Special Education

Clinton-Massie Local Schools utilizes a model based off of Response to Intervention (RTI) to discover the strengths and needs of struggling learners. The model values collaboration and recognizes that the learner and parents are core members of the team. This process requires the team to analyze and identify issues of concern, areas of strength, set individual goals, brainstorm options for research-based interventions, develop an action plan and gather data to determine the effectiveness of the intervention plan.

If interventions required to promote student progress are ongoing, intensive, and specialized, the team may suspect that the student has a disability as defined by the Individuals with Disabilities Education Act (IDEA) and conduct a multi-factored evaluation to determine whether there are educational needs which require special education supports and services.

The results of this evaluation are presented in an Evaluation Team Report (ETR), and the eligibility determination is made by the team which includes the parents. Students may be found eligible under the following federally defined disability categories (category definitions can be found in the Ohio Department of Education document Whose IDEA Is This ?).

  • Autism
  • Intellectual Disability
  • Deaf-Blindness
  • Deafness
  • Developmental Delay (preschool only)
  • Emotional Disturbance
  • Hearing Impairment
  • Multiple Disabilities
  • Orthopedic Impairment
  • Other Health Impairment
  • Specific Learning Disability
  • Speech or Language Impairment
  • Traumatic Brain Injury
  • Visual Impairment including blindness
If the student is found to be eligible for special education services then an Individualized Education Program (IEP) is developed, which sets goals/objectives for educational needs revealed by the ETR.  Services to support progress toward these goals are determined and are guaranteed by the IEP.   An Intervention Specialist will be assigned to oversee the implementation of the IEP.   Your student’s intervention specialist will be a great resource to you in understanding your student’s needs and progress. They coordinate services and accommodations across your student’s school day.   

The IEP also documents necessary accommodations, how the student will participate in state and district testing, and necessary transition services for students with disabilities who are 14 years old or more. The IEP is reviewed at least annually to revise goals and services.  An IEP meeting may be called at any time to review the IEP.

Related Services
Clinton-Massie Local Schools employs speech therapists, social workers, and a school psychologist that support our school age students. Clinton-Massie contracts related service providers such as occupational therapists, physical therapists, APE Educators, vision itinerant, hearing itinerant, educational audiologist, and preschool itinerant through our Region 14 State Support Team.

A Guide to Parent Rights in Special Education

Ohio Disability Resource Guide

* Please note, the Guide is not endorsed by Clinton-Massie Local Schools, but we encourage families to use the link at their own discretion.

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