Kari Hunter, Director of Special Education
Cathy Treadway, Secretary
It is the goal of the Special Services Department to provide direction, guidance, information and support to our students, parents, staff and community members in the area of Special Education.
Special Education Child Find Notice
Edgewood City School, Hamilton City Schools, Fairfield City Schools, Lakota Local Schools, Madison Local Schools, Middletown City Schools, Monroe Local Schools, New Miami Local Schools, Ross Local Schools, and Talawanda Schools are annually required to locate, identify and evaluate children suspected of, or identified with, an educational disability under the Individuals with Disability Education Act (IDEA), or children with mental or physical impairments that substantially limits a major life activity under Section 504 who reside within the district. This obligation applies regardless of whether the children receive a public education. The process of locating, identifying, and evaluating children with disabilities is known as Child Find.
The School Districts routinely evaluate students who present with suspected disability or impairment and who may require academic intervention or support. Parents may contact school personnel to discuss their concerns at any time. As the districts of residence, we have the responsibility to identify and arrange for appropriate services for any child with a qualifying disability.
If you have or know of any Butler County district resident who may have a child ages 3 to 21 with a disability or impairment please contact Sarah Burk, Director of Special Education.
Special Education Department
Madison Local Schools is committed to the success of each child. The Special Education Department is committed to ensuring that each child leaves school each day feeling successful. We do this by providing individualized supports, a continuum of service delivery options, facilitating academic and social development and maintaining dignity and respect for each student.
A collaborative effort is required between parents, support staff, and regular educators in order to enhance the independence and success of each student.
Madison Local School’s Special Services Department offers a continuum of services to meet the unique needs of students with disabilities. We promote inclusion by providing these services in the least restrictive environment (LRE) which means that to the maximum extent appropriate services are provided in the general education environment.
Determining the need for special education services has historically been determined by testing alone. Madison Local Schools utilizes a Response to Intervention (RTI) or Intervention Based Services (IBS) model to discover the strengths and needs of struggling learners. The RTI or IBS 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, set individual goals, brainstorm options for intervention, develop an action plan and gather data to determine the effectiveness of the intervention plan.
Emphasis is placed on success in the curriculum by meeting the student at their current levels of learning, honoring individual learning styles and implementing research based interventions to support progress. 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 Whose Idea Is This):
· Intellectual Disability
· 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. A support educator will be assigned to oversee the implementation of the IEP. Your student’s support educator 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.