Florida Diagnostic & Learning Resources System

  • The Florida Diagnostic & Learning Resources System (FDLRS) provides diagnostic, instructional, and technology support services to district exceptional education programs and families of students with disabilities. Service centers include 19 centers that directly serve school districts in the areas of Child Find, Parent Services, Human Resource Development (HRD), and Technology. In addition, the FDLRS Network also includes 6 Multi-disciplinary Centers who focus on in-depth evaluations and several statewide projects offering specialized services.

     

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Project Access

  • Mission Statement:

    To provide resources that facilitate the teaching and learning of Access points

    Vision Statement:

    All students living independent and fulfilling lives.

Resource Materials and Technology Center for the Deaf/Hard of Hearing

  • Established in 1978 by the Florida Legislature, the Resource Materials and Technology Center: Deaf/Hard of Hearing (RMTC-D/HH) is a statewide discretionary project of the Florida Department of Education, Bureau of Exceptional Education and Student Services (BEESS) and functions as a statewide specialized center within the Florida Diagnostic & Learning Resources System (FDLRS) network. The Center is located on the campus of the Florida School for the Deaf and the Blind (FSDB). RMTC-D/HH serves as the coordinating unit for accessible materials including captioned and signed videos, professional development books, and other reference materials. In addition, RMTC-D/HH staff provide on-site training and technical assistance to all school districts, families, and other state and federal discretionary projects working with students who are deaf/hard of hearing. 

    Services from RMTC-D/HH are provided by request and at no charge to the school, district, or organization.

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Technology & Learning Connections

  • The Technology & Learning Connections (TLC) Team is a part of Florida’s Multi-Tiered System of Supports (MTSS) through the Problem Solving/Response to Intervention Project at the University of South Florida. Our services support the local development of highly effective classrooms for all students based on the Florida Standards through a multi-tiered system of supports in a universal education system.
     
    The TLC Team provides guidelines and resources to support the implementation of:
    • The Florida Standards
    • Assistive & Instructional Technology
    • Accessible Educational Materials
    • Universal Design for Learning

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Florida's Multi-Tiered System of Supports

  • Florida is engaged in a long-term, sustainable, systems change effort to improve learning for all students. In order to accomplish this effort, educators must engage in a continual improvement process as they build consensus for change, new infrastructure to support implementation, and full implementation of the desired way of work. Changes in Florida’s system are a direct result of changes reflected in the federal Elementary and Secondary Education Act (ESEA) and the Individuals with Disabilities Education Act (IDEA). Just as these two federal laws continue to call for the alignment of resources and accountability systems affecting all students, Florida is committed to aligning and blending its resources and systems, including Race To The Top and Differentiated Accountability initiatives, to accomplish the intent of these laws.

    Engaging in systems change to accomplish the desired implementation and integration of Florida’s multi-tiered system of supports (MTSS) using a structured, systematic planning and problem-solving process, involves three continuous, over-lapping stages:

    1. Consensus building – where MTSS concepts are communicated broadly to implementers and the foundational “whys” are taught, discussed, and embraced.
    2. Infrastructure development – where the FDOE, districts and schools examine their implementations against the critical components of MTSS, finding aspects that are being implemented well and gaps that need to be addressed. Infrastructure development centers on closing these gaps and building, improving, and maintaining supportive structures.
    3. Implementation – where the structures and supports are put in place to activate, stabilize and institutionalize MTSS practices into an integrated way of work.
      (National Association of State Directors of Special Education, 2011)

     

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