Pathways Student Profile: Emily Boehl

Emily Boehl is a tremendous young woman that has spent the last three years in our Pathways to Employment program. Pathways to Employment is a transition program for students ages 18-22. The program focuses on developing students’ daily living skills and job skills to build independence.

When Emily applied to the program, we knew that she would be able to gain skills from our program, but we weren’t sure we were going to be able to meet her needs. Emily is nonverbal and can become easily frustrated when she is not being understood. She also has a startle reflex that causes her to yelp and become upset when noise levels elevate. Challenges such as these made us wonder if our program was going to be a fit.

Emily Boehl – recipient Franklin B. Walter Outstanding Achievement Award

However, the team was drawn to Emily’s sparkling personality and her family’s commitment to her success. We discussed the growth we hoped to see, the experiences we thought she would benefit from and the tools she needed to help her. We are so glad we took a chance on Emily. She brought an enthusiasm to participate, a willingness to try and a great sense of humor.

Emily has worked hard and persevered. She has learned to communicate more effectively and better manage the unexpected noises of life. As we see the end of her school career end, we are excited about her future. Emily is currently competitively employed in her community. She works 4 days a week and is independent at her job as a cafeteria lady in her community’s elementary school. She is thrilled to be earning money in an environment she loves. Once there was a girl named Emily that needed an opportunity to learn and grow. Now we have a young lady that is a contributing member in her community.

We are extremely proud of Emily’s accomplishments!

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Pathways to Employment

Pathways to Employment

Pathways to Employment is a unique, comprehensive program for students with disabilities, between the ages of 18 and 22, who need a program centered on work and life skills. The program prepares students to successfully transition from school, to live and work in their community.

Maggie Tapia
Program Supervisor
513.674.4401
maggie.tapia@hcesc.org


Open House November 6th and January 13th | Register Today


Why Parents Choose Pathways

Excellent Staff: The intervention specialists, transition coordinator, and job coaches demonstrate sincere concern and respect for each young adult in the program. They evidence this by meeting each person at their readiness level and establishing appropriate steps toward achieving their chosen goals.

Pathways staff were awarded the 2019 Franklin B Walter Outstanding Educator Award for making extraordinary contributions to the education of students with disabilities!

image: woman sitting at desk with dog sitting next to her

Observable Growth: Successful adults possess numerous soft skills that are difficult to measure but easily observed. Pathways participants exit the program having gained maturity, independence, and greater confidence, as well as life and employment skills.

Caring environment: Leaving one’s “home school” is scary for both parents and program participants. However, the routines, structures, and open communication practices implemented by the staff members enable the quick development of trust.


“…love, love, love this program. My son is confident, independent and ready for competitive employment.”

Parent, Pathways to Employment


Why Students Love Pathways

Applicable learning: As a Pathways participant, young adults focus on functional academics as they apply to daily living. Everyday tasks, serving as the foundation of the curriculum, such as budgeting, shopping, cooking, and time management enhance both math and reading skills.

Emily Boehl, recipient Franklin B. Walter Outstanding Achievement Award

Real-life experiences: Young adults in the program enjoy several short-term (2-3 months) work experiences in the community. With the help of their one-to-one job coach, participants identify work fields best suited to their strengths, interests, and aspirations.

Lasting friendships: Throughout their time in the program, participants plan and attend community outings with their peers and their families. During which they practice travel training, experience new things, learn self-advocacy, and form life-long friendships. Best of all, they have fun!


“Pathways is awesome. I can do all kinds of things independently – ride the metro, go to the grocery and the bank…”

Student, Pathways to Employment

What Makes Pathways Unique?

Individualized experience: Pathways staff construct a customized daily schedule that aligns to the needs of each young adult. No two participants have the same experience.

Job training: All participants learn how to search, apply for, and interview for a job. They understand how to conduct themselves in a professional setting through on-the-job training and the assistance of their job coach. Most importantly, the work experiences provide students the chance to transfer classroom learning to real- world situations.

Business Partnerships: Pathways to Employment has an assortment of community partners from various industries such as clerical, pet care, retail, food service, entertainment, healthcare, personal care, hospitality, and childcare. Should a student desire an experience in a setting in which there is not an established partnership, the Pathways staff will build one!


Contact

Maggie Tapia, Program Supervisor
513.674.4401
maggie.tapia@hcesc.org

For specific Parent/Guardian information concerning data privacy, please see www.hcesc.org/parents.

District Representative for Autism and Jon Peterson Scholarship Programs

We can serve on behalf of the public school district of residence as the District Representative for students with special needs who access the Autism and Jon Peterson Scholarship Programs.

Scholarship Application System

We complete district responsibilities in the Scholarship Application System through the ODE secure SAFE portal.

  • reviewing student applications to determine scholarship eligibility
  • editing data and flagging applications in cases of data discrepancies 
  • uploading IEP’s and other related documents for applicants
  • responding to communications and completing tasks received from the ODE scholarship program staff

ETR and IEP process

We handle all aspects of the ETR and IEP process.

  • coordinating and scheduling meetings (private schools/service providers, parents, related service personnel and outside agencies)
  • gathering information and results to write the ETR and/or develop IEP’s for students who access the scholarship by working with the necessary district colleagues and private schools/providers
  • completing all procedural parts of the ETR and IEP process while meeting all legal requirements and timelines
  • conducting the ETR and/or IEP meetings
  • ensuring proper documentation is filed and managed for the district and in the State Scholarship Portal

Contact

Joan Lawrence, Director
513.674.4247
joan.lawrence@hcesc.org

Home Education Notification Processing

Hamilton County ESC provides Home Education Notification Processing services for parents who choose to home educate their children for the following school districts: Finneytown, Northwest, and Oak Hill. To have student(s) excused from compulsory attendance, parents are required to submit paperwork to the school district. As part of the service, Hamilton County ESC reviews the notification form for accuracy and contacts parents regarding the status of their notification. Reports are also provided to the district regarding the status of each notification.

Towards the end of each school year, Hamilton County ESC sends reminder notices to parents of home-educated students, urging them to submit a new notification to ensure the continuation of the education process. Hamilton County ESC coordinates with school district attendance officers when parents fail to submit home school notifications for processing.

As of October 1, 2023, reporting assessment scores is no longer required.

For more information, see our information for parents.


Contact

Colissa R. Jordan
513.674.4241
homeschool@hcesc.org

Attendance and Family Support Services

Ongoing coaching and consultation with building administrators and attendance teams on use of data, adherence to attendance laws, and implementation of documentation and AIP’s to support student success

Complete a formal audit of current attendance practices, review of data and systems in place to ensure compliance with Ohio law and guidelines; identify areas to establish or enhance to promote school attendance and decrease chronic absenteeism

Training of staff and administrators on Ohio attendance law, promotion of DEW strategies and interventions to support students and families with attendance; review of AIP process and best practice guidelines

Dedicated role to support at risk and rising risk youth and families with addressing non-academic barriers to school attendance (homelessness and housing issues, transportation, food insecurity, basic needs, connection to community service agencies & supports)

Learn more about our Behavioral Health & Mental Wellness Center.


Contact

Mindy Fischer, Director Behavior Health & Mental Wellness Center
513.674.4296
mindy.fischer@hcesc.org

Job Coaches

Hamilton County ESC supports students with disabilities who are working on job and employment skills. Job Coaches will work with your Work Study/Transition Coordinator to support students in job placements within the community.

Job Coach Responsibilities

  • accompany students to jobs/work settings (can provide transportation at the district’s request);
  • work with the student to meet employer’s expectations;
  • help students develop work skills and social skills needed for employment after graduation;
  • serve as a liaison between supervisors on the job, student and school team;
  • collaborate with school teams to help meet IEP goals and gather data to support goal attainment.

Contact

Katie Fleming
513.674.4401
katie.fleming@hcesc.org

Special Education Supervision Services in District

Does your district need a special education coordinator or director? Through collaboration with district administration, Hamilton County ESC supervisors offer leadership and assistance with the delivery of special education services.

Focus on learning and supporting the work of all your staff and students

  • Work with other district leaders to support a comprehensive MTSS/RtI process
  • Assist with service delivery design, implementation, and evaluation
  • Provide information on current federal, state and local mandates, guidelines and hot button issues
  • Coordinate and provide professional development for staff
  • Ensure special education compliance
  • Work collaboratively with district and building leaders in all aspects of district work
  • Assist in the staffing and hiring of special needs personnel
  • Assist in the development and implementation of district policies and procedures
  • Serve as the district representative in special education meetings
  • Provide research on new methods, strategies, and materials related
    to special education

Do you have a new special education director?

We offer mentor/consultation services to help support new leaders. All services are customized to the needs of the district.


Contact

Joan Lawrence, Director
513.674.4247
joan.lawrence@hcesc.org

Early Childhood Itinerant Services

Early Childhood special educators provide support services to children with disabilities in Head Start, home, preschool, childcare centers, or a district site.

Program Design

  • Implement IEP goals in designated settings
  • Consult with parents and program staff
  • Modify curriculum responsive to individual needs
  • Provide environmental modification
  • Develop behavior management and intervention strategies
  • Evaluate need for alternative communication methods
  • Develop multi-sensory activities and materials
  • Utilize specialized approaches for children with PDD/autism spectrum disorder
  • Coordinate transition planning with district personnel and families
  • Provide ongoing assessment and data collection of the student’s development
  • Collaborate with therapists working with the student
  • Develop individual interventions for home and school settings
  • Network with families and staff to secure additional resources available in the community
  • Responsive to developing a relationship with the family
  • Liaison for the district to the family or other service providers
  • Development and sharing of various materials designed to support the students’ needs
  • Participation in initial district team and IEP meeting

Contact

Stacie McMahon, Supervisor
513.674.4587
stacie.mcmahon@hcesc.org

Sandy Crowell, Supervisor
513.674.4231
sandy.crowell@hcesc.org

Early Childhood Comprehensive Consultation and Professional Development

We can provide comprehensive consultation to district administrators and staff regarding all aspects of Early Childhood. Professional development is offered around state and national initiatives, standards, curriculum development, and implementation. We help strengthen district early childhood service delivery by providing access to the latest information and resources.

Responsive Consultation

  • Programming/service delivery
  • Policies and procedures
  • Federal and state updates
  • Assessment procedures
  • State licensing requirements
  • Early Childhood initiatives
  • EMIS reporting
  • Step Up To Quality (SUTQ)

Quality Professional Development

  • Networking opportunities
  • State and national initiatives
  • Focus groups
  • Ohio Pre-K Common Core
  • Early literacy initiatives
  • Curriculum development

Contact

Nancy Struewing
513.674.4323
nancy.struewing@hcesc.org

Early Childhood Half-Day Programs

A trans-disciplinary team approach

A trans-disciplinary team approach provides high quality programming and services all designed to meet the needs of the whole child. In all our service areas, the focus is on meeting the physical, social, emotional, and cognitive needs of each child.

  • Exemplary integrated programming
  • Experienced Early Childhood special educators
  • Medical needs and records monitored by program nurse
  • Vision and hearing screening
  • Psychological services, direct and consultation with program
    and families
  • Speech and Language therapy provided for identified students
  • Content standard-driven curriculum
  • Occupational therapy provided for identified students
  • Integrated team approach 
  • Integrated therapy model
  • Comprehensive individualized educational program and implementation
  • Supervision of integrated services
  • Developmentally appropriate educational practices
  • Ongoing assessment and data collection of the student’s development
  • Augmentative and technology support
  • Utilizing latest trends in developmental strategies and interventions for children with a wide range of special needs
  • Curriculum modifications responsive to an individual child’s needs

Center-based early childhood program

Preschool special education services provided in a center-based early childhood setting. The program provides a comprehensive service delivery model for a preschooler with a disability whose LRE is an ECE setting.

  • Experienced Early Childhood special educators
  • Speech and Language therapy provided for identified students
  • Psychological services, direct and consultation, with program and families
  • Occupational therapy provided for identified students
  • Integrated team approach
  • Integrated therapy model
  • Comprehensive individualized educational program and implementation
  • Ongoing assessment and data collection of the student’s development
  • Progress reporting to parents
  • Developmentally appropriate educational practices
  • Curriculum modifications responsive to an individual child’s needs
  • Enrollment of peer models
  • Participation in initial district team and IEP meetings
  • Management of data collection and progress reporting to parents
  • Team commitment to meeting with district personnel and parents
  • Development and implementation of a transition plan with the district and families
  • Responsive to developing a partnership with families
  • Supervision of the program
  • Development of formalized behavior plan for students, as appropriate

Other specialized programs are available. Please see our program for children with intensive needs and our program for children with therapeutic needs.


Contact

Stacie McMahon
513.674.4587
stacie.mcmahon@hcesc.org

Sandy Crowell
513.674.4231
sandy.crowell@hcesc.org