Service Delivery Model Mission Statement


Our district treats all students as individuals when determining the least restrictive environment in which to learn. We look to the general education classroom as the place to begin; however, we realize this may not be the most appropriate place for all children to maximize their learning potential. This model will enable our district to provide the flexibility it needs to determine the least restrictive, yet most productive, environment. This determination will be made by the Intervention Assistance Team (IAT), which will utilize a Response to Intervention (RTI) approach to determine the needs of the individual. The least restrictive environment could be the regular classroom or a continuum of alternative placements that would enable the student to receive a full range of services.

Each building IAT will identify students who need added support/enrichment. With parent permission, these students will receive assistance from teachers/support staff using data from the RTI process.

The RTI process is a framework designed to bring together general, special, and gifted education with the goal of providing a comprehensive, unified system of education to meet the needs of and improve results for all students. This process will include 504 and English Language Learners (ELL).

Our district will follow the guidelines set up by the Individuals with Disabilities Education Improvement Act (IDEIA) of 2004 and Section 504 of the Rehabilitation Act of 1973. Any revisions to these acts will be adhered to by the district.

Click here  for the CEVS Intervention Assistance Team (IAT) Response to Intervention (RTI) design pyramid. 


For more information regarding the CEVS Service Delivery Model, please contact Sandy Hartings


For more information regarding the curricula used at specific grade levels, please contact the appropriate building Principal or Guidance Counselor:


High School:

Jason Hemmelgarn, Principal  

Natalie Kanney, Guidance Counselor

Middle School:

Dan Pohlman, Principal

Sue Bills, Guidance Counselor

Elementary School:

Mike Etzler



The Ohio Department of Education's New Graduation Pathways


Students in the graduation class of 2018 now have multiple options for obtaining a high school diploma. The three options are briefly explained below with the information currently available to the district at this time.

18 cumulative performance points earned on the state end-of-course (EOC) exams

For each of the seven EOC state tests, a student may earn one to five graduation points. While students have the potential to earn a total of 35 points, they only need to earn 18 points from all tests to meet the requirements of this graduation option. Students have flexibility in accumulating these 18 points. A high score on one test can balance a low score on another test. However, a student must earn a total of at least four points on English tests, four points on math tests, and six points on science and social studies tests.

The table below provides the performance level associated with the number of graduation points.

Performance Level=Graduation Points






2. A remediation-free score in English Language Arts and Math on a college admissions test

ODE is currently working on the details associated with this pathway. Further information will be provided when it is available. The designated college admissions exam(s) and the required score(s) have not yet been decided upon.

3. A workforce readiness score on the WorkKeys Assessment, in combination with 12 points earned through an approved industry-recognized credential or group of credentials in a single career field

ODE is currently working on the details associated with this pathway as well. Further information will be provided when it is available.

The Ohio Department of Education has provided a video as a communication tool to help explain graduation for the Class of 2018 and beyond. A video  (2 min. 30 sec.) that gives a general overview of the new options for students.| Video Download  | Video Transcript