Clinton-Massie Elementary School utilizes a process based on a multi-tiered system of supports (MTSS) which provides a proactive and preventative framework that integrates data-based decision-making and instruction to maximize student achievement and support students' social, emotional, and behavioral needs from a strengths-based perspective. MTSS offers a framework for educators to engage in  related to program improvement, high-quality instruction and intervention, social and emotional learning, and positive behavioral supports necessary to ensure positive outcomes for districts, schools, teachers, and students.Within our secondary levels, content teams utilize frequent monitoring with strategic and targeted interventions, to enrich and monitor student growth from a whole-child framework. 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 blindnessIf 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 older. 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.