Special Education

ElsonTabatha
Lore
Director of Special Education
Tabatha Elson
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School Psychologist
Lore Rywalski
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Special Education Main Office is located at Hilfiker Elementary.

GIBSONBURG PHILOSOPHY

To view every child as an individual. To refresh student learning by motivating them with engaging activities while building  trust and rapport with students, their parents and community. 

Any student ages 3 through 21 identified as a student with a disability under The Individuals with Disabilities Education Improvement Act, IDEA, will be serviced according to Ohio’s Operating Standards for Ohio’s Schools Serving Children with Disabilities.  Our goal is to provide students with a free and appropriate education while providing them with specifically designed instruction and meeting their individual needs. 

SPECIAL EDUCATION PROCEDURAL SAFEGUARDS NOTICE

As of August 1, 2017 Whose IDEA is This? will be replaced with A Guide to Parent Rights in Special Education. We have included the link to our website for you to have access to this resource. 

We have also included the link for the memorandum addendum of the Whose IDEA is This? that occurred in 2014.   

Below is a link to the Ohio Department of Education’s web page and a link to our State Support Team –Region 1 website for other frequently asked questions and valuable resources.

http://education.ohio.gov/

http://www.sstr1.org/

ARP ESSER III Funding
The Gibsonburg EVSD invites input into the use of and expenditure of ESSER funds from staff, student and the community’s constituents. Persons are encouraged to share their thoughts and opinions at the Board of Education regular meetings held every third Monday of the month during the Public Participation on the agenda.
The federal government has allocated three rounds of relief funds to public schools during the course of the pandemic. ESSER I, II and III funds have a broad spectrum of potential expenditures.
School districts must align their use of these monies with the fifteen categories of legislatively established allowances, which range from the purchasing of cleaning supplies and technology to school facility repairs and improvements, to activities necessary to maintain district operations and continue providing services.
Districts must also reserve not less than 20 percent of their ESSER III funds to specifically address learning loss through the implementation of evidence-based interventions that respond to the academic, social, and emotional needs of underrepresented student groups.
Districts can couple ESSER monies with other district dollars to fund the projects, being mindful that if ESSER monies are planned for school facility construction, repairs and improvements, federal Davis-Bacon prevailing wage requirements will apply to the entirety of the project.

ODE recommends considering five core questions:
Will the proposed use of funds prevent, prepare for, and respond to Coronavirus?
Is it an allowable use of funds under the various ESSER funds?
Is it reasonable and necessary?
Does it promote equity?
Does it support returning students to the classroom?

SPECIAL EDUCATION STAFF

 

ELEMENTARY MIDDLE SCHOOL HIGH SCHOOL
Mackenzie Meeker: Pre-K Steve Barnaclo: 6th-8th grade Brianna Gosche 9th-12th grade
Julie Bickford: 2nd and 3rd grade Steve Smith: 6th-12th grade Coutrney Gysan: 9th-12th grade
Jenna Rourke: 4th grade   Greg Spoores: 9th-12th grade 
Andrea Graber: 5th grade    
Veronica Knieriem: K-5th grade     
Theresa Herman: Speech and Language Pathologist Pre K-12th grade

 

PARAPROFESSIONALS
Stefani Rogers: Pre K Calin Nichols: Pre K Lori Greider: Pre K Kelly Copley: Elementary
Mary Jo Ruggiero: Elementary Amber Turner: Middle/High School Devon Stevens: Middle/High School Jennifer Younker: Middle/High School
Katie Murdie: Middle/High School Darlene Roberts: Middle/High School Samantha Crowl: Elementary