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.
 

Transition Procedures: Early Intervention to Preschool Special Education

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

Find the information on the pdf below at https://www.hancockhelps.org/

If you believe you may be eligible for services & supports under the McKinney-Vento Act, please contact:

Findlay City Schools Homeless Liaison
Eric Osborn
Coordinator of Student Services
419-427-5436
 

Information for Parents (English)
Information for Parents (Spanish)

Information for School-Age Youth (English)
Information for School-Age Youth (Spanish)

For more information, please visit the National Center for Homeless Education.

Findlay City Schools Foster Care Liaison
Eric Osborn
Coordinator of Student Services
419-427-5436

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

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.