PHILOSOPHY: In accordance with the Individuals with Disabilities Act (IDEA), IDEA Amendments of 1997, and the statutory requirements added by Public Law 105-17

• High expectations for students with disabilities.
• Providing appropriate special education and related services and aids and supports in the general classroom to such children, whenever appropriate.
• Strengthening the role of parents to help students succeed.
• Access to the general curriculum for students with disabilities to the maximum extent possible.
• Supporting and providing targeted professional development for all personnel who work with students to ensure they have the skills and knowledge necessary.
• Accountability for student achievement.

• Ohio Department of Education
• State Support Team Region 6
• Council for Exceptional Children (CEC)
• Ohio Center for Autism and Low Incidence (OCALI)
• The Center for Instructional Supports and Accessible Materials (CISAM)
• National Secondary Transition Technical Assistance Center (NSTTAC)
• Ohio School Speech Pathology and Educational Association
• Ohio Speech Language Hearing Association
• American Speech Language Hearing association
• Intervention Central; Response to Intervention

Please contact your building principal for a Request for Assistance form (located in each school building office) if a student is having difficulty or you suspect your child or a student in your classroom has a disability. The building principal will invite you to become a member of the intervention Assistance Team which is a building level team that will begin to problem solve the area of concern. Interventions are suggested and implemented prior to a referral for special education services.

Once interventions are tried, documented and a disability is suspected, then a referral for special education is initiated. Team members will conduct an evaluation team report and if eligibility is determined will write an Individual Education Plan (IEP) for special education services.

Required and Optional Forms

Once interventions are tried, documented and a disability is suspected, then a referral for special education is initiated. Team members will conduct an evaluation team report and if eligibility is determined will write an Individual Education Plan (IEP) for special education services.

• Aide Services

• Early Childhood

• Physical Therapy

• Cross Categorical Unit

• Transition to Work

• Assistive Technology Team

• Low Incidence Intervention Assistance Team

• Program Assistants

• Speech and Language Therapy

• Services for Students with Visual Impairments

• Audiology 

• Occupational Therapy

• School Psychological Services

• Supervisory Services