Special Education

Pupil Services Staff List

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.

Special Education Referral Form

Referral to Determine Eligibility for Special Education

Support Documents

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)

Parental Notification of the Laws Relating to Physical Restraint and Seclusion in the Public Schools

Special Education Procedures and Practices Manual

Connecticut IEP Manual

Building a Bridge – Resources Manual for High School Students

A Guide to Educational Terms

CT SEDS Parent Portal Guide

Job Corps

Job Corps is a free, residential career training and education program for low-income young adults ages 16 through 24.  Please contact your school counselor for more information about this federally-funded program where students can earn their high school diploma or equivalent, learn valuable skills, and gain experience needed to begin a career or apprenticeship, advance to higher education, or join the military.

Job Corps Website

College Options for Students with Disabilities

20 Great Colleges for Students with Learning 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

Life Course Planning

Life Course Planning is a person-centered framework that helps individuals with disabilities and their families develop a vision for a meaningful life and plan for the supports, services, and experiences needed to achieve that vision.  The framework is based on the belief that everyone should have opportunities to live, love, work, play, build relationships, and pursue personal goals, regardless of disability.  Life Course Planning helps individuals and families think about what a good life looks like for them, what they want to accomplish, and how to identify supports that can help them get there.  For students with disabilities, this can be especially helpful when planning for the transition from high school to adulthood, including employment, postsecondary education or vocational training, independent living, community participation, social relationships, and self-determination.

What areas does Life Course Planning address?

• Daily life and employment: Exploring career interests, job training, supported employment, meaningful daytime activities, volunteering, and daily routines.
• Community living and independence: Considering housing preferences, personal care, cooking, household responsibilities, transportation, money management, and safety.
• Community participation and relationships: Identifying interests, friendships, recreation, social opportunities, community connections, and ways to develop meaningful relationships.
• Self-determination and self-advocacy: Helping the individual express preferences, make choices, set goals, understand rights, communicate support needs, and participate meaningfully in decisions about their own life.
• Supports and services: Identifying the combination of family, friends, community resources, technology, public programs, and paid professional services that can help the individual achieve their goals.

These areas are interconnected. For example, a student's goal of obtaining a job may also require transportation training, improved communication, independent daily living skills, and assistance identifying appropriate employment supports.

The Life Course Planning Process:

Life Course Planning is flexible and individualized. There is not one required sequence that every family must follow.

• Step 1: Learn about the individual- Identify the person's strengths, interests, preferences, needs, relationships, communication style, and what matters most to them. Include the individual as actively as possible in discussions and decision-making.
• Step 2: Develop a vision for a good life- Explore what the individual would like adulthood to look like. Consider employment, education or training, housing, relationships, recreation, community involvement, and independence. Think beyond what services are currently available.
• Step 3: Identify goals and priorities- Determine which experiences and skills will help the individual move toward their vision. Identify immediate priorities as well as longer-term goals, and consider what opportunities the individual needs to explore.
• Step 3: Identify support and resources- Determine what supports are already available and what additional resources may be needed. These might include family and friends, school personnel, community organizations, adult service agencies, vocational programs, assistive technology, and eligible state-funded services.
• Step 5: Create an actionable plan- Document priorities, identify next steps, determine who will help, and establish timelines when appropriate. Connect the plan to relevant school transition activities, service plans, and applications for adult supports.
• Step 6: Review and revise the plan- Revisit the individual's goals as interests, abilities, circumstances, and support needs change. Evaluate progress, identify new opportunities, and adjust the plan as the individual moves through different life stages.

For a high school student, the family and school team might use Life Course Planning to explore questions such as:

• What kind of work would the student find meaningful?
• Would the student prefer college, vocational training, supported employment, or another pathway?
• What daily living skills will the student need to develop?
• What housing and transportation options might be appropriate?
• How will the student develop relationships and participate in the community?
• What adult agencies should be contacted before graduation?
• What support will the student need to make decisions and advocate for themselves?

Beginning these conversations early allows students and families to explore options before graduation rather than waiting until school-based services are ending.

Transfer of Rights

In Connecticut, when a student receiving special education services reaches age 18, educational decision-making rights generally transfer from the parent or guardian to the student. This includes the right to participate in and make decisions about the student's Individualized Education Program (IEP), including attending Planning and Placement Team (PPT) meetings, reviewing educational records, and providing consent when required.

Students should be included in transition planning well before age 18 so they can develop an understanding of their rights and responsibilities and practice advocating for their needs.

What does the transfer of rights mean?

• The student becomes the primary decision-maker regarding special education and the IEP, subject to applicable legal exceptions.

• The student has the right to participate in PPT meetings and make decisions about educational programming and services.

• Parents continue to play an important role as supporters and collaborators, as appropriate and consistent with the student's wishes and applicable law.

• Families should discuss the transfer of rights with the school team before the student's 18th birthday to understand the process and any available options.

The transfer of educational rights does not automatically mean that a student must make every decision independently. Students can receive support from trusted adults and explore options that preserve as much independence and self-determination as possible.

Helpful Links:

• CSDE: Understanding Decision-Making Options — Official state guidance on transfer of rights, alternatives to guardianship and conservatorship, and planning for age 18.

• CSDE: Secondary Transition – Planning from School to Adult Life — Information about transition requirements, IEP transition planning, and preparing for postsecondary goals.

Guardianship & Alternatives to Guardianship

Guardianship is a legal arrangement that may be appropriate for some adults with intellectual disabilities who need assistance with decisions related to their health, safety, care, or daily life. In Connecticut, guardianship is established through the Probate Court and is not automatic when a student turns 18. Having a disability or receiving special education services does not, by itself, mean that a student needs a guardian.  Families are encouraged to explore decision-making options that reflect the student's abilities, preferences, and support needs. The goal is to promote independence and self-determination while ensuring that appropriate support is available.

Types of Guardianship:

• Plenary guardianship: A court-appointed guardian has broad authority over matters related to the individual's health and safety.

• Limited guardianship: A court-appointed guardian has authority over specific areas in which the individual needs assistance.

• Standby guardianship: A court may appoint a standby guardian to serve under specified circumstances, such as when the current guardian can no longer serve.

A guardianship petition for an adult with an intellectual disability may be initiated up to 180 days before the individual's 18th birthday, although the individual must be 18 at the time of the hearing. Families should consult the Probate Court and review the applicable requirements.

Alternatives to Guardianship:

Guardianship is not the only way to support an adult in making decisions. Depending on the individual's circumstances, other options may include:

• Supported decision-making: The individual chooses trusted people to help understand information, consider options, and communicate decisions while retaining decision-making authority.

• Power of attorney: An individual authorizes another person to act on their behalf within the authority granted by the document.

• Advance directives and health care planning: Legal documents can identify preferences for medical care and designate decision-makers when applicable.

• Natural supports: Family members, friends, educators, and other trusted people help the individual understand choices and develop decision-making skills.

• Other individualized supports: Students and families can explore arrangements that address specific needs without unnecessarily limiting the individual's rights.

Helpful Links:

• Connecticut DDS: Guardianship and Alternatives to Guardianship- Explains guardianship, types of guardianship, and the application process.

• Connecticut Judicial Branch: Guardianship in Connecticut — A detailed legal resource guide.

Conservatorship

Conservatorship is a court-supervised arrangement that may help an adult who is unable to manage certain personal or financial affairs. The Probate Court determines whether a conservator is necessary and what authority the conservator will have.

In Connecticut, there are two primary types of conservatorship:

• Conservator of the person: Assists with personal affairs and decisions related to the individual's care and well-being, as authorized by the court.

• Conservator of the estate: Assists with financial affairs, such as managing income, assets, property, and financial obligations, as authorized by the court.

Conservatorship differs from guardianship, which, in the context of adults with intellectual disabilities, addresses health, safety, and care-related matters. The appropriate legal arrangement depends on the individual's needs and circumstances.

Families should understand that conservatorship can affect an individual's legal rights and independence. They should review the options carefully and seek legal guidance when determining whether court involvement is appropriate.

Helpful Links:

Connecticut Probate Courts – Conservatorship

Adult Services & Supports

Transitioning from school to adult life often involves connecting with agencies that provide employment services, vocational training, residential supports, community participation, benefits, and independent living assistance.

Important: Adult services are separate from school-based special education services. Each agency has its own eligibility criteria, application process, funding requirements, and service availability. Families should begin exploring these options early rather than waiting until graduation.

Department of Developmental Services (DDS)

DDS provides services and supports for eligible individuals with intellectual disabilities, including employment and day services, residential and community living supports, self-direction, family supports, and assistance with community participation.

Explore DDS services and eligibility

DDS eligibility and application information

Bureau of Rehabilitation Services (BRS)

BRS assists eligible individuals with disabilities in preparing for, obtaining, and maintaining employment. Services may include vocational counseling, job development, employment preparation, workplace accommodations, and transition-related employment support.

Explore BRS programs and services

Connecticut Independent Living Centers

Independent living centers offer resources that help people with disabilities build independence, exercise self-determination, and participate in their communities. Depending on the center, services may include independent living skills instruction, peer support, advocacy, and information about community resources.

Find Connecticut independent living resources

Department of Social Services (DSS) and Social Security Administration (SSA)

Families may need to explore eligibility for Medicaid (Title 19), Supplemental Security Income (SSI), and other benefits that may help support health care, income, and access to services. Eligibility is determined by the applicable program requirements.

Connecticut DSS and benefits access

Social Security disability benefits

Connecticut DDS Employment, Day, and Residential Supports

For individuals eligible for DDS, available options may include employment preparation, supported employment, day services, individualized supports, and residential services. Specific options depend on eligibility, assessed needs, funding, and availability.

DDS employment and day services

DDS residential and community supports

Additional CT Transition Resources

The following resources provide more detailed information for students, parents, educators, and transition teams.

• Easing into Secondary Transition – Connecticut State Department of Education: A statewide directory of transition-related agencies, programs, and resources.

• Connecticut DDS Transition Information: Information about transition planning, decision-making, eligibility-based benefits, employment, and adult services.

• Connecticut Parent Advocacy Center (CPAC): Family resources about transition planning and agencies that provide adult services.

• Connecticut Transition Community of Practice: Resources and collaboration related to preparing students for adult life.

   

The following resources are intended to help families find mental health services, crisis intervention, counseling, family support, and behavioral health care for children, adolescents, young adults, and adults. Families can use these resources to learn about available services, identify local providers, and navigate support options. 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.

Important Information for Families:

• You do not need to wait for a crisis to seek help. Families can contact these organizations for information, referrals, and guidance about available mental health services.

• Start with 211 if you are unsure where to turn. A referral specialist can help identify local resources and services.

• Ask about eligibility, insurance, cost, and availability. These may vary by provider and program.

• Seek immediate help when needed. Call or text 988 for mental health crisis support. Call 911 if someone is in immediate danger or experiencing a medical emergency.

Immediate Help & Crisis Services

988 Suicide and Crisis Lifeline

Call or text 988 for free, confidential, 24/7 support for individuals experiencing emotional distress, suicidal thoughts, or a mental health crisis. Parents and caregivers can also contact 988 for guidance when concerned about a loved one.

Visit the 988 Lifeline website

211 Connecticut

Call 211 or visit the website to find local mental health services, counseling, crisis intervention, community programs, and family support resources.

Visit 211 Connecticut

Emergency Mobile Psychiatric Services (EMPS)

Provides crisis support for children and adolescents experiencing emotional, behavioral, or mental health difficulties. Services may include telephone consultation and in-person intervention in the home or community.

Families can call 211 and ask for Emergency Mobile Psychiatric Services for children and youth.

Visit EMPS Connecticut

Mental Health Services

Connecticut Department of Mental Health and Addiction Services (DMHAS)

Provides information about community-based mental health services, outpatient care, treatment programs, and other behavioral health supports for eligible individuals and families.

Visit the DMHAS website

Connecticut Department of Children and Families (DCF)

Provides information about children's behavioral health services, programs, and supports for families navigating mental health needs. The department also offers information about Connecticut's children's behavioral health system.

Visit the DCF website

NAMI Connecticut (National Alliance on Mental Illness)

Offers mental health education, peer support, and resources for individuals living with mental health conditions and their families. Families can learn about mental health, develop coping strategies, and connect with others who have similar experiences.

Visit NAMI Connecticut

Connecting to Care Connecticut

Helps families navigate behavioral health services for children and youth. Families can explore available supports and learn how to connect with services that address their child's emotional, behavioral, and mental health needs.

Visit Connecting to Care CT

211 Connecticut Mental Health Directory

A helpful starting point for locating therapists, counseling agencies, community mental health providers, support groups, and other behavioral health services near home.

Search mental health resources

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.  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

The RHAM 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 or 504 meeting).  Referral information is obtained including provided  informational forms, recent IEPs/504 plans, 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 and family’s needs.  After the intake process has been completed, a PPT/504 meeting is convened 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.

Resilience Program Handbook

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.

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.

The RHAM Transition Program is a post-graduate transition program that provides students who have completed their high school credits and/or requirements with continued opportunities to develop the skills necessary for greater independence, meaningful employment, and successful participation in their communities. The program focuses on individualized transition planning and the development of practical skills that support each student’s unique strengths, interests, preferences, and post-school goals.

Students participate in instruction and activities targeting daily living and independent living skills, job and vocational training exploration, employment readiness, workplace skills, self-determination, self-advocacy, and social interaction. Instruction may include developing routines for daily and independent living, managing personal responsibilities, exploring career interests and vocational training opportunities, practicing workplace expectations, building communication and problem-solving skills, and increasing the ability to make informed decisions and advocate for individual needs.

The program emphasizes hands-on, functional learning experiences that promote independence and prepare students for adult life. As appropriate, students have opportunities to participate in work experiences, explore employment options, and develop the skills needed to access and maintain meaningful employment and engage more fully in their communities.

Collaboration with families and adult service agencies is an essential component of the transition process. The program works with families, community partners, vocational providers, and adult service agencies to support coordinated planning, identify appropriate resources, and facilitate connections to services and opportunities that align with each student’s goals.

Students typically begin their post-graduate programming within the high school setting, where they can receive individualized instruction and support as they continue developing essential transition skills. As students progress and demonstrate readiness, the program emphasizes movement toward greater independence and participation in community-based vocational programs and services. This progression allows students to apply their skills in authentic settings, explore adult service options, and work toward individualized post-school outcomes.

The ultimate goal of the Post-Graduate Transition Program is to support each student in building the skills, confidence, and connections necessary to pursue meaningful employment, increase independence, strengthen relationships, and participate as fully as possible in adult life and the community.

What Is a Section 504 Plan?

Section 504 of the Rehabilitation Act of 1973 is a federal civil rights law that protects qualified individuals with disabilities from discrimination in programs and activities that receive federal financial assistance, including public schools. A Section 504 Plan outlines the accommodations, supports, and related services a student needs to have equal access to educational programs and school activities.

A student may qualify for a Section 504 Plan if they have a physical or mental impairment that substantially limits one or more major life activities, such as learning, reading, concentrating, communicating, or performing daily activities. Eligibility is determined on an individual basis and is not limited to students who receive special education services.

Referral and Evaluation Process

A parent/guardian or school staff member may refer a student for consideration of a Section 504 Plan when a disability is suspected of substantially limiting a major life activity and affecting the student's access to or participation in school. The school gathers and reviews relevant information, which may include academic records, teacher observations, medical information, and parent input. The school then determines whether the student meets the eligibility criteria under Section 504.

Developing and Implementing a Plan

When a student is found eligible, the school determines what accommodations, supports, or services are necessary to provide equal access to the educational environment. These may include adjustments to classroom instruction, testing accommodations, health-related supports, or other individualized measures. School staff responsible for implementing the plan are informed of their responsibilities.

Review and Reevaluation

Section 504 Plans should be reviewed periodically and when a student's needs or circumstances change. Reevaluation is required before a significant change in placement and must occur when required by applicable Section 504 regulations. Parents/guardians may share concerns or request that the school review their child's needs.

Parent/Guardian Participation and Procedural Safeguards

Parents/guardians are encouraged to participate in discussions about their child's needs and appropriate supports. Section 504 provides procedural safeguards, including notice of decisions regarding identification, evaluation, and placement; access to relevant educational records; and the opportunity to challenge decisions through an impartial hearing process.

Questions about Section 504 eligibility, referrals or existing plans? 

Please contact your child's School Counselor or the Pupil Services Office at 860-228-5302.

For questions about the district's complaint procedures, contact the Section 504 Coordinator. Families may also review the U.S. Department of Education's Section 504 Frequently Asked Questions.

RHAM Section 504 Coordinator:

Kelsey Joslyn, Supervisor of Pupil Services

kelsey.joslyn@rhamschools.org

Regional School District 8 Section 504 Procedural Safeguards

US Department of Education: Parent & Educator Resource Guide to Section 504 in Public Elementary and Secondary Schools

Section 504 Frequently Asked Questions.