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Buckeye Local School District

Buckeye Local School District
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Special Education

Special Education

Special Education

What is Special Education?

Special education means providing specially designed instruction to meet the unique needs of a child with a disability. Special education services are available for children over the age of three through age 21 who have an Individualized Education Program (IEP). The Individuals with Disabilities Education Improvement Act (IDEA) provides the legal grounds for children with disabilities to receive a Free Appropriate Public Education (FAPE) in their Least Restrictive Environment (LRE). These services are administered by the school district where the child lives.

What is an "IEP"

An Individualized Education Program (IEP) outlines the educational services provided to a student with disabilities. In creating an IEP, the IEP team, along with the student's parents, look at the current level of educational achievement and the identified educational needs of the student to develop goals and objectives for academic growth for the school year. The IEP is a written document that establishes the supports and services to be provided to the child. An initial IEP cannot be implemented until a parent signs and agrees with the document.

Multi-Tiered System of Support (MTSS)

The Buckeye Local School District has a comprehensive Multi Tiered System of Support (MTSS) in place to ensure that all students are making progress. The MTSS process is referred to when a request for an IEP/504 is made. 
The Multi-Tiered System of Supports (MTSS) is a framework that helps educators identify students' academic, behavioral, and social-emotional strengths and challenges and provide differentiated support for students based on their needs. It is a process that provides high-quality, research-based instruction targeted to learner needs. Needs are identified by monitoring students' progress. Adjustments to instruction and interventions are based on students' performance and rate of success.
The first step in the MTSS process is that the teacher starts intervention based the student's needs.The teacher will provide these interventions for at least six weeks and progress monitor to collect data. The next steps in the MTSS process depend the on the data and response to intervention.
The team can decided to modify the intervention, continue with the same intervention, phase out the intervention, or request assitance. 

IEP Referral

When a child encounters difficulties in school, a parent or teacher may initiate a request to evaluate a student for a disability to the district. Upon receiving the request, often referred to as a "Parent Request," the district has 30 days to issue a Prior Written Notice (PR-01) to the parent, indicating whether a disability is suspected or not. If a disability is suspected, the process for an initial evaluation referral commences

Who can qualify for an IEP?

If the team suspects a disability based on the data presented, then an Evaluation Team Report (ETR) will be conducted. A referral for evaluation will be completed and a planning meeting will be set up with the parent to discussion evaluation procedures that will take place. After an ETR planning meeting, the parent will need to sign a "Consent to Evaluate" form. An initial ETR evaluation cannot take place without parent's consent. Once consent is given, the district has 60 days to complete the evaluation.
A student must fall under one the IDEA'S 13 Disability Categories: 
  • Autism Spectrum Disorder
  • Deaf-Blindness
  • Deafness
  • Emotional Disturbance
  • Hearing Impairment
  • Intellectual Disability
  • Multiple Disabilities
  • Orthopedic Impairment
  • Other Health Impairment
  • Specific Learning Disability
  • Speech or Language Impairment
  • Traumatic Brain Injury
  • Visual Impairment, including Blindness
At the end of the meeting, the team determines whether or not the child qualifies for Special Education Services.
If the child qualifies for services, another meeting will be scheduled within 30 days to develop and implement an Initial IEP plan
A reevaluation of the ETR takes place every 3 years
A review of the IEP takes place annually 
An IEP is driven from the ETR

What is a 504?

If your child does not qualify for an IEP, he/she may qualify for a 504 plan. 
Section 504 defines someone who qualifies for a 504 plan as an “individual with a disability … which substantially limits one or more of such person’s major life activities.”
These plans provide support and accommodations in the general education setting.
Unlike an IEP, 504 plans do not include goals or specially designed instruction.
Just because your child does not qualify for an IEP, it does not mean they automatically qualify for a 504. There is an evaluation process in place for 504 plans.

Additional Helpful Links / Resources

 Resources for Families
Information about Jon Peterson, Autism and other Scholarship Programs
Ohio Department of Education - Special Education
Special Education Model Policies and Procedures
 Universal Support & Materials
Opportunities for Ohioans with Disabilities
Ohio Child Find
Students Experiencing Homelessness

Special Education Staff

Director of Pupil and Personnel: Danyel Ryan
Special Education Supervisor: Alissa Zappitelli 
Phone: 440-998-4411 ext: 135
Fax: 440-992-8369
Address: 3436 Edgewood Drive., Ashtabula, OH 44004
Ridgeview Elementary: 440-997-7321
Principal: Tracy Deluca
K-3 Intervention Specialist: Elaine Applebee
4-5 Intervention Specialist: Maria Dibenedetto
Kingsville Elementary: 440-224-0281
Principal: Timothy Neal
K-3 Intervention Specialist: Steven Urcheck
4-5 Intervention Specialist: Peyton Longden
K-4 Cross Cat Intervention Specialist: Alleen Santee
4-5 Cross Cat Intervention Specialist: Jessica Veon
Braden Middle School: 440-998-0550
Principal: Nikolas Rubesich
Assistant Principal: Ashley Brent
6th Grade Intervention Specialist: Katie Carter
6th Grade Intervention Specialist: Rachel Howell
7th Grade Intervention Specialist: Kaytee Shimek
8th Grade Intervention Specialist: Alexis Nelson
6-8 Cross-Cat Intervention Specialist: Kim McCoy
Edgewood High School: 440-997-5301
Principal: Michael Notar
Assistant Principal: Jenny Riedel
Intervention Specialist: Mary Cornely
  Stephanie Hutchinson
Preschool Intervention Specialist: Jaclyn Trask
School Pyschologist: 
Alissa Ianetta (Ridgeview & Edgewood)
Krysten Monzon (Kingsville & Braden)
Occupational Therapy:
Alaina Brothag – Kingsville, Ridgeview, & Braden 
Julie Hochschild – Preschool
Shannon DeLaat (COTA) – Preschool, Edgewood, Braden
Kellie Killian (COTA) – Kingsville & Ridgeview
Kelly Pettis – All schools
Ally Tackett – Preschool & Cross Cat
Physical Therapy:
Kayla Fralic – All schools
Kyle Bliffin (PTA) – All schools

New to the District - Child Previously Qualified at Last District

Please indicate on your enrollment that your child has an IEP/504 and include any special education documents from your previous school.
Please see link below for helpful information and SPED contacts at each building: