Early Intervention provides services to children birth to three. The staff consists of an Early Intervention Specialist, Physical Therapist and Assistant, Occupational Therapist and Speech Therapists. The manner in which early intervention services are provided is family-centered and individually designed with the strengths and needs of each family in mind. Services are provided in the child’s natural environment utilizing a coaching model as determined by the needs of the child and family through team assessments.
School-age classrooms are self-contained rooms staffed by instructors and aides who offer specialized instruction in academics, communication, self-care skills, environmental and community skills, fine arts, physical development, and vocational skills. Specialists work together with the classrooms to provide appropriate activities for the students in the areas of PT, OT, Speech, and Physical Education. The school has primary, intermediate, and secondary classrooms focusing on students with severe to profound developmental disabilities, severe autism and students with high medical needs, and runs from 8:30 a.m. to 3:00 p.m. daily.
Several of our classrooms are located in the public schools in the county. These listed services are provided to each student following their IEP in these classrooms in a collaborative model with the host school
The mission of the Wayne County Board of Developmental Disabilities, in partnership with enrollees, families, staff, and the community, is to provide choice and options based on individual and family preferences enabling a quality of life satisfying to the individual in learning, living, working, and participation in the community.
Career advising to students in grades 6-12, which includes meeting with each student at least once annually to discuss academic and career pathway opportunities.
Additional interventions and career advising for students who are identified as at risk of dropping out of school. These include:
Identifying students who are at risk of dropping out of school using a locally-designed method with input from teachers, home district staff, and other appropriate school staff.
Developing a Student Success Plan for each at-risk student that addresses both the student’s academic and career pathway to successful graduation and the role of career-technical education, competency-based education and experiential learning, when appropriate.
Before a Student Success Plan is developed for a pupil, Board staff will invite the student’s parent, guardian or custodian to assist. If that adult does not participate in the plan development, the Board staff will provide the adult a copy of the plan, a statement of the importance of a high school diploma and a listing of the pathways to graduation available to the student.
Training for employees on how to advise students on career pathways, including use of the tools available in OhioMeansJobs K-12 and other online sources provided by the district.
Multiple academic and career pathways through high school that students may choose to earn a high school diploma, including opportunities to earn industry-recognized credentials and postsecondary course credit.
Documentation on career advising for each student and student’s parent, guardian or custodian to review, as well as schools that the student may attend in the future. These include activities that support the student’s academic, career and social/emotional development.
The supports necessary for students to transition successfully from high school to their postsecondary destinations, including interventions and services necessary for students who need remediation in mathematics and English language arts.