Special Education

The following documents are offered as a resource and are often referred to while working together with families in our community as we continue to ensure all students have access to an appropriate academic experience at RHAM Middle and High School.

If you have any questions at all or need additional supports, please contact us at 860-228-5302.

Referral to Determine Eligibility for Special Education

CSDE Videos

Individualized Education Program: A Guide for Parents and Families 

Individualized Education Program: A Guide for Parents and Families (Spanish) 

A Parent’s Guide to Special Education in Connecticut

Una guia de educacion especial para los padres de Connecticut

Procedural Safeguards Notice Required Under IDEA Part B

Manual de Garantias Procesales ordenado por la parte B de la Ley de Educacion para Personas con Discapacidades (IDEA)

Transition Bill of Rights

Declaracion de derechos de transicion

My child has ADHD, What does this mean?  What can be done to help him/her be successful at school?

• • The Connecticut State Department of Education, Bureau of Special Education has developed a list of resources that address the needs of students experiencing Attention Deficit Hyperactivity Disorder (ADHD) (Link to CSDE ADHD Document)

  • Though not intended as an exhaustive list:

    • these resources do consist of key state and federal information on ADHD

    • links to several organizations to enhance understanding and service delivery to students presenting with attentional concerns

Please see below for some guides or articles on the basic facts about ADHD

ADHD Primer for Parents and Educators

ADHD Fact Sheet

Know your rights with ADHD

My child's team is asking for a MAPS meeting, what is this? 

• The McGill Action Planning System (MAPS) is a process designed to bring together the key individuals in a person’s life to discuss and articulate a dream or positive future for your child.

• During this futures planning session, the team responds to a series of questions pertaining to your child's hopes, dreams, fears, strengths, and needs.  The MAPS process concludes with an action plan specifying the team’s next steps to make the dream/vision a reality and to prevent the fears from materializing. 

• Please click here for a guide to MAPS created by a University in Rhode Island.

Below are various resources related to mental health. If you have concerns about your child, and you need further information or resources, please contact your student's school counselor, social worker, school psychologist, and/or your pediatrician.

• 211

  • 2-1-1 is a free, confidential information and referral service that connects people to essential health and human services 24 hours a day, seven days a week online and over the phone.

  • 2-1-1’s continually updated, comprehensive database of 4,100 agencies providing over 40,000 programs and services is available for you to search online. Search by location, service category, service term, or agency to find the resources you need.

• DCF Care Coordination- Care coordination is indispensable to the effective operation of a System of Care/Community Collaborative. It is both a service to children and families and a function of a responsive system. As a service, care coordination is carried out in children’s mental health in Connecticut on three levels, which are explained below. As a service, care coordination involves direct client contact by someone who has clinical knowledge but does not function as the clinician on the case. Rather, the Care Coordinator, as an architect of the service plan along with the family, uses clinical and community systems knowledge to broker and advocate for services, and coordinates and monitors the implementation of the plan.

• Click Here to find Mental Health Facilities in Connecticut

• CT BHP and Your Medicaid-Covered Autism Spectrum Discorder Services

• UCONN Health Adoption Assistance Program Flyer

Transtion Bill of Rights

Job Corps

Please contact your school counselor for more information on this federally funded program that can provide you your high school diploma, employment skills and employment for those up to age 24 years of age.

Job Corps Parent Guide

Job Corps Pamphlet

College Options for Students with Disabilities- Click on the college to see each schools' website.

• Landmark College- Putney, VT 

• Beacon College- Leesburg, FL

• Mitchell College- New London, CT

• Hofstra Universtiy- Hempstead, NY

20 Great Colleges for Students with Learning Disabilities

Did you know that your son/daughter becomes a legal adult according to the law when he/she turns 18 years old? 

• This means their special education rights and decisions become theirs.

• If you feel your son/daughter is not ready to make educational, medical, or financial decisions without assistance you may want to consider applying for voluntary conservatorship or guardianship. 

• Please see these manuals for assistance or call your local probate court for assistance.

According to the State Department of Developmental Services

 "When persons in the State of Connecticut turns 18 years of age, they are considered to be an adult.  That means they can make decisions about their lives such as where they live; medical treatment; educational or vocational opportunities; how they spend their money and who has access to their records.

In Connecticut legal guardianship has to be obtained through Probate Court before a parent, family member or others can make decisions for a person with an intellectual disability.  Not every person with an intellectual disability needs a legal guardian.  There are different types of guardianship, including plenary (full), limited, and standby of person and/or estate.

The legal guardian's role is to help a person make the best decision for himself/herself, not to dictate how he or she should live their life.

The application process can be started before the person turns 18, though the person must be 18 years of age at the time of the hearing to decide the matter of guardianship."

Petition for limited guardian

Waiver of fees request for probate

Petition for appointment of conservator

User Guide - Conservators

Petition for appointment of guardian for those with intellecual disabilities

Petition to manage finaces for a protected person

Petition-determination of competency to vote

Petition-determination of competency to vote

Guardian al litiem info

Post-Secondary and Adult Resources

• Department of Aging and Disability Services-The Department of Aging and Disability Services offers many programs and services to help older adults and people with disabilities. 

• Department of Developmental Services (DDS)

  • People can apply at any age, as long as there is evidence that the condition existed prior to age 18. 

  • The applicant will be asked to send a copy of his or her birth certificate and medical insurance card.

  • All information that applicants submit is kept strictly confidential.  They will be asked to submit school, medical, psychological and psychiatric records.  If there are Social Security Disability records, please include those as well.

  • The applicant or his representative will be asked to complete the release forms included in the application.  He or she sends them to the school, doctor, etc. The signed release forms give permission to make copies of records and asks the school or professional to send the records directly to the Eligibility Unit.

  • To be found eligible for services, the person must reside in Connecticut.  The person's IQ score must be 69 or less.  At the same time, the person must have deficits in adaptive functioning.  People with a diagnosis of Prader-Willi syndrome are also eligible.  Adaptive functioning includes communication, social activities, relationships, and daily living skills such as handling money, cooking, dressing, and grooming.

  • There are no deadlines for submitting information, but the sooner the file is complete, the sooner a determination is made.

• Bureau of Rehabilitation Services (BRS) Level Up Program- Provides students aged 16-21 with the tools, training and resources to work competitively and forge a path to independence. Working together we are building relationships with schools, families and the community and have created a collaborative partnership that introduces students who have an IEP, 504 plan or related challenges to new possibilities. Our goal is to help students be prepared to go out and find their place in the world.

  • BRS is open to all graduating students who may need post-secondary assistance in finding and maintaining employment.  They typically work with young adults who have disabilities in their last two years of high school. 

• Our school would be happy to make a referral for any qualifying graduate or post-graduate still attending RHAM.

• Students who have graduated and taken their diploma can contact BRS and inquire to receive a referral packet.

• Contact Ms. Christine Jakubiec, Transition Coordinator, or a BRS liaison to talk about when it might be best for you to apply. 

BRS Resource Guide

Transition BRS School System Brochure

Building A Bridge

DDS Information

Transition Planning

Independent Living Program

The Bureau’s Independent Living (IL) program provides comprehensive independent living services, through contracts with Connecticut’s five community-based independent living centers (ILCs). 

DDS STEP Program

STEP stands for Supporting Transformation to Empower People.  DDS has a variety of service options that can help meet a person’s support needs by assisting them in reaching their goals. Find more information at their website: 

STEP’s seven core supports:

• Individualized Home Support (IHS)

• Supportive Housing

• Community Companion Home (CCH)

• Assistive Technology (AT)

• Remote Supports

• Employment

• Self-Direction

Watch a video about STEP by clicking here

Birth to Three Services

Birth to Three supports families when they have concerns about their children's development. Individuals and families interested in applying for services for children from birth to age 3 should call 1-800-505-7000 for more information. 

Warning Signs of Alcohol and Substance Abuse

The Facts about Vaping

Adolescent Substance Use (ACRA)

AHM Smart Recovery Program

Is your child transitioning to RHAM Middle School?

The middle school conducts a variety of transition activities in order to get students ready, and comfortable, with coming to RHAM. In early Spring, the MS School Counseling department conducts an annual "Road Show" during which the counselors visit each sending school (Hebron, Andover, and Marlborough) in order to provide information about the middle school to 6th graders in the comfort of their own school environment. In early May, each of the sending schools also spends a day visiting RHAM in order to help acclimate students to the building, staff, resources, and of course, the cafeteria. The Middle School also hosts a 6th Grade Parent Night so that parents can also obtain information about middle school offerings and expectations, meet staff, and tour the building. In addition, the Middle School is open in the summer for Walk-Around days where parents can bring their students to casually walk their new schedule, find and practice using their locker, and locate important places, such as the main office, Nurse's office, Guidance office, and most importantly, the cafeteria. We encourage you to take advantage of these offerings so that you and your child are as prepared as possible for the transition to RHAM Middle School.

Questions? Please contact us at 860-228-5302

RHAM Middle School Special Education Orientation Night

The RHAM School Resilience Program is a program designed to provide students, who are experiencing school avoidance related to anxiety, with a personalized learning program in a safe and nurturing environment where they can strive toward academic and social-emotional success. 

Vision: 

To enable students experiencing school avoidance related to anxiety to transition to their least restrictive educational environment. 

Overview: 

The program will support students who are experiencing  difficulty around school attendance and school-related anxiety. An important aspect of the program is a low student to staff ratio.  An emphasis is placed on Emotional Intelligence and Growth Mindset to develop self-confidence, perseverance, integrity and a desire to succeed. Clinical supports will include a cognitive behavior therapy  (CBT) approach, designed specifically to meet individual needs. The goal is to support students so that they can gradually increase participation in the school environment.

Intake Process: 

Students are referred to the program through a school-initiated meeting (PPT, 504, SRBI).  Referral information is obtained including: provided  informational forms, recent IEPs/504s, transcript, psychoeducational evaluations and any other relevant information that is available.The referral is then reviewed by the Resilience Team.  If moving forward,  a member of the Resilience Team will contact the family to start the intake process.  The intake process consists of a variety of information and data gathering tools, which provide the team with a deeper understanding of the student’s and family’s needs.  The intake interview  usually takes a few hours and must be completed before beginning in the program. After the intake process has been completed, a PPT/504 meeting will convene for program planning purposes.  The Resilience Team develops individualized student  goals and academic and clinical supports. The student and family are key members of the Resilience Team and are expected to actively participate in the programming, goal setting, and skill building components of the program.

Strength-Based Approach: 

In an effort to scaffold for success for all students, the School Resilience Program provides a gradual and supported approach to re-engagement for students who are experiencing  difficulty with school attendance and school-related Anxiety. The program provides a smaller, more structured setting for students in grades 7-12 and offers a strength based approach to learning. This approach to learning is student-centered and rooted in the belief that every student contributes to the RHAM community in a unique and valuable way. Students are supported as they strive to identify and build upon their strengths in a highly structured environment. Additionally, all students will have an individualized growth plan to support them clinically as they work to develop and apply self-management skills.

REACH is a program designed for students who require targeted instruction in academic, adaptive, life, and functional skills. This program focuses on helping students develop the essential abilities they need to succeed in school, at home, and in the community.

Students in the program receive individualized instruction in areas such as communication, self-care, social skills, daily living tasks, work skills, and academic concepts, all tailored to their unique learning profiles. The curriculum emphasizes real-world application through hands-on activities, community-based learning experiences, and collaboration with families and service providers.

Whenever appropriate, students participate in the general education setting alongside their peers, allowing for inclusive academic and social experiences. In addition to general education classes, students also engage in specialized courses such as Work Experience, Daily Living Skills, and Adapted PE, which are designed to strengthen vocational abilities and support greater independence in everyday tasks.

By fostering independence, self-advocacy, and confidence, the program prepares students for greater autonomy and a more successful transition to adult life. For students who require continued support beyond high school, the opportunity to participate in post-graduate programming is available, focusing on the development of functional life skills and employment readiness to help support a successful transition into adulthood.

The supportive, inclusive environment ensures that every student is respected, challenged, and celebrated for their growth.

STEP

Striving Towards Educational Progress

AN ALTERNATIVE LEARNING PROGRAM HELPING ADOLESCENTS

MISSION STATEMENT

STEP, in partnership with family and community, offers an individualized interdisciplinary approach to help students view themselves as capable of succeeding in school and making appropriate choices.  Individualized educational opportunities are provided with a small student to teacher ratio.  The STEP team places a strong emphasis on counseling, ongoing communication with the family, and behavior management.

GOAL

The STEP program will provide students with a supportive and structured environment to foster appropriate social interactions and academic engagement.  Students will utilize consistent support to improve their academic performance, learn and apply socially appropriate behavior, and practice strategies and skills that will enable them to access their least restrictive environment.  

PURPOSE

Regional School District #8 (RHAM)  provides  students with diverse and  rigorous comprehensive academic programming that emphasizes social, civics and emotional learning opportunities to prepare them for post-secondary study, work and life.  Some students, for various reasons, may not have found academic and/or social-emotional success in the  traditional school setting.  

Serving students in grades seven through twelve, the STEP Program provides positive proactive strategies in a more structured environment with individualized interventions and/ or instructions to reinforce academic endurance/motivation and practical behaviors to support their success in the school environment.

The program is designed for students with chronic emotional or behavioral difficulties within the educational setting.  Some characteristics of these students may include the following: social/emotional problems, truancy or poor attendance, family problems, academic struggles, poor peer/adult relations, or academically/ socially behind peers of the same age.

Using a small student to staff ratio, an emphasis is placed on positive interactions between students and staff in order to increase the students’ feelings of self-worth and to cultivate trust, responsibility, and resilience while encouraging success in the school environment.

STEP TEAM

Special Education teacher:  provides individualized instructional opportunities for each student’s unique learning and/or emotional needs; establishes and maintains home-school communication; communicates and collaborates with school personnel and support team members

Counseling Provider:  provides individual and group counseling; provides home-school coordination; provides crisis intervention, as needed.

School Counselor: provides additional academic, social-emotional and behavioral support; provides crisis intervention, as needed; provides transitional support to post-secondary education or the workforce.

BCBA: consults to support program and individual student needs; helps develop individualized behavior contracts and plans; maintains data and documentation related to student behavior.

Support Personnel:  help carry out academic, social and behavioral components of STEP.

Parents/Guardians:  Parents/guardians are an essential member of the STEP team.  Consistent communication between the school and family, using the parent/guardians’ preferred method (phone or email), is emphasized . Parents/guardians are encouraged to communicate with the STEP teacher to share information about their child, ask questions, and become familiar with the program’s academic and behavioral support options.

CURRICULUM AND INSTRUCTION

Whenever appropriate, students participate in the general education setting alongside their peers, allowing for inclusive academic and social experiences.  When required, Instruction will be developed and presented based on each student’s unique learning style and specific needs as indicated in his or her IEP.  Some variances may include: interdisciplinary lessons, projects, online or cooperative learning opportunities, hands-on-activities, activities of daily living, vocational training and/or small group discussions.  

Experiential learning activities may be presented to compliment classroom instruction in the form of service learning projects or transitional work experience. All students are encouraged to participate in the RHAM community through sports, clubs, or other activities they are interested in.

BEHAVIORAL SUPPORT

 Students in the STEP program are not exempt from traditional discipline, however, this program will utilize informed individualized responses based on students’ emotional needs.  Discipline is incorporated as a means to promote self-improvement through teaching acceptable behaviors and providing motivating opportunities for students.

When a student exhibits a pattern of unacceptable behavior in the classroom or school environment, he or she may require a break from peers and activities.  During these times, students are able to access the STEP program and/or counseling staff for support, which should result in the student being able to return to class in a timely and positive manner. 

A student will face administrative disciplinary action for reasons including the following: 

• Violence or threatened violence against students or staff.

• Willful or malicious damage to school property, or property of school personnel.

• Obscene or abusive language directed at students or staff.

• Any other behaviors listed in the RMS/RHS student handbooks.

CT SEDS Parent portal guide