Welcome to the Student Services Department

  • Department Information

    The Department of Student Services coordinates specialized programs and services for approximately 5,600 students in the Princeton City School District. Maximizing each student's school experience is the goal of the department. Staff members within each division of Student Services have special training, which is required to assist in meeting the needs of identified students. In addition to offering special education services, the Department of Student Services provides a multitude of services.

     

    Search for Children or Individuals with Disabilities Notice
     
    The Princeton City School District is continuing the effort to identify, locate, evaluate, and provide services to any child with a suspected disability between the ages of 3-21. Children may have diagnoses including, but not limited to, the following: autism, traumatic brain injury, hearing impairments, visual impairments, speech and language delays, learning delays, behavioral concerns and multiple disabilities. It is our goal to identify and provide services as early as possible. If you suspect your child may benefit from this type of screening or service prior to enrolling in school, please call (513) 864-1035.

     

    Philosophy of Student Services


    WE BELIEVE

     

    All children are “children first.”  Labels, often assigned to children, will be minimized in their importance • when general and special educators work together to develop and deliver curriculum • when all services, based upon individual need, are provided to a child in his/her natural environment • when planning with and for a learner always includes a discussion of transition.

     

    All children have the right to a wide variety of curricular options and supports (which may include specialist{s}) in order to realize individual success.

     

    All children should be supported by interventions that are collaboratively developed for the individual learner’s needs and for the purpose of enduring learner progress, not affixing blame or defining learner deficits.

     

    All children have the right to access instruction suited to their individual learning styles and delivered in their natural, age appropriate (or multi-age) community of learners.

     

    All children should be empowered with opportunities and skills to make decisions about and take responsibility for their own education.

     

    All children benefit from a collaborative approach •  that equally values and empowers teachers, family members and learners to behave as equal partners when planning and problem solving •  when each school community includes in it schedule, time for teachers, families and students to collaborate.

     

    All children experience greater success when their families are involved, thus, more needs to be done in each school community to meaningfully involve families in the full spectrum of the school culture.

     

    All children should have the opportunity to be educated in the community in which they live if their educational needs can be met.

     

     

Student Services Staff