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Student Services

"Fair is not everyone having the same thing.
It is everyone having what they need."

 
Student support service professionals provide direct services for all children and youth, especially those who are experiencing problems that create barriers to learning. Direct services are provided by means such as education, counseling, consultation and individual assessment. In addition, student support services personnel provide in-service training, parent education, community collaboration and carry out student service program management. Student support services are a vital part of comprehensive school program success. Student services providers include school counselor, school psychologist, occupational therapist, physical therapist, speech language therapist and other professional personnel involved in providing assessment, diagnosis, counseling, educational, therapeutic, and other necessary services as part of a comprehensive program to meet student needs.
 
Do you have concerns about your child's development?

 If you suspect that your child does not do things other children his/her same age do, contact us. We may have information and resources to help. 

SAU 77 Contact Person:

Teri Gaston,
Special Education Administrator

638-2800 extension 23


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Changes to the Parent Involvement Survey

The New Hampshire DOE has made changes to how the Parent Involvement Survey in Special Education is administered.  Read about the changes and how the NH DOE ensures that your voice is still an essential and valuable factor!

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When            Starting with the 2015 Parent Involvement Survey in Special Education (March 2015)

What            Census survey to be conducted over a two year period.  This means that over a two year period ALL                         families in NH who have a child receiving special education services will complete a survey.

How            Districts will be divided into two survey blocks.  The blocks are assigned by the DOE.

                    Survey Block A will administer the Parent Involvement Survey in Special Education this year (March                         2015)

                    Survey Block B will administer the Parent Involvement Survey in Special Education in fiscal year                             2016 (March 2016).   Monroe has been assigned to Survey Block B!

Why            Survey Fatigue - Survey fatigue is a well-documented phenomenon that occurs when survey                                     participants become "tired" of the survey task and the quality of the data they provide begins to                                 deteriorate.  It occurs when survey participants' attention and motivation drop.

                    Limit Time "to do the work" - There is only a small window of time between when the survey results are                     available and the administration of the next survey.  (The results are released in October and the next                     survey takes place in March/April).  This isn't enough time for districts and families to strengthen family                     involvement and family/school partnerships.

NH places high priority on family-school partnerships and parent involvement.  NH chose to conduct a census survey over two years to ensure that ALL parents in every district in the state had the opportunity to give their voice AND sufficient time to work with school district staff to strengthen family-school partnerships.  For more information on the survey, district blocks and resources to support strengthening family-school partnerships in special education, please visit www.nhconnections.org.


*Reprinted from the NH Connection - a project of the Parent Information Center which is funded by the NH Department of Education, Bureau of Special Education. 

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Family-School Partnerships in Special Education
What's in it for me?  A Parent's Perspective
The research is clear - when schools, families and community groups work together to support learning, children do better in school, stay in school longer and like school more.  This sounds like such a simple concept, but it can often be difficult to make a reality.  Why should people work together?  People need to know what's in it for ME?  Ultimately, family-school partnerships in special education are about what's in it for all of us!

Personal Connection - Partnerships allow for parents to connect with school personnel outside of the special education/IEP process.

Ability - Partnerships provide the ability and opportunity for parents to develop their leadership and communication skills.

Relationships - Partnerships provide a vehicle to strengthen relationships between parents, staff and the school district.

Team - Partnerships encourage communication and the development of a team.

New Ideas - Partnerships allow for discussions and feedback about parent concerns and school initiatives in a safe and constructive way.

Engagement - Partnerships provide opportunities for parents to be more active in their school/school district and better prepared to support their child's learning.

Respect - Partnerships foster respect and shared responsibilities among parents, community members, teachers and school leaders.

Staff Development - Partnerships provide staff and parents the opportunity to gain knowledge and resources beyond their own area of expertise.

Heard - Partnerships allow for parents and school personnel to gain more accurate and positive views about each other's attitudes, intentions, and abilities and to feel heard.

Increased Effectiveness - Partnerships allow for discussion from a variety of perspectives.  Parents can gain a better understanding of the concerns of school district personnel and learn ways to address them, increasing their effectiveness working with their child's IEP team.

Provides Two-way Communication - Partnerships provide an opportunity for families and school staff to have open, two-way communication.

*Reprinted from the NH Connection - a project of the Parent Information Center which is funded by the NH Department of Education, Bureau of Special Education. 

 


The New Hampshire Department of Education issued determination letters for each school district for the FFY 2014 (2014-2015) reporting period in August.  The determinations, required under the Individuals with Disabilities Act 2004, are part of the on-going efforts to improve results for children and youth with disabilities.

Each district is scored on fifteen indicators and areas to ensure compliance with IDEA regulations and established criteria.  One of the following four determinations is given to the district:

  • Meets Requirements
  • Needs Assistance
  • Needs Intervention
  • Needs Substantial Intervention.

For the FOURTH consecutive year, SAU 77 received the rating of Meets Requirements.  Congratulations to the Special Education Department and Administration for their hard work in assuring our school meets federal regulations and is providing appropriate services to our students with disabilities. 

 

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Teri Gaston,
Nov 14, 2013, 10:34 AM
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Teri Gaston,
Sep 2, 2014, 9:42 AM