Student Services

Welcome to the ABLE program within Findlay City Schools! We call this the ABLE Program, as we are Advocating Behavioral Learning for Everyone. 

Applied Behavior Analysis (ABA) is a branch of psychology focusing on the science of behavior. ABA uses only evidence-based practices backed by scientific research to make changes in the environment to increase or decrease socially significant behaviors. There are nine different areas of practice within ABA. Behavior Analysts can specialize in areas ranging from education, to sports, organization, business management, even sustainability. For more information on these areas of specialization, visit www.bacb.com.

Intervention specialists that work within our Autism classrooms have received training and support on ABA principles and crisis intervention. Most paraprofessionals and teachers working with students with autism within the ABLE program are nationally certified by the Behavior Analyst Certification Board as Registered Behavior Technicians (RBT). To become an RBT, these individuals complete 40 hours of ABA focused coursework along with passing a national certification exam. After receiving their certification, our RBT’s are then supervised weekly by our full-time Board Certified Behavior Analysts (BCBA) or Board Certified Assistant Behavior Analysts (BCABA).

For more information, contact:

Justine Bower
jbower@fcs.org
419-425-8231  

What is Child Find?

Child Find is the process of locating, evaluating, and identifying children with disabilities from birth through age 21, living within the Findlay City School District, who may be in need of special education and related services. 

How can you help?

Parents, relatives, public and private agency employees, childcare providers, and physicians who are aware of a child who may have special needs, can notify Findlay City Schools Student Services Department at 419-427-8231. 

*If you suspect a child has a disability who is not yet three years of age, please contact Hancock County Help Me Grow at 419-424-7871.

Eligibility Categories

Federal and state mandates require that public schools ensure the provision of a free appropriate public education regardless of a child's disability. For the purpose of educational identification, Ohio Department of Education recognizes the following eligibility categories: 

• Autism

• Multiple Disabilities

• Specific Learning Disabilities

• Other Health Impairments

• Orthopedic Impairments

• Emotional Disturbance

• Deafness (Hearing Impairment) 

• Visual Impairments

• Traumatic Brain Injury

• Intellectual Disabilities

• Speech and Language Impairments

• Deaf-Blindness

• Developmental Delay

Mission

The mission of the Findlay City Schools ESL Department is to foster the linguistic and academic development, as well as the personal and social growth, of the English language learners in our schools. We hope to ensure that students and families from all cultures feel respected and valued. 

In Findlay City Schools, we celebrate the diverse knowledge and experiences that our English language learners bring to our classrooms. Our ESL program has been growing since the 1970’s. We currently serve over 100 English language learners representing 20 different countries and 18 different languages. Our top languages are Spanish and Japanese.

Coordinator of ELL
Dr. Kelly Wohlgamuth
E-mail: kwohlgamuth@fcs.org
419-425-8296

Findlay City Schools Homeless Liaison

Stephanie Renn
Director of Student Services
419-425-5436
 

Findlay City Schools utilizes a Multi-Tiered System of Support (MTSS) as a framework for instruction and intervention to maximize student achievement.  MTSS is a data-driven, problem-solving model that helps teachers identify academic and behavioral needs and appropriate instructional strategies to support those specific needs.

The MTSS Framework is a systematic and collaborative team process that has four tiers. Each tier provides differing levels of support. 

Tier I: All students receive research-based, high quality, general education instruction that  incorporates ongoing universal screening and ongoing grade level assessment to inform instruction. 

Tier ll: Intervention is implemented when assessments indicate that a student is not making adequate gains from Tier I instruction alone. In addition to Tier I instruction, students are provided interventions designed to meet their specific needs.  Students’ progress is monitored using a tool that is sensitive to measuring changes in the students’ individual skills. 

Tier III: More intensive interventions are provided to students who have not made significant progress in Tier II. Students’ progress continues to be monitored using a tool that is sensitive to measuring changes in the students’ individual skills.  

Tier IV: This is specially designed instruction delivered through an Individual Education Plan. 

A Parent Mentor is the parent of a child with a disability employed by a school district to help families and school personnel by providing training, support, and information services.  

Mission Statement

The mission of the Ohio Parent Mentors is to provide the necessary support and resources to families of children with disabilities and the professionals who serve them.

Our History

The Parent Mentor Program is based on the belief that students with disabilities will be ensured FAPE (a free appropriate public education) if parents and educators communicate effectively and operationalize the partnership planning required by the Individuals with Disabilities Education Act (IDEA).

Districts choose to implement the Parent Mentor Program to promote this necessary and effective communication by providing information and support to families about special education issues and by providing a mechanism to convey the family perspective back to the school system.

Goals of the Parent Mentor

The Findlay Parent Mentor is committed to promoting a quality learning experience for Special Needs students in Findlay City Schools. The goals are to:

• Educate families about the special education process and rights.

• Inform parents of their legal rights and answer questions about special education.

• Access services in the school and community.

• Support parents and school personnel through the special education process.

• Improving student success, especially in literacy.

No Cost for Services

Ohio Parent Mentor projects are funded through grants from the Ohio Department of Education (ODE). All Parent Mentor services are provided to families free of charge.

A Few Reasons to Contact The Parent Mentor

• You are worried about your child's progress in school

• Need to talk to an understanding parent about your concerns

• Would like to be more involved in the planning of your child's special education

• Need a liaison to help with communication with school personnel

• Need help with planning transitions (age 3 to 22nd birthday or until the student graduates) 

• Attend IEP meetings and other meetings at the request of families or staff members 

• Help connecting with community services and organizations that support students with disabilities

• Need information about federal, state and local special education laws and policies

• Need information about special education, such as timelines and deadlines, eligibility processes, informed consent, prior written notice and other requirements

Parent Mentor Contact Information

Theresa Foley-Reed
419-427-5408
tfoleyreed@findlaycityschools.org

Students may be identified as disabled under Section 504 of the Rehabilitation Act.   Section 504 of the Rehabilitation Act of 1973 is a federal law which prohibits discrimination against persons with a handicap in any program receiving federal financial assistance.  The Act defines a person with a handicap as anyone who:

• Has a mental or physical impairment which substantially limits one or more major life activities (major life activities include caring for oneself, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working);

• Has record of such impairment; or

• Is regarded as having such an impairment.

REFERRAL PROCESS

Contact the school principal or counselor if you suspect your child has a physical or mental impairment under Section 504.  School personnel may also refer a student to the School Assistance Team (SAT) if they suspect a student has a disability.  The principal or counselor will contact the appropriate personnel to initiate the MTSS process.  

EVALUATION PROCESS

When the SAT team suspects a disability after following the MTSS process, an evaluation will be completed by a group of persons knowledgeable about the student and may include the parent/guardian, school psychologist, teachers, specialists,  administrators, and student when appropriate. The team will review information and data from a variety of sources. After reviewing the gathered information, the team will document and determine whether the student has a physical or mental impairment that substantially limits a major life activity and at that point, the student would be eligible to receive services under Section 504. 

504 PLAN

If the student is identified as disabled under Section 504, the team will develop an initial Section 504 accommodation plan to address the student’s academic, non-academic, and/or extracurricular needs.

504 REVIEWS

The team will conduct periodic reviews of the student’s Section 504 plan and amend the plan as needed.  

What is the Difference Between Section 504 and IDEA/Special Education?

A student who has a Section 504 plan is a general education student.  Section 504 is a nondiscrimination statute that affords students with disabilities equal access to the District’s educational program as compared to students without disabilities.  If a student with a disability is eligible for a Section 504 Plan, the team  including the parent develops a plan that outlines the services and/or accommodations, modifications, and/or interventions to be provided.  Under Section 504, colleges are required by law to provide reasonable accommodations to students who they determine to have disabilities.  “Reasonable” means that the school does not have to change the fundamental nature of a program or be subjected to undue financial hardship.

Students identified as disabled and eligible for special education services under the Individual with Disabilities Education Improvement Act (IDEA) have an Individualized Education Program (IEP).  Students are considered disabled under the IDEA if they have one of 13-qualifying conditions and are determined to need specially designed instruction.  IDEA requires districts to provide disabled students (ages 3 through 21) with special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living.  Special Education Services, as written in an IEP, end when the student graduates from high school or on the 22nd birthday if a student ages out of public K-12 education.  

Findlay City Schools provides an integrated, inclusive learning community from preschool through graduation.  A variety of services and a continuum of instructional models are offered to support students with disabilities.  We recognize the importance of collaboration between parents and staff members in the development of individualized educational plans.  Findlay City Schools is committed to the design and delivery of teaching and learning methods that allow all students to engage meaningfully with the curriculum and achieve their full potential.  We are committed to providing students with an education and school experience that will optimize every child’s potential for lifelong learning.

Specially Designed Instruction and Services 

The Individuals with Disabilities Education Act (IDEA) requires school districts to provide a free appropriate public education (FAPE) to all students. When a student is found eligible for special education, the IEP team, including the parent/guardian, will determine the least restrictive environment (LRE) for the student to receive their core instruction, specially designed instruction and services. 

Findlay City Schools offers a continuum of support services, instructional models and learning environments including full inclusion, resource rooms, self-contained classrooms, and a range of accommodations and assistive technology that is unique to each student.

Direct or consultative services are provided to students who qualify based on documented deficits identified in the evaluation team report.  Findlay City Schools employs and/or contracts with personnel that provide superior services and therapeutic practices, including:

• Adapted Physical Education

• Occupational Therapy

• Physical Therapy 

• Speech and Language Therapy

• Paraprofessional Services

• Special Transportation

• Behavior Analysts

• Registered Behavior Technicians

• School Psychologists

• Parent Mentor

• Braille Services 

• Audiological Services

• Sign Language Interpreter Services

• TVI (Teacher of the Visually Impaired) Services

• Orientation & Mobility Services

Title I, Part A (Title I) of the Elementary and Secondary Education Act, as amended, provides financial assistance to districts and schools with high numbers or high percentages of children from low-income families to ensure that all children meet challenging state academic standards. The purpose of Title I is to ensure that all children have a fair, equal and significant opportunity to obtain a high-quality education and at a minimum, reach proficiency on challenging state academic achievement standards and assessments.

Which Schools Does Title I Serve?

Eligible schools receive Title I funds from the state provided by the federal government based primarily on U. S. Census data of low-income students; however, services are provided to students identified as having the greatest need for assistance. The program serves children in Bigelow Hill, Chamberlin Hill, Wilson Vance, and Northview elementary schools.

What is a Title I Program?

A Title I program is a method of delivering Title I services in eligible schools. It allows each school the opportunity to use Title I funds to support comprehensive reforms intended to improve the entire educational program in each school as opposed to only certain students.

For more information about how Title I works in your child’s school, please contact the school office, or:

Stephanie Renn
Director of Student Services
srenn@fcs.org
(419) 427-5437