The New Albany Special Education Department is committed to providing a comprehensive and seamless continuum of high- quality services for students with disabilities that facilitates the students' academic and social/emotional growth. We are currently serving more than 600 students with disabilities through Individual Education Program under the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA) and Section 504 Plans under the Rehabilitation Act of 1973.
It is the policy of the New Albany-Plain Local School District not to discriminate, in violation of Federal or State law, on the basis of a disability in admission to, access to, treatment in, or employment in, any service, program, or activity sponsored by the New-Albany-Plain Local Schools.
Inquiries or complaints regarding compliance with this policy or the nondiscrimination requirements of the Americans with Disabilities Act or Section 504 of the Rehabilitation Act of 1973 should be directed to:
Sheila Saunders, District Special Education Director
55 N. High Street, New Albany, OH 43054
Director of Special Education
Coordinator of Early Childhood & Non-Public Schools Special Education Services
Assistant Director, Grades 1-6
Assistant Director, Grades 7-12+
District Special Education Secretary
- Students with Disabilities
- Special Education Services
- Section 504
- Behavior Support Services
- New Albany Area Daycares
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:
- Intellectual Disability
- 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.
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 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 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 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.
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.
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.
At least annually, there shall be a review of the education plan for a student receiving services under a 504 Plan.
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.
- Right to grant consent for evaluation activities.
- Right to revoke consent for evaluation activities at any time by submitting a written statement to the building principal.
- Right to receive written notice before a student's educational status is changed.
- Right to examine school records.
- Right to file a grievance or request for impartial hearing to the extent provided by law.
This is the new special education procedural safeguards notice, replacing "Whose IDEA is This".
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 (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.
Mental Health Specialist
Special Ed. Department
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.
Board Certified Behavior Analyst (BCBA)
Certified Ohio Behavior Analyst (COBA)
5893 Preserve Blvd, New Albany
10102 Woodcrest Way, New Albany
All About Kids
96 N High St, New Albany
8415 Walton Pkwy, New Albany
Central College Christian School
975 South Sunbury Rd., Westerville
150 E. Dublin-Granville Rd. New Albany
5351 New Albany Rd, New Albany
5515 Morse Rd, Gahanna
4575 Morse Rd, Columbus
Jolly Tots Too
5511 N Hamilton Rd, Gahanna
5524 New Albany Rd E, New Albany
New Albany Christian Childcare
6000 Johnstown Rd, New Albany
1101 E Johnstown Rd, Gahanna
Ready Set Grow!
5200 New Albany Rd, New Albany
4595 Morse Rd, Gahanna
The New Albany Academy
31 N High St, New Albany
The Learning Experience
5800 Central College Rd, New Albany
- Nondiscrimination Statement
- Child Find
- IDEA Part B Funds
- Policy 5630.01 (PBIS, Seclusion & Restraint)
- List of the Available Preschool Education Service Options in the Community
It is the policy of the New Albany-Plain Local School District not to discriminate, in violation of Federal or State law, on the basis of race, color, national origin, ancestry, religion, age, sex, or disability in admission to, access to, treatment in, or employment in, any service, program, or activity sponsored by the New Albany-Plain Local Schools.
Inquiries or complaints regarding compliance with this policy or the nondiscrimination requirements of the Americans with Disabilities Act, Section 504 of the Rehabilitation Act of 1973, or Title IX of the Education Amendments of 1972 should be directed to:
Director of Special Education
55 North High Street
New Albany, OH 43054
Title IX or Section 504/ADA inquiries may also be referred to the Assistant Secretary for Civil Rights for the U.S. Department of Education.
New Albany-Plain Local School District is reaching out to families in our community that may have a child with special needs. Public schools are required by Federal and State law to evaluate any child from age birth to 21 suspected to have a disability. Special education services are available through the public schools for children ages 3 through 21 identified with a disability. If you have a child or know of a child you suspect may have a disability under the Individuals with Disabilities Improvement Act or Section 504 of the Rehabilitation Act, please contact the Special Education Coordinator in your child’s school building or Sheila Saunders, District Special Education Director, at (614) 855-2040.
Annual Notice of IDEA Part B Funds
All states making application for funds under Part B of the Individuals with Disabilities Education Act (IDEA) are required to make available for public review and comment the application packet for those federal funds. These funds support provision of special education services to children ages 3 to 21 in Ohio. The Ohio Department of Education’s Office for Exceptional Children has developed their draft application packet for IDEA Part B funds and by this notice is making the application available for review and comment.
View the proposed application and additional information.
The Board of Education is committed to the District-wide use of Positive Behavior Intervention and Supports ("PBIS") with students and the establishment of a school environment focused on the care, safety, and welfare of all students and staff members. Student Personnel shall work to prevent the need for the use of restraint and/or seclusion. PBIS shall serve as the foundation for the creation of a learning environment that promotes the use of evidence-based behavioral interventions, thus enhancing academic and social behavioral outcomes for all students. An emphasis shall be placed on promoting positive interventions and solutions to potential conflicts. PBIS emphasizes prevention of student behavior problems through the use of non-aversive techniques, which should greatly reduce, if not eliminate, the need to use restraint and/or seclusion.
Click here to view the policy
Special Education Indicator Target Setting
The Individuals with Disabilities Education Act (IDEA) established a series of special education “indicators” to measure services and results for students with disabilities. The IDEA Annual Performance Report package requires states to set targets across indicators through the 2025-2026 school year. Ohio’s performance on each special education indicator is compared to the targets for annual federal reporting. Additionally, states must publicly report the performance of each district in the state in comparison to the targets.
Targets must be rigorous, yet attainable.
Targets must reflect broad stakeholder input.
Targets for the final year (2025-2026) must reflect improvement over the state’s baseline data.
The Department requested public comment on the proposed target options for each indicator. The public comment period closed on Nov. 5, 2021. Indicator fact sheets with proposed target options are available for each of these indicators. These fact sheets are further described below . For each indicator, stakeholders were encouraged to comment on which target option they preferred and why. Commenters were also invited to be part of a virtual stakeholder group that will hold a series of meetings between November and January to review all public input and finalize the targets across indicators.
A summary of the indicator target setting process, including final targets, is now available here. (Updated Jan. 2023)
As outlined in OAC 3301-51-11 (J)(1), in ensuring that a continuum of alternative placements is available to meet the needs of children with disabilities for special education and related services, a school district shall annually prepare, post publicly, and make available to parents during the evaluation process; a list of the available preschool education service options in the community. This list shall not be limited to service providers within the geographic boundaries of the district but shall include providers outside the limits of the school district boundaries that may be more easily accessible to children with disabilities living within the boundaries of the school district. This list shall inform the discussions and decision on the appropriate placement of each child with a disability. You can click here for the list in the New Albany area.