High Road School of Findlay
High Road School of Findlay serves students aged 5–21 with a variety of special education classifications who face significant learning and language challenges. We are a state-approved charter location and scholarship provider. Our student-centered approach creates an individualized educational experience delivered in small, structured learning environments. We focus on fostering our students’ emotional growth; increasing their academic, language, and behavioral competencies, and enhancing their natural strengths.
- 7430 Timberstone Drive
Findlay, OH 45840
Meet The Team
Ethan Percer – Director of Operations
Ethan Percer joined Catapult Learning/SESI Schools in 2016. He is a graduate from the University of Memphis with a bachelor’s degree in Teaching All Learners which includes K-12 Special Education and K-6 Regular Education. Mr. Percer’s career as a teacher and coach started at Martin Luther King Jr. College Prep High School of Memphis. He previously served as the Co-Director of Findlay for 2 years, Co-Director at the Lima campus for 1 year, and now has transitioned into the role of Director of Operations for all four Ohio schools. Mr. Percer takes an active role with the budgeting process, enrollment initiatives, and staff recruitment and retention. Community involvement is something he is very passionate about within his role. Mr. Percer was also a member of the Findlay Young Professionals and the Hancock County Chamber of Commerce Leadership team of 2019. Some of his favorite hobbies are going to sporting events, traveling, and having fun outdoors. He has been the head football coach of the Arcadia Redskins for 7 years. He is married to his wife, Megan, and together they have two sons, Kashton and Barrett, and dog, Dallas.
Karrah Windau – Academic Program Director
At our Findlay location, Ms. Karrah Windau is the Program Director for the Academic Model. She has been working at High Road School of Findlay for the past eight years. She started with Catapult Learning/SESI Schools in 2016, working in the Occupational Therapy Department as a licensed Certified Occupational Therapy Assistant. In the Program Director role, Ms. Windau oversees and supports the Academic Model Program for Tier 1, Tier 2, and Tier 3 students through assessments, curriculum, intervention strategies, and ensuring instructional quality through high leverage practices. She supports and oversees the classroom’s Paraprofessionals, General Education Teachers, Intervention Specialists, Occupational Therapists, and Speech Language Pathologists. She also takes an active role with the students’ Individualized Education Plans (IEPs) and Evaluation Team Reports (ETRs), and progress monitoring. Ms. Windau also provides support of the web-based I-Ready K-8 Programming. In her free time, Ms. Windau enjoys spending time with her family outdoors-running, swimming, and biking, watching sporting events, and traveling.
Alyssa Fisher – BEST Program Director
Alyssa Fisher joined SESI in 2018 as a Board Certified Behavior Analyst (BCBA) for all three of our Ohio schools. She obtained her bachelor’s in Psychology from Bowling Green State University in 2011. She then began working with individuals with Autism Spectrum Disorder and other developmental delays. In 2015, Alyssa obtained her Master’s in Applied Behavior Analysis from Ball State University and became board certified later that year. Alyssa is also a Certified Ohio Behavior Analyst. Over her career, Alyssa has worked in a variety of settings including schools, ABA clinics, and an outpatient mental health facility. In 2019, Alyssa became the Program Director for the B.E.S.T. (Broad-Based Educational Services & Therapies) Model for the Findlay and Lima campuses. As a Program Director, Alyssa works closely with Intervention Specialists, Teachers, and Assistant Teachers to ensure program integrity and student skill development. Alyssa enjoys seeing the progress that students make throughout the year and sharing this progress with students’ families. Her favorite part of the position will always be jumping into a classroom and spending time with students and staff. She also enjoys the challenge of responding to a heightened behavioral event and seeing the students and staff through the process of de-escalation. Alyssa enjoys exploring local parks with her husband and son, traveling, and spending time with her friends and family
Students who attend our school must qualify for the Autism Scholarship, Jon Peterson Scholarship or be referred by their school district. We serve students Pre-K – 12th grade (ages 3-21). Our student population faces a variety of disabilities including Autism, Emotional Disturbance, Other Health Impairments and more.
We are proud to employ Intervention Specialists, Licensed Teachers, Speech Therapist, Occupational Therapist, Certified Occupational Therapy Assistant, Board Certified Behavior Analyst, Registered Behavior Technicians, Social Worker and Assistant Teachers. All our staff are trained in Handle with Care and have ongoing behavior management training.
Utilizing four specific instructional rotations, students are assessed academically, gain self-regulation skills, learn with district-aligned academic curriculums, and utilize integrated technology.
Each student enrolled in the model has individualized behavior programming which is driven by Functional Behavioral Assessments (FBA). We aim to identify the behaviors that continue to disrupt our student’s ability to access their environment and learning. We then use the data collected from the FBA and classroom data to device strategies that get to the root function of the students disrupted behaviors.
A Promising Future Through Life Skills Training
Above all else, we want our students to explore their full capacities and achieve their full capabilities heading into adulthood. Transition and life planning services pave the way for successful independent living, rewarding postsecondary schooling experiences, and productive and fulfilling careers.
High Road School of Findlay values the importance of programming for your child’s future. Each student enrolled in our transition classroom will be administered the Assessment of Functional Living Skills to drive their programming. The assessment includes six modules to assess your child’s skills in the following areas:
- Basic Living Skills
- Home Skills
- Community Skills
- School Skills
- Independent Living Skills
- Vocational Skills
Our team will meet with you to determine which areas should be focused on to equip your child with the most future success. After the assessment is complete, your child’s classroom teacher will design an individual rotation model of instruction to teach and generalize your child’s skills.
Each site includes mock apartment equipment, accessible kitchens, and a variety of vocational activities to match our students’ growth needs.
A Comprehensive Education That Addresses All Needs
High Road School of Findlay addresses areas of need that interfere with learning and provides all supplementary and related support services your child might need to succeed. These services include:
- Speech-Language Therapy
- Occupational Therapy
- Music Therapy
- Behavioral Interventions
- Discrete Trial Training
Speech pathologists customize programs focusing on such skills as expressive and receptive language, speech production, auditory processing, social language, voice, and fluency. Engaging in topic-relevant conversations, establishing problem-solving skills, improving decision making, utilizing appropriate vocabulary, and developing conceptual understanding are all components that are reinforced.
Our therapist works directly with your child on foundational skills for motor planning, sensory processing, organization, and visual motor integration. Integration of OT within the classroom ensures that your child’s therapy plan complements their everyday responsibilities.
Your child participates in group or 1:1 music therapy weekly. Taught by an accredited music therapist, lessons are designed to teach, expand, and reinforce language and social skills.
We implement a school-wide behavior intervention program that focuses on self-regulation through promoting positive behaviors while decreasing less desirable behaviors. All teachers are trained and supervised by a BCBA (board-certified behavior analyst) and are certified in crisis intervention and the principle and theories of Applied Behavior Analysis.
Discrete Trial Training
Your child receives DTT therapy, an intense 1:1 learning approach in which students are engaged in trials of demands that focus on expanding their repertoire of language development. The sessions consist of a combination of current target interventions and mastered skills in a highly motivating environment to ensure that each student’s engagement is high.
High Road School of Findlay is committed to achieving success with each student, against all challenges. By building confidence and competence through personalized academic and behavioral interventions, we prepare your child to become a happy and responsible adult.
Goals for Students at High Road School of Findlay:
To be healthy individuals who:
- Demonstrate the ability to form responsible relationships with a wide range of people
- Have the capacities for playing satisfying and responsible roles in family life
- Possess the knowledge, habits, and attitudes that promote personal and public health
- Understand ethical principles and values and apply them to their own lives
- Are aware of their own worth, abilities, potential, and limitations
To be independent individuals who:
- Are skilled in obtaining information, problem solving, critical thinking, and effective communication
- Play a greater role in their educational environment
- Enjoy the process of learning and acquire skills necessary for a lifetime of continuous learning, adaptation to change, and engagement/productivity as a member of society
- Are aware of career opportunities and pursue knowledge necessary for further education
- Contribute to the political decision-making processes of the community, state, country, and world
To be academically competent individuals who:
- Acquire academic skills in language arts, mathematics, and the physical and biological sciences
- Understand specific events and the broader context of social studies, history, and current events
- Express themselves creatively in one or more of the arts