Home Hospital Instruction

Triton Students who are confined to a home or a hospital for fourteen school days or more, due to documented medical reasons, are entitled to home/hospital educational services as described under 603 CMR 28.03(3)(c). Students who experience recurring home/hospital stays of less than 14 consecutive school days, when such recurrences have added up to or are expected to add up to more than 14 school days in a school year, are also eligible for home or hospital educational services if they are requested and the medical need is documented by the physician.

• Home Hospital Q & A
• Home Hospital Form

The PAC mission is to be a positive, solution-oriented group whose focus is to be a resource to parents and act as a bridge to improve communication between and within the Triton Regional School District and home for students of all ages with special needs.

To achieve and maintain this objective, we must create a network of parents, community members, and school staff and administration to promote and facilitate communication between all parties that encourages understanding, respect, acceptance, and inclusion.

Additionally, we are committed to our state mandated role as advisors to the school district’s special education programs to ensure that:

• the needs of all students on an IEP are being adequately met under the Massachusetts Education Laws; and
• the planning, development, and evaluation of the Triton Regional School District’s special education programs are a joint effort between the district and the SEPAC.

Chairperson: Danielle Blades

Vice Chair: TBD

Secretary: TBD

Treasurer: TBD

​tritondistrict.sepac@gmail.com​

Section 504 of the Rehabilitation Act of 1973 established that individuals with disabilities cannot be “excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance.”

As an institution we are committed to providing the necessary services so all students can access a high quality education. A Section 504 plan will outline accommodations, strategies, and/or services that an eligible student needs in order to access publicly funded programming to the same extent as non-disabled students. Please note that the eligibility and process for a 504 plan differs from that of an Individualized Education Plan (IEP). As a result, 504 eligibility questions should be directed to the following individuals:

​

District Contact Information

The District’s 504 Coordinator is:

Shannon Nolan Director of Student Services

12 Elm Street Byfield, MA 01922 978-465-2397 shannon.nolan@tritonschools.org​

​

School Contact Information:

​

Newbury Elementary School

Assistant Principal 63 Hanover Street Newbury, MA 01951 (978) 465-5353

Salisbury Elementary School

Assistant Principal 100 Lafayette Rd. (978) 463-5852

Pine Grove School

Assistant Principal 191 Main Street Rowley, MA 01969 (978) 948-2520

Triton Middle School

Assistant Principal 112 Elm Street Byfield, MA 01922 (978) 462-5845

Triton High School

Director of Guidance 112 Elm Street Byfield, MA 01922 (978) 462-817

English Learner services (EL) provides additional support to EL students as they learn English while also mastering concepts in the areas of Math, Language Arts, Science and Social studies. Students receiving EL services are expected to meet the same criteria as their English-program peers. These services provide instruction to students identified under Massachusetts Chapter 71A and No Child Left Behind, Federal Law, as limited English proficient students.

An EL student is identified through the use of a Home Language Survey. The student’s academic records are also reviewed for related information. The district will use an intake screening, which evaluates the student’s oral reading, writing, and speaking proficiency levels. EL assessment is based on the state’s requirements. After all necessary assessments have been completed, the child’s parent(s) and/or guardian(s) is notified of the child’s eligibility for services. At this point the parent(s) and/or guardian(s) have a right to decline services. If the child is identified as needing EL services and the parent(s) and/or guardian(s) accepts this invitation, the student is enrolled in a traditional classroom setting with a Sheltered English Immersion trained teachers.

To monitor the progress in acquiring academic English, EL students participate in ACCESS (Assessing Comprehension, and Communication in English State-to State for English Language Learners). This assessment is a secure large-scale English language proficiency assessment given to Kindergarten through 12th graders who have been identified as EL.

A team of teachers review the progress of EL students and FEL (Former English Learner group) throughout the year. Students who are receiving EL instruction may meet the Exit Criteria in order to be discharged. In order to be considered a FEL student, he/she must demonstrate fluency of grade level language and complete grade level assignments independently. The student must receive favorable results on all state mandated testing. A team of educators, including the EL teacher and classroom teacher, will review students’ progress using a set criteria and make recommendations to the instructional plan. If the team determines an EL student should exit the program the school district must have parental consent.

​

How to translate a document

1. Download and save the document to be translated

2. Go to translate.google.com​

3. Click on translate a document

4. Select the Choose file button

5. Locate the document to translate

6. Select the desired language

7. Click on the blue Translate button

​

• Click here for Home Language Surveys in other languages
• Translated ELL Welcome Kit

In 1987 Congress established the McKinney Act’s Education of Homeless Children and Youth program in response to reports that only 57% of homeless children were enrolled in school. It established that children and youth who lack a fixed, regular, and adequate residence will be considered homeless and thereby eligible for services.

As an institution we are committed to ensuring the enrollment, attendance and the opportunity to succeed in school for homeless children and youth. We provide technical assistance, guidance, and support to families so their children have equal access to an education, including preschool and transportation assistance. Additionally, we work to put families in touch with homeless resources in the community.

For more information please contact Special Programs Coordinator, Kadie Zarba, at kadie.zarba@tritonschools.org

• DESE McKinney-Vento Homeless Education Act

Triton Housing Security Forms:

• English
• Portuguese
• Spanish

Resources:

• Local Resources
  • Pettengill House
• State Resources
  • Massachusetts Coalition for the Homeless
  • Massachusetts Department of Children and Families
  • Massachusetts Department of Housing and Community Development
  • Massachusetts Department of Transitional Assistance

• PreK
• Middle/High School
• Elementary
• Kindergarten/First Grade
• Attendance Works Tips for Staying Healthy
• When can your child return to school?
• Should your child be in school?
• Bringing Attendance Home. A Parent Video

https://docs.google.com/document/d/1q98bNNqiGcdeKZsd-4TY6s8C3IXeM_3D9Czp8rhb9ng/edit?usp=drive_link