• Attendance Message Line: (650) 312-7549
  • Phone: (650) 312-7550
  • Fax: (650) 312-7641

Resource Teacher - Ms. Obias-Enrique

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What is The Resource Program:

The Resource Specialist Program (RSP) is a program to help children who qualify for special education services. The program is designed to give support to children with learning disabilities and give them strategies to help them be successful in their education. The RSP program offers small group instruction to meet the needs of each child’s individual education plan (IEP). Children are given instruction in the least restrictive environment.

A Resource Specialist program (RSP) is a form of special education that is available to students who have mild to moderate learning disabilities and who are having trouble in one or more areas of classroom learning.

A teacher who is credentialed in Special Education heads an RSP. This specialized credential helps the teacher address a variety of learning disabilities. Special Ed teachers also are skilled in assessment for learning disabilities, which might constitute a portion of their work, as well as assessment of students in meeting predefined goals.

Mainstreaming/Push-in:

An RSP might be set up so that teachers or resource specialists work with students in their mainstreamed classrooms. Especially if many students in a particular classroom require assistance, the RSP might focus on the teacher or resource specialist going to a class and assisting at certain designated points during the day, such as the times devoted to acquiring language or math skills.

Pull out:

In some cases students might benefit from “pull-out” time. In these cases, students visit an RSP classroom for part of the day, possibly every day or several times a week, to work on basic skills. This means that the RSP teacher must attempt to schedule pull-out times around multiple teachers' schedules, and the students often must try to catch up on things that were missed in class.

The Goal of RSP and of the Special Education program are to provide learning support needed so that children can achieve grade level standards and overcome their disabilities so that they can perform in future years without those services.

Here is a link to the web site which is designed for your use to access important information about special education for students with disabilities.

San Mateo County Office of Education (SELPA)

Other Roles of an RSP teacher:

  • Member of the Student Success Team

Student Study Team Defined:

The Student Success Team is a partnership between the school and home that utilizes a problem-solving approach to help students to be more successful in school, at home, and in the community.

The SST includes the family, the student, the classroom teacher(s), and a school 
administrator. Others who may know the student or have expertise to address the
areas of concern, such as teacher leaders, the student advisor, resource teacher,
speech and language specialist, school psychologist or mental health specialist,
may also be present.
* for more information, please click the link to know more about what is the SST process for our school.

SST Brochure (English)

SST Brochure (Spanish)

  • Member of the Intervention (RTI) Team

Response to Intervention Defined:

   Response to intervention (RTI) is a process used by educators to help students who are struggling with a skill or lesson; every teacher will use interventions (a set of teaching procedures) with any student to help them succeed in the classroom—it’s not just for children with special needs or a learning disability. If a student is struggling, his or her teacher will use test scores and other measures of progress to choose a researched and proven intervention suited to help the child learn. If a child does not respond to the initial interventions, more focused interventions are used to help the child master the skill. RTI strategies address both learning and behavior.

   TIER 3 intervention-  At Tier 3 , an additional layer of intensive supports is available to address the needs of a smaller percentage of students (e.g., 2%–7%) who are experiencing problems and are at risk of developing more severe problems. At Tier 3, the goal is remediation of existing problems and prevention of more severe problems or the development of secondary concerns as a result of persistent problems.

 

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Mrs. Obias-Enrique

(650)312-7727(650)312-7727

oobias@smfcsd.net


Email: Mrs. Obias-Enrique

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