The Regional Support Unit is an expansion of the PS/RtI Project's original designation of regional support to school districts. The purpose of this unit centers around improving and increasing effective implementation of a multi-tiered system of support. The unit is comprised of five Regional Coordinators. The Regional Coordinators are tasked with providing professional development, training and technical assistance, and other forms of support to school districts, with a focus on support to district level leadership. Support is provided at the individual district level, to small groups of districts within a region, and at the regional level.

Kelly Justice Justice Info
Unit Coordinator & South Regional Coordinator
(352) 777-4557
Deanne Cowley Cowley Info
Central Regional Coordinator
(727) 330-6130
Lisa Yount Yount Info
Central Regional Coordinator
(352) 346-8294
Beth Hardcastle Hardcastle Info
North Regional Coordinator
(850) 994-5867
Fax: (850) 994-5175
Ann Selland Selland Info
North Regional Coordinator
(850) 459-0508

Recommended Websites:

Recommended Print Resources:

Burns, M.K., Peters, R., & Noell, G.H. (2008). Using performance feedback to enhance the implementation integrity of the problem-solving team process. Journal of School Psychology, 46, 537-550.

Fielding, L., Kerr, N., & Rosier, P. (2007). Annual growth for all Students, catch-up growth for those who are behind. Kennewick, WA: The New Foundation Press.

Jimerson, S., Burns, M.K., & VanDerHeyden, A.M. (Eds.). (2007). The handbook of response to intervention: The science and practice of assessment and intervention. New York: Springer.

Marzano, R. & Waters, T. (2009). District leadership that works: Striking the right balance. Bloomington, IN: Solution Tree Press.

Noell, G.H. & Gansle, K.A. (2006). Assuring the form has substance. Assessment for Effective Instruction, 32(1), 32-39.

School Psychology Review, 38(4), 2009. (Entire volume devoted to implementation fidelity)

Telzrow, C.F., McNamara, K., & Hollinger, C.L. (2000). Fidelity of problem-solving implementation and relationship to student performance. School Psychology Review, 29, 443-461.