Special Services

Joe Rubino
Director of Student Services
orvl_jrubino@tccsa.net
330-682-5811

Laura Ciamacco
Special Services Administrative Assistant
orvl_lciamacco@tccsa.net
330-682-5811 Phone
330-682-0073 Fax

Erica Kayatin
School Psychologist
orvl_ekayatin@tccsa.net
330-682-1791

Courtney Goren
School Psychologist
orvl_cgoren@tccsa.net
330-682-1851

Stephanie Hudson
Speech & Language Pathologist
orvl_shudson@tccsa.net
330-682-1851

Jay Bishop
Assistant Superintendent
orvl_jbishop@tccsa.net
330-682-5811

Compliance Officer: Title I, Title IX, Civil Rights/Nondiscrimination
Homeless Liasion
Foster Care Contact

Special Education

Child Find Annual Notice:

School districts throughout Ohio are participating in an effort to identify, locate and evaluate all children with disabilities, birth through 21 years of age.
For children up to age 2, a disability means that a child has an established condition known to result in delay or documented developmental delay in one or more of the following areas: adaptive behavior, cognition, communication, physical development, sensory development and/or social and emotional development.

For children ages 3-21, a disability means a person being identified as having one or more of the following conditions such as autism, developmental delay, intellectual disability, hearing impairment; multiple disability, orthopedic, emotional disturbance, other health impairment, specific learning disability, traumatic brain injury, visual impairment, deaf-blindness, and/or speech or language impairment.

If a need is identified, the child can begin receiving the appropriate special education and related services. Free assessments are available to families to determine whether a disability exists. Please contact the Office of Special Services, 330-682-5811 for further information.

What is Special Education?

Students, ages three through their twenty-second birthday, having been identified as a student with a disability under the Individuals with Disabilities Education Improvement Act (IDEIA) of 2004, most recently re-authorized July, 2014 may qualify for specially designed instruction, services, and/or supports to meet their unique educational needs. Most student needs can be met in the general education classroom with the collaboration and support of special education and related service providers.

How Are Special Education and Related Services Determined?

The Response to Intervention (RTI) model is used to develop intensive, empirically-based research intervention in an effort to close the achievement gap among students. If a student fails to respond positively, based upon the data gathered through the RTI intervention over an extended period of time, they may be suspected of having a disability. A team meeting with parents is scheduled to determine if the student is suspected of having a disability. If the team suspects the student has a disability, a referral for a multi-factored evaluation may be recommended. The purpose of this evaluation is to determine if the student meets the criteria of one of the thirteen federally defined disability categories for special education and if so, what specifically designed instruction, services and/or supports are needed to access the general education curriculum. The initial evaluation process must be completed within sixty days of the parent signed consent. If the student is found eligible requiring specifically designed instruction, services and/or supports, an Individualized Education Program (IEP) is developed with the parent within the next 30 days.

Section 504 and Title IX Coordinators:

Mrs. Amy Wilson, 330-682-4816, Section 504 Coordinator
Mr. Joe Rubino, 330-682-4816, Title IX Coordinator

Special Education

Child Find Annual Notice:

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