Road to PST

The Road to an Initial

Pupil Support Team

meeting

YPS Pupil Support Team

Each school within the Yonkers Public

Schools District has a Pupil Support Team

(PST). The goal of the team is to ensure that

every child attains this or her optimal

academic, social and emotional

development within his or her educational

environment.

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FUNCTIONS:

 The team will try to meet on a weekly basis throughout the

school year

 The main function of the PST is to allow communication and

discussion of all students for whom there are academic,
social, and/or behavioral concerns. Every resource within
the building should be implemented to provide prevention,
intervention, and follow-up services to students and their
families. The parent and/or guardian are integral to planning
and decision-making.

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If the PLC times don't work for all parties, including families, reach out to Ms. Reiss and ask for a time.

​Option 2

You can use the PLC time you have in the schedule and put in for a missed prep.

​Option 1

When can the PST meetings be held?

Members of the PST/MTSS team:

Consists of:

Administrator

Classroom Teacher

Guidance Counselor

Nurse

School Psychologist

Social Worker

Parent

Can include:

Reading Teacher

ESOL Teacher

Special Educator

(Others if necessary)

Student

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Multiple Choice

Does the special education liaison need to be present at each PST meeting?

• yes

• no

Multiple Select

Is the PST team team made up of the same members each time they meet?

• Always

• Sometimes

• Never

• People familiar with the student

What are the tiers of interventions?

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SUPPORT AND REMEDIATION
(Initiated Prior to Referral/Pupil Support Team Plan)

Curriculum Modification

Modification of Classroom Materials

Modification of Classroom Space

Modification of Testing

Tangible/Intangible Classroom Privileges

Program Modification

Functional Behavioral
Assessment/Behavioral Intervention Plan

Observation/Documentation of Class
Behaviors by Support Staff

Implementation of Varied Teaching
Strategies

Modification of classroom space

Individual Student Contract

Peer Tutoring

Daily Homework/Behavior Sheet

Remedial Reading/Math/Writing

Extended Time

Targeted Instruction

ERSS Counseling

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What is the earliest PST/MTSS date?

• Students who begin the school year in their current setting - November

1st or after the 1st progress report.

• New Students – Four weeks after their first day in the class.

• Kindergarten teachers – If you would like to have more information at

the meeting, you can wait until December 1st when the speech
kindergarten screenings have been completed.

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Guidelines

Multiple Select

When can teachers request an initial meeting?

• New students: 4 weeks after the student's first day in that class

• Students who begin the school year in the classroom: November 1st

• Students who begin the school year in the classroom: After the first report card

• Kindergarten teachers can choose to wait for screenings are completed by December 1st

Overview:
Helping a
struggling

student

Take anecdotes

& collaborate with

parents. Log
interventions.

Still concerned?

Schedule a

PST/MTSS
meeting.

Concerned

staff

members shoul

d keep

anecdotes

Bring all

documentation

to meeting

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Take anecdotes & collaborate with parents

• Anecdotes – with dates and times will help to identify antecedents.

• Call parents – tell them a few positive things about their child before

discussing concerns. Ask parent if they have any concerns about their
child’s academic performance (reading and every day math
concepts) and/or behaviors at home.

• Communication log & data – set up a way to communicate with the

parent. For example, a weekly summary, a daily summary, etc. This is to
be decided by the teacher and parent. Keep track of the interventions
you are implementing and collect work samples.

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Multiple Select

What should a teacher do if they are concerned about a student?

• Anecdotes

• Communication Log & Data

• Call Parents

• Confer with service providers who see the student (if applicable)

Request a Pupil Support Team meeting

Schedule meeting – in writing. This

could be an email, a confirmed
calendar appointment via Outlook, or
another way that is agreed upon by
the parent, teacher and concerned
staff members.

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Multiple Select

Once the teacher has contacted the parents, kept logs, and has anecdotes demonstrating the interventions implemented by the teacher in collaboration with the parents aren't working and the student needs more support, the teacher should...

• Look at the PLC times scheduled and see if that works for all parties, including parents

• If a teacher uses their PLC time for a PST meeting, they should put it in the missed prep book in the office

• Request a PST meeting by emailing all who need to attend and find an agreeable time for everyone involved

• Provide a few dates and times for all involved so that the date and time is agreeable to all involved

Anecdotes regarding student

Collaborate with colleagues – speak with other

staff members who supervise the child. This
could be a specials teacher, a lunch monitor,
service provider, etc. If they share concerns, ask
them to keep anecdotes to submit to PST
meeting. Once agreed upon, let them know
the date and time of the meeting. Anecdotal
notes should be submitted to the teacher
before the meeting.

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Multiple Select

What people are important to involve in getting a holistic picture of how the student behaves in different settings throughout the school day? (check all that apply)

• specials teachers

• lunch monitors

• any adult that supervises the student

• Service providers

  (if applicable)

Anecdotes: Examples and Non-examples

When the student is presented with work,
he/she says he/she is tired and does not
complete it. The teacher has offered
_______(name intervention) and
________(name intervention) with little or
no change/progress.

The teacher regularly reviews the class
rules. The teacher also reinforces positive
behavior with PBIS. Nonetheless, the
student continues to gets out of his/her
seat without permission and talks out of
turn.

Student never does any work in class.

The student is constantly disrupting
instructional time.

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Examples

Non-Examples

Documentation

The teacher should ask the person facilitating the meeting if they would like copies made of the
documentation before the meeting. This
would ensure that each person can follow
along.

The teacher should complete the student
information and reason for referral in the PST
packet before the meeting. (slide 14)

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Dropdown

Who should offer to bring the copies to the meeting?​

Select answer

​

Documentation

Continued

14

Complete the
student information
and reason for
referral in the
PST packet before
the meeting.

Multiple Choice

Does the teacher have to complete any paperwork in addition to the anecdotes & logs?

• Yes

• No

At the PST Meeting…

•
At the meeting, the team
will discuss tier 2
interventions that can be
implemented for a few
weeks.

•
The next time and date to
meet is set before this
meeting concludes.

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If the PLC times don't work for all parties, including families, reach out to Ms. Reiss and ask for a time.

​Option 2

You can use the PLC time you have in the schedule and put in for a missed prep.

​Option 1

When can the PST meetings be held?

Multiple Select

When can the PST meetings be held?

• Use PLC times on schedule and put in for a missed prep in the logbook in the office

• If the available PLC times do not work, email Ms. Reiss and request a date and time

• Schedule a time that works for you and hope everyone can make it

Counseling (ERSS) by a
member of the Support Team
(Psychologist, Social Worker
and Guidance Counselors)

Medical consultations (nurse,
doctor, psychiatrist)

Modification of academic
program

Collaboration and consultation
with community resource

Functional Behavior Assessment
and Behavior intervention Plan

Recommendations/
Actions May Include:

16

Evidence-Based Intervention Resources

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Open Ended

Please enter questions about setting up the initial PST meeting below: