{pupil}
(845) 651-1464
Eleanor Baird, Secretary
Linda Sontag, Secretary
OFFICE FOR PUPIL SERVICES
The Office for Pupil Personnel Services is responsible for providing special education, compensatory services, academic intervention services (AIS/RTI), and English as a Second Language (ESL) to students in the Florida Union Free School District.
1) What is Response to Intervention?
RTI is a three-tiered problem solving model characterized by high-quality, research-based instruction and interventions that are matched to students’ learning and behavioral needs. In other words, a student experiences difficulty in the classroom, the teacher targets and addresses the weakness with sound teaching practices, progress is monitored frequently and instruction is adjusted accordingly.
2) What are the Core Principles of RTI?
High-quality, research-based instruction and behavioral support are given in a
regular education setting.
Assessment tools are used to identify targeted areas of concern with frequent monitoring of student progress.
A three-tiered model of intervention using progress monitoring. Data is used to make instructional decisions and to determine if a student is making progress and meeting academic levels.
A multi-disciplinary building-level team is working with classroom teachers reviewing data and designing interventions plans.
Parent involvement is valued and encouraged throughout the RTI process.
3) What is the three-tiered model?
The three tiers are:
Tier I – All students receive classroom instruction that is research based and proven to be effective in teaching students to read, write, perform math calculations and problem solve. Classroom interventions are implemented consistently and systematically in the form of small group and /or additional learning and practice opportunities.
Tier II – Students who do not make adequate progress in Tier I receive more intense and targeted interventions usually in small pullout groups. Interventions are directly tailored to the needs of the students and are provided in addition to the Tier 1 interventions taking place in the classroom. Tier II interventions can include AIS reading and/or math, speech, counseling, occupational therapy, physical therapy.
Tier III – Students who experience significant learning difficulties and who require intense and individualized interventions are usually served through special education.
Related Links
School Psychologists play a major role in prevention, intervention and remediation of school problems. They help identify and evaluate children with emotional, social, behavioral and learning disorders; provide short-term or group counseling; and serve as a resource to staff and parents in working with children with special needs.
- Committee on Special Education
The CSE evaluates needs of children who have or may have physical, mental or emotional disabilities. A comprehensive core evaluation, which includes a psychological, educational and social assessment, helps determine a child's needs.
When a child is recommended for special education, an Individualized Education Plan (IEP) is developed specifying services to be provided and the approach to be used to address the child's needs.
- Committee on Preschool Special Education
The CPSE addresses the needs of children, ages 3 to 5, with disabilities. Parents with preschool children suspected of having a handicapping condition should call the Pupil Personnel Office. (651-1464)
Speech therapists help students with speech and language disorders and articulation disorders. Therapists serve students classified by the CSE, and other students with special needs.
Section 504 is a civil rights statute that requires schools, public or private, who receive federal financial assistance for educational purposes, not discriminate against children with "handicaps" (i.e., disabilities). Schools must provide these students with reasonable accomodations comparable to those provided to their peers under the rulings of Section 504. Students with a disability that substantially limits a major life function may be eligible for accomodations under a Section 504 plan.
