The document provides information about special education from the Columbus City Schools Office of Exceptional Student Support Services. It includes: 1) Contact information for various supervisors and departments handling special education services, placements, and compliance. 2) Descriptions of special education coordinators and the schools they support. 3) Overviews of IEPs, eligibility, the IEP team, and assessment procedures. 4) Classroom types, ratios, and paraprofessional requirements. 5) Definitions and approaches to inclusion, mainstreaming, and grading of included students. 6) Guidelines for instructional assistants in emotional disabilities and multiple disabilities classrooms.

1. SPECIAL EDUCATION INFORMATION FROM
THE OFFICE OF EXCEPTIONAL STUDENT
SUPPORT SERVICES
Parent Mentor/Parent Consultant Presentation
November 13 & 15, 2012

2. DEPARTMENTOFEXCEPTIONALCHILDREN
Supervisors
Phone: 5211
Fax: 8657
Records
Phone: 5226
Fax: 8680
IDEA/Compliance
IEP Anywhere
Phone: 5207 or
5794
Fax: 6718
Department Of Exceptional
Student Support Services
Amy Dennis, Director
365-5206
 Jackie Zieber, Supervisor, Pre-school & Visually
Impaired, REACH Program
 Drew Milligan, Supervisor, MD Placements,
Transition Services, APE, Project Search, Summer
Care
 Marie Tooker, Supervisor, High Incidence
Placements, Tutors, SPED Hiring, 211 Process
 Sheila Saunders, Supervisor, ED Placements,
Juvenile Detention, Maryhaven, JDC, Home
Instruction
 Tina Siddle, Supervisor, IDEA/Compliance, Non-
Publics, IEP Anywhere, H.S. Department Chairs
 Robyn Floyd, Supervisor, Psychological Services,
Medicaid

3. SPECIAL EDUCATION COORDINATORS
 Momoh-Jimoh Ikharo
 Walnut Ridge, Johnson
Park, Sherwood,
Leawood, Olde Orchard,
Shady Lane, Woodcrest
 Georgia Morgan
 Independence, Girls Prep,
Yorktown, Easthaven,
Liberty, Maybury,
Oakmont
 Choi Thomas
 Africentric, Monroe,
Broadleigh, Fairmoor,
Oakland Park, Scottwood,
Trevitt
 Gina Baughman
 Northland, Woodward
Park, Alpine, Avalon,
Devonshire, Forest Park,
Northtowne, Valley Forge
 Kathy Dain
 Mifflin H.S., Global, Mifflin
M.S., Arlington Park,
Cassady, East Columbus,
East Linden, Innis
 Laura Wolfe
 Beechcroft, Medina, Huy,
Colerain, Maize,
Parkmoor

4. SPECIAL EDUCATION COORDINATORS
 Kim Burke
 Linden McKinley,
Hamilton, Linden, South
Mifflin, Windsor
 Sue Hardesty
 Ft. Hayes, AIMS, Clinton,
Como, Duxberry Park,
North Linden
 Carrie Metzker
 Whetstone, CAHS,
Dominion, Indianola K-8,
Indian Springs, Salem,
Wienland Park
 Michelle Osmond
 Centennial, Brookhaven,
Ridgeview, Cranbrook,
Gables, Winterset
 Phil Tierney
 Eastmoor Academy,
Spanish Immersion, Ecole
Kenwood, Fifth Avenue,
JDC, Maryhaven, St.
Vincent
 Barb Anderson
 Briggs, Hilltonia,
Wedgewood, Binns,
Eakin, Georgian Heights,
Sullivant

5. SPECIAL EDUCATION COORDINATORS
 Beth Motika
 West
H.S., Westmoor, Dana, Hi
ghland, Valleyview, West
Broad, Westgate
 Mike Zaborowski
 International
H.S., Starling, Avondale,
Burroughs, Lindbergh, We
st Mound
 Chastidy Sours
 South, Lincoln
Park, Ohio, Siebert, South
wood, Stewart
 Laura Mannarino
 Downtown H.S., Marion
Franklin, Buckeye, Cedar
wood, Moler, Parsons, Wa
tkins
 Beth Mueninghoff
 East H.S., Boys
Prep, Champion, Berwick,
Eastgate, Fairwood, Livin
gston

6. WHAT IS AN IEP?
 An IEP is an individual education plan, which is
part of the special education laws of the IDEA laws
or educational benefit laws. IDEA allows for
additional services and protections for disabled
children not offered to other children such as
accommodations, modifications, related and special
education services to allow the child to be
successful in school.

7. HOW ARE STUDENTS IDENTIFIED FOR
SPECIAL EDUCATION?
 The first step in identifying a student for special education services is
referral. A parent or school personnel my submit a request.
 The second step is evaluation and eligibility. To determine eligibility for
special education services, special education laws require the child to
have an initial evaluation in the areas of concern. An evaluation is a
careful look at a child's abilities, strengths and weaknesses, by a team
including the child's parents, teachers and specialists. An evaluation is
based on a review of assessment data, information from parents,
observations by teachers, classroom-based, local and State
assessments. This is to determine whether a child has a disability and
requires special education instruction and related services.
 The evaluation may include individual assessments, observations, and
an interview with the child. The evaluation also guides the IEP team in
identifying the disability, developing an IEP and determining the nature
and extent of the special education and related services that your child
may need.
 Remember, the disability needs to have an educational impact.

8. WHO IS ELIGIBLE FOR AN IEP?
 A child becomes eligible for special education when the IEP team identifies the child as
having a disability and in need of specially designed instruction. The disability must have
educational impact.
 Students, aged 3 to 21, are eligible to receive special education, and must be evaluated
and determined eligible based upon one of the following categories under IDEA:
 Autism
 Hearing Impairment, including deafness
 Deaf-Blindness
 Developmental Delay
 Emotional Disturbance
 Hearing Impairment
 Intellectual Disability
 Mental Retardation
 Orthopedic Impairment
 Other Health Impairment
 Specific Learning Disability
 Speech or Language Impairment
 Traumatic Brain Injury
 Visual Impairment
 Multiple Disability
 A disability category does not determine the amount or type of service. This is
determined by the IEP team, including the parents, and is based on the unique
individualized strengths and needs of the child.

9. WHO IS A PART OF THE IEP TEAM?
 A parent must give consent in writing before the
school conducts assessment procedures. All
decisions about special education are made
through the IEP team process. The IEP team
includes:
 The parent(s)
 Not less than one special education teacher.
 Not less than one general education teacher.
 A representative of the local school or local school
system.
 An individual who can interpret evaluation results.
 Other individuals, at the discretion of the parent or local
school system, who have knowledge or expertise.
 The student, if appropriate.

10. HIGH INCIDENCE CLASSROOMS
 Placements come from Marie Tooker’s office
 Intervention Specialists serve no more than:
 16 students on a roster at elementary & middle levels
 24 students on a roster at high school level
 The age range shall not exceed 60 months within
any one instructional period

11. EMOTIONAL DISTURBANCES CLASSROOMS
 Placements come from Sheila Saunders’ office
 Intervention Specialists serve no more than:
 12 students on a roster at all levels
 The age range shall not exceed 48 months within any
one instructional period
 Must be a plan on file and in operation in the district
to provide appropriate classroom management and
crisis intervention support
 One full-time paraprofessional in each class

12. MULTIPLE DISABILITIES CLASSROOMS
 Placements come from Drew Milligan’s office
 Intervention Specialists serve no more than:
 8 children on roster at all levels
 The age range shall not exceed 60 months within any
one instructional period.
 Law states at least one full-time paraprofessional in
each special education class for children with
multiple disabilities, however Columbus operates
with two aides per classroom. CPI required for
these rooms as well.

13. CLASSROOMS & SERVICES PROVIDED
 An intervention specialist may serve multiple categories
of children with disabilities.
 The ratio shall not exceed the maximum number of
students on the least restrictive environment outlined in
the IEP. (ex. A high incidence roster of 16 students at the
elementary & middle level or no more than 24 at the
high school level.
 The age range shall not exceed 60 months within any
one instructional period.
 Indirect and direct services shall be provided in
accordance with each child’s IEP.

14. INCLUSION & MAINSTREAMING
 Mainstreaming
Generally, mainstreaming has been used to refer to the
selective placement of special education students in one
or more "regular" education classes. The regular
education teacher collaborates with the special
education teacher to provide modifications and
accommodations within the mainstreamed class.
 Inclusion
Inclusion is a term which expresses commitment to
educate each child, to the maximum extent appropriate,
in the school and classroom he or she would otherwise
attend. It involves bringing the support services to the
child (rather than moving the child to the services). The
special education teacher and the regular education
teacher work cooperatively on lesson plans and
implementation of lessons through differentiation of
instruction.

15. INCLUSION & NUMBERS
 How many special education students can be
mainstreamed or included into one classroom?
 There is currently no legislation which dictates
this. However, if the placement is appropriate
and the special education students do not
interfere with each other's
accommodations, there should not be a problem.

16. INCLUSION & GRADING
 Mainstreamed or inclusion students should receive
grades according to the work completed in conjunction
with the accommodations and/or modifications outlined
in the IEP. The teacher of record has the “final” say in
determining the student grade based on providing of
accommodations listed in the IEP. It is reasonable to
expect inclusion teachers to work cooperatively and
collaboratively in assigning grades.
 Alternative or supplemental ways of evaluating and
reporting student progress could include the use of other
measurement devices:
 Class interaction and discussion
 Class projects
 Verbal reports
 Modified tests- verbal, performance, shortened

17. EDCLASSROOMS
The Role of the
Instructional
Assistant in
the Classroom
 Must be CPI certified
 Assist in supervision of students
during school hours, including, but not
limited to: bus, playground, lunch, or
unified arts as appropriate and
necessary based on student needs.
 Implementing and Monitoring IEP
Goals and Objectives.
 Leading small or large group
instruction for short periods of time.
(Teacher’s responsibility for planning)
 Implementing behavior plans as
written by the IEP team.
 Assisting teacher with data keeping.
(Teacher’s responsibility to inform of method)
 Allowed ½ hour lunch period and two
15 minute breaks per work day.

18. MDCLASSROOMS
The Role of the
Instructional
Assistant in
the Classroom
 Must be CPI Certified
 Duties along same lines as ED with
one major difference:
 Bathrooming Students
 Assist in implementing bathroom
programs as determined by
staff, facilities, grade level and each
student’s needs (i.e.
diapering, escorting individuals or
groups to the restrooms, sending a
student independently at appropriate
times, etc.)
 Also includes assisting with related
skills such as fastening
clothing, flushing the toilet, washing
hands, assisting with feeding, etc.

19. IEP TIPS AND TRICKS
 IEP Anywhere is a web-based program, so it can be
accessed from anywhere. (www.samegoal.com)
 Teachers request a username & password
 Give Tina Siddle (secretary is Connie), school
location and students on caseload through email
and students will be “released” to the appropriate
teacher – call 5794 with questions.
 When working on IEP there is literally a “tips” button
in the upper right hand corner of each page to
assist

20. HOW PARENT CONSULTANTS CAN
HELP…
• Amy Dennis, Director
• Tina Siddle, Supervisor