High Road School of Lima
High Road School of Lima serves students in grades K-12 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.
- 567-525-4487 option 2
- 71 Town Square Lima, OH 45801
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.
Alyssa Fisher – BEST Program Director
Alyssa Fisher joined Catapult 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, traveling, and spending time with her friends and family.
Kathy Schock – Administrative Assistant
Karis Thines – Academic Program Director
Karis is the Academic Program Director for High Road School of Lima. Karis began working at High Road in August of 2010 as an elementary teacher. She has served in the roles as Preschool Director, Lead Teacher, Associate Director and BEST Program Director. Prior to working for High Road, Karis worked as a substitute teacher for Lima City Schools and for BGSU Telefund during her undergraduate years. Karis earned a Bachelor of Arts degree in Art History from Bowling Green State University in 2003 and a Master of Arts in Education degree from The University of Findlay in 2008. Karis has been married to her high school sweetheart for 15 years and together they have 2 daughters. She enjoys spending time with her family.
Anna Boggs – Executive Director
Anna Boggs is the Executive Director of The High Road Schools of Ohio. Anna has been working with individuals with disabilities since 2006. She began her work, while attending the University of Dayton, by providing home healthcare and tutoring services for children with developmental disabilities. Upon graduation, she returned to the Toledo area where she married and began work as a service coordinator for Help Me Grow. While at Help Me Grow she developed an even stronger interest and passion for serving individuals with Autism Spectrum Disorder. To further her skill development, she began working for Mercy Autism Services as a behavior technician. She completed her Masters in Applied Behavior Analysis and became a Board-Certified Behavior Analyst (BCBA)in 2012. She went on to serve as the Director of The Autism Center at the Toledo Hearing and Speech Center and then served as the BCBA for Sunshine Communities. In 2016, Anna joined High Road as the BCBA for the Findlay and Lima locations. In 2017, she began her role as the executive director. Over the last 4 years, Anna has worked diligently with her teams to develop schools which provide a safe and caring learning environment where children can achieve beyond expectations. In her free time, Anna enjoys boating, swimming, and camping with her husband and 3 children.
Students who attend our school must qualify for the Autism Scholarship, Jon Peterson Scholarship or be referred by their school district. We serve students in grades K-12. 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, a Speech Therapist, an Occupational Therapist, a Certified Occupational Therapy Assistant, a Board Certified Behavior Analyst, Registered Behavior Technicians, a 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 Lima 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 Lima 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 Lima 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 the High Road School of Lima:
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