Local school districts, including community schools, develop and approve policies and procedures or adopt those of the state to ensure requirements are in place to identify, locate and evaluate all children with disabilities, regardless of their situations, who have significant, individual needs and require intensive interventions through special education and related services. (Reference:A Comprehensive System of Learning Supports Guidelines)
Children who are not identified to receive intensive intervention through special education and related services, but who are performing below grade-level standards, will receive targeted instruction and support interventions outlined in Rule 3301-35-06 of the Administrative Code. These may involve school and/or community-based resources. These resources may include health and social services, short- and long-term counseling, case management, juvenile justice, drug and alcohol treatment, shelter, early childhood programs, faith-based resources, truancy programs, social skills program, school counseling, supplemental services, after-school programs and other summer programs. All interventions are research-based or evidence-based.
The local district will develop and implement an effective and practical system for identifying and assuring that all children within the local school district who are receiving special education and related services are accurately accounted for, based on the reporting needs of the state.
For preschool, districts can address interventions through general programming that may be an early learning initiative or early childhood education (formerly public preschool) partnership or collaboration with community early learning providers.