Jenny Rooks has been an educator for fifteen years. This year will mark her sixth year as the Director of Instructional Student Support and Eleven year with Monroe County Schools. Jenny Rooks began her teaching career in Maine as a high school literature teacher. She then moved to Massachusetts and worked at Perkins School for the Blind. She was a special educator for five years in Colorado and also in North Carolina.
Jenny Rooks attended University of Maine at Farmington for a degree in special education with a concentration in literature. She attended Florida Institute of Technology and currently holds Board Certification for Behavior Analysis. Jenny also attended Capella University to obtain a masters in Educational Leadership.
Jenny currently serves on the Georgia Council of Administrators of Special Educators (GCASE) Executive Board. She is a member of Council for Exceptional Children, and Georgia Association of Behavior Analysis, Professional Association of Georgia Educators.
Jenny Rooks is a native of Maine. She is married to Milton Rooks and has a child in third grade at Katherine B Sutton Elementary. Jenny loves to read and spend time with her family.
Postive Behavior Interventions & Supports (PBIS)
Monroe County Schools implements PBIS as an avenue to increase instructional time for students and staff. PBIS is an evidence-based, data-driven framework proven to reduce disciplinary incidents, increase a school’s sense of safety and support improved academic outcomes. Monroe County schools apply a multi-tiered approach to prevention, using disciplinary data and principles of behavior analysis to develop school-wide, targeted and individualized interventions and supports to improve school climate for all students.
Section 504 of the Rehabilitation Act of 1973 (“Section 504”) provides that no otherwise qualified student with a physical or mental impairment that substantially limits one or more major life activities may be excluded from participation in, be denied the benefits of, or be subjected to discrimination in any program or activity offered by the School District. These students may or may not be receiving special education services but have a physical or mental impairment which substantially limits one or more major life activities. Once the school is made aware of this disability, team will develop determine eligibility and 504 plan if needed to support the student in the school environment.
Special Education Services are provided for students who have a disability in one of twelve eligibility areas that impacts their learning in some way. These services may include direct services by school staff, accommodations for instruction and assessment, or related services to assist with sensory, motor or transportation challenges.
Special Education Directory
Special Education Links