Special Education

Each building has a Multi-Tiered System of Supports (MTSS) team. These teams are structured to help support students who are experiencing learning challenges through the implementation of classroom interventions. These interventions are designed by the building MTSS team to positively impact the student’s educational performance in the general curriculum. Parents who have concerns about their child’s educational progress should contact their child’s principal, counselor, or classroom teacher to schedule an appointment to discuss those concerns. Sometimes the interventions designed by the team are not enough to meet the needs of an individual student. Based upon the student’s response to the interventions or the student’s apparent need for specialized instruction, the student may be referred as a possible candidate for special education.

Preschool Age Children (ages 3-5) who have been identified as having moderate to severe developmental delays in the areas of communication, motor, adaptive behavior, social-emotional, vision, hearing, or cognitive skills. A child who is at least 3 years of age and not yet 6 years of age who meets the definition of a child with a disability or, at the choice of the school district, is a child who is (a) experiencing developmental delays in one of more of the following areas: physical development, cognitive development, communication development, social or emotional development, or adaptive development and (b) who, because of it, needs special education and related services.

School Age (ages 6-21) students who have been identified as having one of the following disability conditions:

• Autism
• Intellectual Disability
• Deaf-Blindness
• Deafness
• Emotional Disturbance
• Hearing Impairment
• Multiple Disabilities
• Orthopedic Impairment
• Other Health Impairment
• Specific Learning Disability
• Speech or Language Impairment
• Traumatic Brain Injury
• Visual Impairment

The Special Education services for each student with disabilities are written into the student's Individualized Education Program (IEP). Services may be provided in a variety of settings, with the goal being to educate each student in the Least Restrictive Environment (LRE); which means providing services in the general education classroom environment to the maximum extent possible.

The following list of educational settings is in order from the least restrictive environment to the most restrictive environment.

Educational Settings

Collaboration/Consultation Services - General Education Classroom(s)

Collaboration/consultation services focus on intervention specialists and general educators working collaboratively to best meet the needs of students with disabilities.

Resource Services - Intervention Classroom(s)

The Resource Services support children whose disabilities require a specially designed instruction that may occur outside of the general education classroom. Continued participation in the child's regular class activities is encouraged. The Resource Rooms offer a modified curriculum which provides a student with a disability a personalized option that allows for additional support in the identified area(s) of need.

Separate Facility

Separate facilities are, typically, schools outside of the district that are designed specifically for students with disabilities.  In order to place a student at a separate facility, it is an IEP team decision, where the District will work collaboratively with parent(s)/guardian(s) and other team members to make the best decision possible to meet the student's needs.

Home Instruction

Home instruction is an individualized education program provided at home or an agreed upon public location.  These services are offered to a child with a disability or medical condition which prevents the child from attending the IEP team's agreed upon placement for special education services.  This is an IEP team decision and typically requires medical documentation.  Should the child be hospitalized, the District will work with the student and family/caregiver(s) to set up home instruction services or programming that may be available through the hospital.

Related Services

Related Services are support services needed to allow children with disabilities to benefit from special education. These may include:

Other Support Personnel/Programs

• Adapted Physical Education Services
• Orientation & Mobility Services
• Occupational Therapy Services
• School Psychological Services
• Physical Therapy Services Transportation
• Speech and Language Services
• Transition Services
• Aide Services
• Mental Health Services
• Nursing Services
• Audiological Services
• Interpreter Services
• BCBA Services

A free and appropriate public education (FAPE) shall be provided for each child determined to be in need of special education and/or related services. Students may be identified disabled and eligible for special education services under the Individual with Disabilities Education Improvement Act (IDEIA, 2004). Others may be identified as disabled under Section 504 of the Rehabilitation Act. A student identified as disabled under Section 504 may be eligible for services if he or she has a physical or mental impairment that substantially limits learning or another major life activity.

Referral
Once consent has been received, the evaluation team will gather information about your child's school performance. The following data may be considered by the team: student work samples, observations, behavior checklists, teacher rating scales, school records, and medical information. After reviewing the gathered information, the evaluation team will determine IF the student has a physical or mental disability that substantially limits learning. Re-evaluations will be periodically conducted, including at least every three (3) years.

504 Plan
If a student is identified as disabled under Section 504, the general education teachers, in collaboration with the special education department representative, shall design a plan to address the student's needs. The education program shall be provided in the general education classroom to the maximum extent appropriate to the needs of the disabled student.

Review
At least annually, there shall be a review of the education plan for a student receiving services under a 504 Plan.

Assurances
Any student identified as disabled under Section 504 is ensured equal opportunities for participation in academic, non-academic and/or extracurricular activities, and preschool and adult education programs.

Procedural Safeguards

1. Right to grant consent for evaluation activities.
2. Right to revoke consent for evaluation activities at any time by submitting a written statement to the building principal.
3. Right to receive written notice before a student's educational status is changed.
4. Right to examine school records.
5. Right to file a grievance or request for impartial hearing to the extent provided by law.

A Guide to Parent Rights in Special Education

This is the new special education procedural safeguards notice, replacing "Whose IDEA is This".

Family Engagement and Support Services

New Albany-Plain Local School District partners with the Educational Service Center of Central Ohio and State Support Team Region 11. Together we promote strong family/educator partnerships to enhance the school success for children with disabilities. SST 11 offers information on issues, which impact families of children with disabilities through learning opportunities, technical assistance, consultation and meetings.

You can find more information at this link.

SST11 also has created a webpage of resources to support families.  

This webpage was designed to provide resources that build upon the natural learning opportunities that occur within a child’s daily routine in the home. The resources contained in this site provide encouragement and tools to families and caregivers in supporting the literacy and numeracy development as well as the health and well-being of children in their care.  It can be accessed here.

Ohio's Learning Standards Extended

Ohio’s Learning Standards – Extended (OLS-E) also are commonly known as "the extended standards." These standards help to ensure that students with significant cognitive disabilities are provided with multiple ways to learn and demonstrate knowledge. At the same time, the extended standards are designed to maintain the rigor and high expectations of Ohio’s Learning Standards.

Our Mission is in direct alignment with the District's Statement of Purpose: Creating a culture of accountability that achieves the best academic and developmental outcomes for each student. 

Access to Services: 

If a student exhibits a need for specialized behavior support, in order to promote learning and participation in the school setting, their classroom staff will implement individualized, positive interventions in the classroom.  Teachers may also collaborate with behavior support staff including school counselors, mental health specialists, and work through the MTSS process to problem solve the specific needs of a specific student.  If a student requires additional behavior support, the team may request consultative services with a BCBA through the building administrators or pupil services supervisors. 

Specialists: 

• School Counselors 

• Mental Health Specialist 

• Special Ed. Department 

• BCBA 

Board-Certified Behavior Analyst
Stephanie Keyser, M.A., BCBA, COBA 

Stephanie is a Board-Certified Behavior Analyst (BCBA) who has worked as a practitioner in the field of ABA for 12 years.  She received her undergraduate degree in Art Education from Otterbein University in 2010, and a Master’s in Applied Behavior Analysis from Ball State University in 2015.  She has worked both nationally and internationally providing behavior analytic services to children ages 3-21 across clinic, home, and school settings.  Stephanie believes that all learners should have access to a support system that promotes autonomy and self-growth, and is passionate about collaborating with staff and students to teach the use of evidence-based strategies to support meaningful outcomes. 

Certifications
Board Certified Behavior Analyst (BCBA)
Certified Ohio Behavior Analyst (COBA) ​​​​​​​