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Pupil Services

Ms. Jennifer Norman 

 
Executive Director of Pupil Services 

The Pupil Services Department encompasses the various supports that are provided to students.

The Office of Pupil Services coordinates district-wide identification and intervention efforts including compliance with the Individuals with Disabilities Education Act. 

Please contact us if you have questions concerning:

  • Coordination of intervention and identification
  • Special education
  • 504’s
  • ELL / English Language Learners
  • Gifted
  • Home Schooling
  • Guidance
  • Enrollment
  • Registration
  • Residency
  • Preschool Supervisor
  • Help Me Grow Contact
  • OGT (Ohio Graduation Test)/ OAA (Ohio Achievement Assessment) 
  • Transcript Requests/ Student Records

Co-Teaching in River...What is it?

A delivery system
   with two or more educators
      with shared responsibility  
         for a single group of students
            in a single classroom
               for specific content
                  with mutual ownership
                     pooled resources and 
                        joint accountability  
Co-Teaching provides a better education for students with varying levels of exceptionality.  
Rocky River is proud to have co-teaching occurring in classrooms K-12.
 
Co-Taught Classes in Rocky River

These courses allow for access to the general education curriculum while still providing specially designed instruction for those in need.  This access provides less fragmentation in instruction while at the same time challenging all students.  Co-taught classes are taught by two certified teachers one of which is the content specialist and the other a learning specialist.  We are proud to provide co-taught and tutor support classes on our continuum of services.  

SEARCH FOR CHILDREN WITH DISABILITIES UNDERWAY

In accordance with the Individual’s with Disabilities Education Improvement Act (IDEA) of 2004, The Rocky River City School District is participating in Child Find efforts to locate, evaluate, and identify all children from birth through 21 years of age with disabilities, regardless of their situations, who have significant, individual needs and require intensive interventions through special education and related services.

A disability, in this instance, means such conditions as autism, deaf/blindness, multiple disabilities, deafness/hearing impairment, orthopedic impairment, visual impairment/blindness, specific learning disabilities, preschoolers with a disability, emotional disturbance, cognitive disabilities, speech and language impairments, orthopedic and other health impairments or traumatic brain injury.

Although many school aged disabled children are identified and currently being served by the Rocky River City School District, preschool children ages 3-5, with disabilities may be unidentified because parents may not be aware that programs and services are now available through the public school. Community members can help us with this important effort. If you know of a child in our district with a disability that is not presently attending school or receiving services from another agency, please contact Jennifer Norman, Executive Director of Pupil Services at 440.356.6006.

In addition and in accordance with Section 504 of the Rehabilitation Act of 1973 and the American’s with Disabilities Act Amendment of 2008, Rocky River City School District is participating in Child Find efforts to locate, evaluate and identify all children with a disability. In this instance, a student with a disability who has a mental or physical impairment that substantially limits a major life activity who may because of disability, needs or is believed to need special education, related services or aids or accommodations/modifications. If a parent or guardian suspects that a child may be eligible under this federal definition, please contact Jennifer Norman, District Compliance Officer.


PBIS- Positive Behavior Interventions and Supports  

Common Misconceptions About PBIS

            Misconception #1: “PBIS is an intervention or practice.” Although PBIS is comprised of research-based behavioral practices and interventions that have been shown to improve social behavior and academic achievement, PBIS is more accurately described as a “framework” or “approach” that provides the means of selecting, organizing and implementing these evidence-practices by giving equal attention to (a) clearly defined and meaningful student outcomes, (b) data-driven decision making and problem solving processes, and (c) systems that prepare and support implementers to use these practices with high fidelity and durability.

            Misconception #2: “PBIS emphasizes the use of tangible rewards which can negatively affect the development of intrinsic motivation.” The PBIS framework includes practices that provide students with feedback on the accuracy and use of their social skills and behaviors, in the same manner that feedback is provided for successful and accurate academic performance. When new and/or difficult social skills are being acquired, more teacher and external feedback systems might be used to give students information about their social behavior. However, as students become more fluent in their use of social skills, external feedback systems are reduced and replace by more natural environmental and/or self-managed feedback (Akin-Little & Little, 2009; Akin-Little, Eckert, Lovett, & Little, 2004). Although intrinsic motivation is difficult to conceptualize and measure from a behavior analytic perspective, little evidence exists to suggest that the use of positive reinforcement, rewards, acknowledgements, and recognition has negative effects on academic and social behavior achievement (Cameron, Bank, & Pierce, 2001; Cameron & Pierce, 2002; Cameron, 2005).

            Misconception #3: “PBIS is something new that was designed for students with disabilities.” The phrase “Positive Behavioral Interventions and Supports” was first coined in the reauthorization of the IDEA; however, the practices, principles, and systems that characterize PBIS have been described, studied and implemented since the early 1960s and 1970s (Carr, 2007; Carr et al., 2002; Sugai & Horner, 2002). PBIS is a marriage of behavioral theory, behavior analysis, positive behavior supports, and prevention and implementation science that has been developed to improve how schools select, organize, implement, and evaluate behavioral practices in meeting the needs of all students (Sugai et al., 2000).

            Misconception #4: “PBIS is for behavior, and RtI is for academics.” RtI is best conceptualized as a framework for developing and implementing multi-tiered systems of academic and behavior support, and is comprised of (a) universal screening, (b) continuous progress monitoring, (c) continuum of evidence-based practices, (d) team-driven data-based decision making, and (e) implementation fidelity evaluation (Sugai & Horner, 2009). The PBIS framework is the application of RtI principles to the improvement of social behavior outcomes for all students. PBIS is often described as the “behavior side” of the RtI multi-tiered continuum; however, this description misrepresents the actual integrated implementation of behavior and academic supports (Sugai, Horner, Fixsen, & Blase, 2010).  

Light It Up Blue! Autism Awareness Month
Resources
Links
Co-Teaching
Co-Teaching in Rocky River
What is it?

A delivery system
   with two or more educators
      with shared responsibility  
         for a single group of students
            in a single classroom
               for specific content
                  with mutual ownership
                     pooled resources and 
                        joint accountability  
Co-Teaching provides a better education for students with varying levels of exceptionality.  
Rocky River is proud to have co-teaching occurring in classrooms K-12.
 
 
 
Ms. Tara Marley, Pupil Services Supervisor
440.356.6006

School Psychologists

Mr. Matt Kromer, School Psychologist

Goldwood and Kensington
440.356.6733
[email protected]

Mrs. Stacy Kozar-Kocsis, School Psychologist
Rocky River Middle and High School
440.356.6007
[email protected]


Building Learning Resource Coordinators

Mrs. Daniea Beard
Goldwood
[email protected]  
 
Mrs. Angela Bowman
Kensington 
[email protected]  
[email protected]

Gifted 

Mrs. Meredith Muccio
Goldwood and Kensington
[email protected]

Mrs. Susan Forbes
District Coordinator/ Goldwood, Rocky River Middle and High School
[email protected] 

ELL/ English Language Learners

Mrs. Leah Halloran
District Coordinator /  Rocky River Middle and High School
[email protected]  

Ms. Erin Young
Goldwood 
[email protected]
 
 
Miss Dayna Keil
Kensington
[email protected] 
 
If your child has special considerations such as, but not limited to, medical needs, allergies, social emotional needs, cultural needs, accessibility needs, language needs, etc. please contact the building principal who will ensure these needs are accommodated for during PTA sponsored and school related events.