Student Services
Vision Statement
The Winchester Public Schools Office of Student Support Services is committed to promoting best practice, while providing services and programs that are dedicated to helping all students recognize and reach their full potential.
Mission Statement
The mission of the Winchester Public Schools Office of Student Support Services is to create a safety net of practices and services that allow all students to progress and achieve.
Director of Student Services
Assist. Director Student Services
Executive Assistant
Operations Mangager
If you have trouble accessing information at the 3rd party sites please contact Cathy Joy at Winchester Public Schools and they will help you access that information
Our state, districts and schools are mandated by the United States Civil Rights Act of 1964, the No Child Left Behind Act of 2001 and the Connecticut Bilingual Statute to ensure that Multilingual Learners receive specialized services to meet their language and academic needs to assist all students becoming socially and academically prepared to be successful in life.
Our ESL program, taught exclusively in English, strives to help MLLs to acquire a level of English proficiency in listening, speaking, reading and writing that will allow them to master the same content and meet the same academic performance standards expected of students whose first language is English. Our program recognizes native languages as assets that enrich lives and may be used to support academic instruction while given opportunities to interact socially with their English speaking peers in sports, clubs and other school activities. Acceptance within our school community and a climate promotes social and emotional well-being
that enhances the school experience and student learning.
Resources for Multilingual Learners below:
Winchester Public Schools also has specific responsibilities under Section 504 with respect to providing access to appropriate educational services for students who qualify under Section 504. These responsibilities include the obligation to identify, to evaluate, and to afford access to appropriate educational services. If the parent or guardian disagrees with the decisions made by the professional staff of the school district with respect to the identification, evaluation, or educational placement of their child, he/she has a right to an impartial hearing. Additional written information about an impartial hearing is available on request from the Section 504 Coordinator.
Section 504 of the Rehabilitation Act of 1973, as amended, 29 U.S.C. §794, ("Section 504"), prohibits discrimination on the basis of disability in any program or activity receiving Federal financial assistance, and requires recipients of such assistance to take positive steps (such as providing accessibility and reasonable accommodations) to ensure equal opportunity for persons with disabilities in their programs and activities.
A student with a disability under Section 504 means any student who:
Has a disability, which substantially limits one or more of the student’s major life activities and has a record of such a disability.
Or, is regarded as having such a disability.
It is important to note that any student eligible for special education and related services is also protected from discrimination under Section 504, but that not all students who are eligible under Section 504 meet the eligibility requirements for special education and related services. A student who is suspected of requiring special education and related services should be referred for a special education assessment. If an IEP (Individualized Education Program) team finds the student is not eligible for special education, but suspects the student has a disability, it may refer the student for the Section 504 evaluation process.
Notice of Parent and Student Rights Under Section 504 of the Rehabilitation Act of 1973
Note: Major life activities may include but are not limited to functions such as bending, breathing, caring for one’s self, communicating, concentrating, eating, hearing, learning, lifting, performing manual tasks, reading, seeing, sleeping, standing, speaking, thinking, walking, and working. Major life activities may also include, but not be limited to: functions of the immune system, normal cell growth, and digestive, bowel, bladder, neurological, brain, respiratory, circulatory, endocrine, and reproductive functions.
Persons who feel that they may have been discriminated against on the basis of disability should contact:
District Section 504 Coordinator
Winchester Public Schools
Seamus Cullinan
338 Main Street
Winsted, CT 06098
Phone: 860-379-0852
(1) Source: U.S. Department of Labor
504 Rehabilitation Act
(2) Source: U.S. Department of Education, Office of Civil Rights
Equal Opportunity Employer
Non-discrimination Policy – Winchester Public Schools is committed to a policy of equal opportunity for all qualified persons, except in the case of a bona fide occupational qualification or as otherwise permitted or required by law, does not discriminate in any educational or vocational program, activity, employment or promotional opportunities on the basis of race, color, national origin, sex, disability, age, religion or any other basis prohibited by Connecticut state and/or federal nondiscrimination laws.
Inquiries regarding our non-discrimination policies should be directed to:
District Title IX Coordinator
Winchester Public Schools
Cassanddra Murphy
338 Main Street
Winsted, CT 06098
Phone: 860-379-0852
Winchester Public Schools does not discriminate on the basis of race, religion, color, national origin, sex, sexual orientation, age, genetic information, disability or other protected class status under applicable law in any of its programs and activities. Section 504 of the Rehabilitation Act of 1973 (“Section 504”) is an Act that prohibits discrimination against persons with a disability in any program receiving Federal financial assistance. For the purposes of Section 504, the term “disability” with respect to an individual means: 1. a physical or mental impairment that substantially limits one or more major life activities of such individual; 2. a record of such an impairment; or 3. being regarded as having such an impairment. In order to fulfill its obligation under Section 504, Shared Services recognizes a responsibility to avoid discrimination in policies and practices regarding its personnel, students, parents and members of the public who participate in school-sponsored programs. In this regard, Shared Services will not knowingly permit discrimination against any person with a disability in any of the programs operated by the school system.
Here is a link for more information regarding Title nine
Additional resources regarding title nine are listed below.
Supporting the parents/guardians of Winchester Public Schools students is paramount to our mission that all students receive a free and appropriate education. Below you'll find a number of links to resources that can help you, and help your child receive the best education possible.
AFCAMP
African Caribbean American Parents of Children with Disabilities, Inc. operates a Community Parent Resource Center, Here is a link to find out more information about African Caribbean American Parents of Children with Disabilities.
Parent Advocacy Center
The Connecticut Parent Advocacy Center is a statewide nonprofit organization that offers information and support to families of children with any disability or chronic illness, age birth through 26. The Center is committed to the idea that parents can be the most effective advocates for their children, given the confidence that knowledge and understanding of special education law and its procedures can bring. Here is a link to the Connecticut Parent Advocacy Center.
Connecticut Family Advocacy for Children's Mental Health (CT FAVOR)
The Connecticut family advocacy for children's mental health, Inc. provides Connecticut parents and caregivers of children with mental health needs an opportunity to be part of a unified voice that will be heard throughout the state. Here is a link for more information from Connecticut family advocacy for children's mental health.
Quick Links
Attention Deficit Disorder:
American Design Drafting Association
Autism:
Learning Disabilities:
Council for Learning Disabilities
National Center for Learning Disabilities
Blind and Visually Impaired:
American Council of the Blind
American Foundation for the Blind
Bureau of Education and Services for the Blind
National Library Service for the Blind and Physically Handicapped (NLS)
Deaf and Hearing Impaired:
Link to: Learn through play with sprakler
Enlace a: Aprender jugando con sparkler
Transition Services begin at age 14 and assist students in transitioning from school to postsecondary programming, college, vocational programs, or other programs. The focus of educational services for students with disabilities is based on the student’s individual strengths, preferences and interests. Post-school activities may include postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, and/or community participation. Transition planning is important to assist youth in independence as possible in all life areas.
Transition is part of the IEP process and involves many different entities and community resources that provide support to individuals. Assessments are conducted to assess a student’s strengths as well as preferences. Community-based instruction can be planned if the IEP team determines this is needed as part of the life steps of the student. Several of our special education teachers at the middle and high school serve are specialists in transition. They provide information to students, teachers and parents regarding college attendance and vocational rehabilitation. They also provide pertinent information regarding community resources that students can access to assist them.
The Connecticut Parent Advocacy Center has a wealth of information regarding transition and transition service. You can click the link below to access their website.
CT CORE Transition Skills
The skills associated with a successful transition from secondary education to adult life for students with disabilities are critical components to be addressed through an Individualized Education Program (IEP) as early in a student’s educational career as possible.
This site provides information using PDF, visit this link to download the Adobe Acrobat Reader DC software.