The Office of Pupil Personnel Services is responsible for providing special education, compensatory services, academic intervention services (AIS/RTI), and English as a New Language (ENL) instruction to students in the Florida Union Free School District.
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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, when a student experiences difficulty in the classroom, the teacher targets and addresses areas of the weakness with sound teaching practices, followed by the frequent monitoring of progress frequently and adjustments to instruction as needed.
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 benchmarks.
- 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.
What is the three-tiered model?
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.
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, and/or physical therapy.
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.
Jeanne Marie Pavlik
651-3095, ext. 30009
Committee on Special Education (CSE)
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 (CPSE)
The CPSE addresses the needs of children, ages 3 to 5, with disabilities. If you suspect your preschool age child may have a disability, call the Pupil Personnel Office. (651-3095 x40010)
Speech therapists help students with speech and language disorders, including articulation. Therapists serve students classified by the CSE and other who have a need for this support.
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 disabilities. Schools must provide these students with reasonable accommodations 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 accommodations under a Section 504 plan.