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What Supports are Available in NH Schools? 

When your child is an English Learner (EL), it’s important to understand the difference between the normal challenges of learning English and the special challenges associated with having a language disability. Schools in New Hampshire have different ways to identify when EL students need extra help and what kind of help they need. Schools provide extra services to students through a Multi-Tiered System of Supports (MTSS) and referrals to Special Education.

Multi-Tiered System of Supports (MTSS)

MTSS (Multi-Tiered System of Supports) is a common schoolwide system designed to ensure students receive timely and appropriate support.

Part of MTSS is supporting a student’s academic needs in areas such as reading and math. Schools often have teachers who can support students in these areas, such as reading or math specialists. In the area of reading, NH schools use their reading screening data to identify students in need of academic supports. For more information on reading screening click here.

 

Part of MTSS is also supporting a child’s emotions and behaviors, commonly called social-emotional support. Your school may have people who help children with their emotions and behaviors at school. These people are sometimes called school counselors, behavior specialists, and social workers. Your school may have programs with different names that help students with their social-emotional needs. You may be asked to sign a permission slip for your child to access this support. Learn ways you can support your child at home by clicking here.

It is important to share with your child’s teacher their educational history. If your child has received a limited or interrupted education in their home country, their academic progress may look different. Supports may be available to your child if they have limited or interrupted education. This document is a tip sheet for caregivers to help address the needs of immigrant and refugee children who have experienced traumatic separation. Choose the language you want to read this document in:

English

Spanish

Dari

Pashto

Russian

Ukranian

 

 

Special Education

Special education is for children who have a disability that makes learning hard even with extra support like MTSS. Special education services is how schools follow the federal law called the Individuals with Disabilities Education Act (IDEA). This law says that schools will find and support children from age 3 until the day before their 22nd birthday at no cost to families. Children who receive special education services have an Individual Education Program (IEP) that is created with the school and their parents. The law says that children will learn in their least restrictive environment and be with their peers as much as possible. You have the right to request a translator be present at IEP meetings and to receive the IEP in your home language.

Screenshot of special education and your child frequently asked questions document

Click on the image above to enlarge and read in English

Choose the language you want to read this document in:

The special education process has steps and timelines that school districts must follow. The school district will ask for your consent (signature) along the way. As the parent you have rights. They include:

  • Participating in all team meetings as a member of the Individualized Education Program (IEP) Team. This includes asking questions.
  • Requesting an interpreter and information in your home language.
  • 14 calendar days to provide consent (signature) every time it is asked for.

The NH Special Education Process

  1. Referral (Discussing Your Child)
    If your child is struggling in school, you can refer them for special education services by contacting the school, in writing if you can. Within 15 business days, the school will schedule an IEP team meeting, which includes you. At this meeting, called disposition of referral meeting, the IEP Team will discuss your concerns and your child’s progress at school and decide if an evaluation is needed. If the IEP team decides to move to the next step in the process and evaluate your child, they will ask for your consent (signature). Once you sign consenting to an evaluation the school has 60 calendar days to evaluate your child, hold an IEP Team meeting, which includes you, and determine eligibility for special education.
  2. Evaluation (Learning More About Your Child)
    This evaluation process will help the school better understand your child’s strengths and areas where they need help. Evaluations may include tests, observations of your child at school, checklists or rating scales completed by you or your child’s doctor. The evaluations will help the IEP Team determine if your child has an educational disability and needs additional support at school. You will get a copy of the evaluation report 5 days prior to the IEP Team meeting, which includes you.
  3. Eligibility (Determining if Your Child Needs Special Education)
    The IEP team, which includes you, will meet to review the evaluation reports. Based on these evaluation reports, observations, and your input, the IEP Team will decide if your child is eligible for special education services. If the IEP Team finds your child eligible, you will be given a form to sign providing your consent to eligibility for special education. Once you provide consent, the IEP Team, which includes you, will meet within 30 days to develop an Individualized Education Program (IEP) for your child.
  4. IEP (Creating a Plan for Your Child)
    The IEP team, which includes you, will create an IEP. As a part of this process, you will be asked about what your child does well and any concerns you have. An IEP contains many parts, including your child’s goals and the services they need at school. If you do not understand something, ask questions. When the IEP is completed, you will be asked for your consent.  Once you sign the IEP document the services can begin. The school cannot start services without your consent.
  5. Placement (Choosing a Learning Environment)
    The IEP Team decides the environment/placement that the IEP can be implemented. Children with disabilities have the right to be educated in regular education classes unless their needs cannot be met in that environment.
  6. Annual Review (Monitoring Your Child’s Progress)
    Every year, the IEP team, which includes you, will meet to see the progress your child is making in school, update their goals, and make any additional changes as needed. You can ask for an IEP meeting at any time during the year.

For a brief overview of New Hampshire’s special education process choose the language you want to read the document in:

English   

Spanish

Arabic

Portuguese

Swahili

Chinese

For a Family Guide to New Hampshire’s Special Education Process choose the language you want to read the document in:

English  

Spanish

 

Common Questions about Special Education

In United States public schools, “disability” refers to a physical, mental, emotional, or learning condition that affects a child’s ability to perform at school.

In other countries, identifying a student with a disability may be discouraged but in the United States students with disabilities are identified and supported at school so they can be successful.

In the United States, parents can ask the school for help if they have concerns with their child’s reading, speech, or overall development. Schools have speech therapists and reading teachers who can meet with your child to see if they need extra help.

If you observe that your child is struggling with speech in their home language and in English, you have a right to ask the pediatrician or school to screen your child for a possible speech/language issue.

The Individualized Education Program (IEP) Team is responsible for making decisions throughout the special education process. You, the parent, are a required team member. Other required IEP Team members include:

  • Parent
  • Regular education teacher
  • Special education teacher or service provider
  • Representative of the school district
  • Individual who can interpret the evaluation results
  • Other individuals who have knowledge or special expertise about your child, invited by you or the school
  • Your child, if the parent wants them to attend. Schools must invite children to their IEP meetings at age 14.

IEP Team members may serve in more than one role at the meeting.

For more information on required team members choose the document in your language below:

English

Spanish

Dyslexia is a word that is sometimes used when students have trouble reading in English or for English Learners if they have trouble reading in their home language and in English. Not all students who struggle with learning to read have Dyslexia. The New Hampshire Department of Education has a Dyslexia Resource Guide that has a lot of useful information for any parent of a student who is learning to read. It includes information on reading screeners, assistive technology that is used to help students access information taught in school while they are learning to read in English, as well as other helpful information. This guide has a section on English Learners on pages 40-42. The New Hampshire Department of Education has translated this guide to make it accessible to families of English Learners. Choose the language you would like to read this document:

When students qualify for special education, specific words are used in meetings and paperwork. These words can be confusing for English-speaking families as well. These words can mean different things in different countries and may not be translated accurately, so it is important to ask questions.

For a list of special education terms and definitions click here.

The school will ask for your attendance at meetings as well as your signature several times during the special education process. You need to know which forms require your signature and what you are signing off on. Even if you agree verbally to tests or help for your child, some parts of the process cannot continue without your signature on a form. Forms may come home after a meeting. You can ask the school to call you when they send home forms to sign so you know they are important.

Meeting with your child’s school and the IEP team is an important part throughout the special education process.  You can request a translator to be present at these meetings and have the right to have certain information translated. Here are some tips for attending IEP meetings:

Prior to the meeting

  • Understand the purpose of meeting.
  • Ask for the EL Teacher to attend if your child receives English Language Services.
  • Ask for a translator to attend if you need translation.
  • Write down your ideas and question you want to ask at the meeting.

At the meeting

  • Ask for introductions and roles of the IEP team members.
  • If the EL Teacher and translator are not present and you want them to attend you can ask to reschedule the meeting.
  • Ask questions if you don’t understand. There are a list of sample questions here.
  • Ask who will be responsible to complete certain tasks.
  • Ask if your signature will be required on any forms.
  • Ask for the IEP in your home language.

After the meeting

  • Send an email to the IEP Team after the with a summary of what you discussed.
  • Request a copy of the IEP translated in your home language.

Once an Individualized Education Program (IEP) is in place, the school will begin collecting data on the progress your child is making toward their individualized goals.

The IEP team will hold a meeting at least once a year to update the IEP. You can request an IEP meeting any time and the team is required to hold the meeting within 21 days. You can request an IEP meeting using this sample form.

Language Assistance Throughout the Special Education Process

Language assistance is available to parents during the special education process so you can understand all information and make informed decisions. The school may take additional steps to determine if a student who is an English learner needs special education services. Included are considerations for you and your child during the special education process.

As a parent, you can:

  • Have a translator at the IEP meeting.
  • Request the EL Teacher attend the IEP meeting.
  • Receive the IEP in your home language.

Your child can:

  • Receive English services and also receive special education services.
  • Be given evaluations in their home language.
  • Receive evaluations to see if their difficulty at school is due to language or a disability.

For additional documents you can share with the school that explain these considerations in more detail click here and here.

Teachers can use the following resources to work in partnership with you and your child:

 

Bridging the Gap in the 603: Pathways to Literacy Proficiency is funded by the U.S. Department of Education, Office of Special Education Programs Grant # H323A240003. This website, however, and any documents contained herein do not necessarily reflect the views of the U.S. Department of Education.