NANKIN — Mapleton Local Schools has implemented a process of providing students with the education and support that each student needs to access instruction.
This is called Mapleton’s Multi-Tiered System of Supports. There are three different tiers of support offered to students based on their level of need.
In tier one, all children are taught the same school-wide expectations and the skills needed to meet those expectations. Some students may need more targeted instruction and opportunities in order to develop the skills identified in tier one. These tier-two students are often given additional support in groups of similar needs.
There are a few students who may benefit from an even more individualized approach to learning, interacting, and being in school. Tier three supports involve the team including parents or guardians. The team works together to design interventions unique to each student.
As part of this multi-tiered system of supports (MTSS), Mapleton’s Positive Behavior Interventions and Supports program helps reinforce students when they are making good behavioral choices.
This process of positive behavior reinforcement (PBIS) helps teach and reinforce positive behavior while preventing or reducing challenging and unsafe behaviors.
PBIS is intended to be used with all students in all areas of the school. The goal is to “catch them being good,” in order to help children understand that good behavior choices can be beneficial for all.
Every student deserves access to quality education, but not all students learn the same way. The Special Education (SPED) Department at Mapleton Local Schools, led by Morgan Lengacher, the SPED Director, ensures that students who have differences in learning, mobility, health, vision, hearing, behavior, or communication are given the best opportunity to make meaningful progress in the classroom.
The Evaluation Process
When a student seems to be struggling to learn the material in the classroom or at home, their parent and/or teacher can request an evaluation to see if the student would benefit from an Individualized Education Plan (IEP). The school will consider the request, gather information, and determine if there is a reason to suspect a disability.
This process may involve putting interventions into place, in order to see if additional supports are adequate to help the student close the gap between their skills and the skills expected at their grade level.
If the response to intervention or other data, however, indicates that there is a reason to suspect a disability, then the evaluation process for special education under the Individuals with Disability Education Act would begin.
The first step (and every step) in the process beings with including parent participation. With parent involvement, an evaluation plan is designed. The parent can give consent for the evaluation plan, or the parent can decline consent. If consent is granted, then assessments are done.
They may involve tests, but also will likely include information obtained by interview, observation, and record review. After all the data from assessments has been gathered, the team, including the parent, will review the information and then decide if the data provides evidence under one of the disability categories.
Once eligibility for services is determined, and the student’s strengths and needs have been identified, then an Individualized Education Plan or program is developed by the time. The plan is called an IEP.
The IEP outlines the student’s strengths and weaknesses and specifies the special education instruction, support, and services that will help the student achieve meaningful progress. This process is covered under the Individuals with Disabilities Education Act (IDEA).
The State of Ohio has published “A Guide to Parent Rights in Special Education” to help you understand your child’s rights according to IDEA and the Ohio Operating Standards.
The IEP Team
Education is always a team effort. The IEP team is made up of parents/guardians, teachers, and other service providers. Together, they develop an education plan that addresses goals, objectives, any needed accommodations or modifications, and services to meet students’ needs.
Plans are monitored regularly, and progress is reported on a quarterly basis with the student’s report card, and at yearly IEP reviews.
Eye Exams with Initial IEP
House Bill 95 requires all students to schedule an appointment with an eye doctor within 90 days after the initial identification of a disability. If the student has had an eye exam from an eye doctor within the last 9 months, the requirements are waived.
Learn more about the State’s eye exam requirements for special education students by downloading this brochure.
Child Find
In an effort to serve young people with disabilities, school districts in Ohio each work to locate and evaluate children from birth through 21 years of age who are suspected of having a possible disability that may impact the child’s ability to access instruction in the general education setting.
Disabilities may include developmental delays, health impairments, autism, deafness, blindness, dyslexia, intellectual/cognitive impairment, speech/language issues, significant problems with attention, and traumatic brain injury.
Individuals may contact Mapleton Local School District about students who may have a disability to discuss their concerns and the process of determining if the child is eligible for special education services.
