plan to refer to the Problem-Solving Team

• If behavior and social/emotional functioning is a concern, review with student services staff (counselor, behavior management TOSA, school psychologist, principal), if applicable, complete the lagging skills basic checklist, with student services staff and inform them of the plan to refer to the Problem-Solving Team

Step 2: Contact Parents/Guardians About Your Referral to PST

• Make contact by phone and follow up by sending the PST Parent/Guardian Letter home (sample letter)

• Be sure to review concerns with parents/guardians and notify them that the Problem Solving Team will be meeting

Step 3: Complete the Following:

• All information needs to be completed prior to the student being reviewed by the team

_____ Elementary PST Referral Form

_____ Obtain Student Data Review from Oregon Data Suite 

_____ Gather any additional academic data (CFAs, Running Records, Kickstart Assessment, etc.)

• Inform PST team coordinator/building principal of completed referral process in order to obtain a time slot on the Problem-Solving Team agenda

• The date for the Problem Solving Team meeting will be assigned

Step 4: Attend First Problem Solving Team Meeting

• Bring information from file review, current intervention data, and other documentation from Phase One and Two to the student’s PST meeting

• The teacher shares documentation and data collected in Phase One and Phase Two with the team

• The team creates SMART goals based on student needs 

• The team discusses and designs a targeted intervention(s)

  • Intervention(s) should be targeted, with regular frequency, duration and data collection at regular intervals (at minimum every other week).

  • Track intervention progress using a common data tracker - be sure to monitor attendance and progress towards the goal.

• Allow 4-6 weeks to monitor progress and collect data based on consistent implementation. 

Step 5: Meet to Review Data Every 4-6 Weeks

• Teacher and/or specialists bring updated student data to meeting

• Team reviews progress towards a SMART goal

  • If some progress, the team may choose to modify current intervention(s) to provide additional or broadened support and allow more time for implementation (↻)

  • If minimal or no progress, the team discusses and designs an intensified intervention

• The team may suggest additional tools to gain more information (e.g., exchange of information with the doctor, parent meeting, developmental history)

Step 6: Implement Tier 3 Intervention

(Tier 3: Targeted intervention for students not meeting expectations after multiple tier 2 interventions, in addition to core instruction. Approximately 60-120 minutes a week with most highly trained adults. Group Size: 2-3 students or 1-on-1.)

• After multiple Tier 2 interventions, if the student shows minimal or no progress, the team should discuss implementing a Tier 3 intervention.

• A Tier 3 intervention should be designed by licensed staff and implemented by a highly qualified staff member

  • Intervention should be targeted, with regular frequency, duration, and data collection. 

  • Progress should be monitored with assessment either weekly or every other week.

  • Progress monitoring tools should align with the skill/standard targeted with the intervention. 

  • Use a tracking sheet to track intervention (sample trackers)

• Allow 4-6 weeks to monitor progress and collect data based on consistent implementation

• If no adequate progress, continue to Phase Four

NOTE:  Team must determine whether limited English proficiency, lack of instruction in reading or math, or environmental disadvantage  impacts student performance prior to referring for evaluation