Hingham SEPAC Board:
Diane DeNapoli, Co-Chair
Nate Rand, Co-Chair
Kate Gaughen, Secretary
Paige Rand, Treasurer
SEPAC PTO Liaisons by School:
East, Zoe Pirnie,
Foster, Laura Struzziery, firstname.lastname@example.org
PRS, Sharon Burnett,
South, Kerry Ni,
HMS, Holly Pilotte,
Hingham School Committee Liaisons:
Edward Schreier and Kay Praschma
Early Access to Care:
Resources for Parents
If you have concerns about your child's development, or someone you care about, you have come to the right place. Early intervention is important. Learning the signs, examining your child's development, and getting the right diagnosis and treatment as early as possible can make a lifetime of difference.
Through awareness and dissemination of information and resources, the Autism Speaks Early Access to Care initiative seeks to reduce the average age of autism diagnosis and increase access to high-quality early intervention for all children on the autism spectrum.
This website is focused on helping you as a parent, caregiver, or concerned adult, to understand developmental milestones, learn how to screen for autism symptoms, and access proper services if you feel a child may have autism. Please take a look at these 4 steps:
Step 1: Understand Developmental Milestones and Learn More about Autism
Step 2: Screen Your Child and Talk to Your Healthcare Provider
Step 3: Access Early Intervention ServicesStep 4: Learn About Autism Treatments and Find Them in your Area
For an informational flyer for parents with concerns about their child, click here. To view the flyer in black and white, click here.
Please consider downloading the First Concern to Action Tool Kit, a step-by-step guide to taking action when you have a concern about your child’s development. You can request an electronic copy here.
The IEP Team
By: National Dissemination Center for Children with Disabilities (NICHCY)
To write an effective IEP for a child with a disability, parents, teachers, other school staff — and often the child — must come together at a meeting to look closely at the child's unique needs. These individuals combine their knowledge, experience, and commitment to design an educational program that must help the child to be involved in, and progress in, the general education curriculum — that is, the same curriculum as for children without disabilities. The IEP guides the delivery of special education and related services and supplementary aids and supports for the child with a disability. Without a doubt, writing — and implementing — an effective IEP requires teamwork.
So — who's on the team? Here's a list, as specified in IDEA, our nation's special education law. Note that the order in which the IEP team members are going to be listed and discussed has nothing to do with their priority on the team, that every member has an equal say and important expertise to contribute.The IEP team, short and sweetIDEA describes the IEP team as including the following members:
Read more here.
Also, find more information under our "Resources" tab.
The SEPAC Board sent the following letter to Liza O'Reilly (Chair of the Hingham School Committee), the Board of Selectman and the Advisory Committee to encourage them to fully fund an external evaluation of the special needs programs and services in the Hingham Public Schools.
January 30, 2017
Hingham Advisory and Selectman
220 Central Street
Hingham, MA 02043
Dear Members of the Advisory and Selectman:
We, the board members of the Hingham Special Education Parents Advisory Council (SEPAC), on behalf of the parents of children with special needs in Hingham, thought it would be valuable during this budget setting season to make you aware of a growing area of concern in our community.
Families of children receiving special education services have shown unwavering commitment calling for an independent assessment and improvements to special education since raising their concerns a few months back.
SEPAC has been working diligently to ensure the voice of our parents is heard. The following summary represents the work of the SEPAC to date related to this issue:
Parents – and the SEPAC Board on their behalf – have worked to provide the school committee with relevant data and examples of evaluation and accountability measures in place in other communities. We have facilitated conversations between parents and school committee members. We have constructively engaged with the school administration on this topic. We have met and provided specificity around our request at the urging of the school committee.
On behalf of the more than 600 parents of children receiving special education services in Hingham, the SEPAC Board wants you to be aware of these recent concerns and urges you to consider the need to allocate adequate funds for further evaluation of special education programing when determining the school budget for the 2018 year.
Diane Denapoli Nate Rand
SEPAC Co-Chair SEPAC Co-Chair
Paige Rand Katie Gaughen
SEPAC Treasurer SEPAC Secretary
cc: Dr. Dorothy Galo, Dr. James LaBillois,
Massachusetts Department of Elementary and Secondary Education: 2015 Special Education Data - Hingham
Massachusetts Department of Elementary and Secondary Education: 2015 MCAS Results by Subgroup by Grade and Subject - Hingham
Did You Know:
Massachusetts Department of Elementary and Secondary Education: 2015 MCAS Annual Comparisons - Hingham
About the Data
Massachusetts Department of Elementary and Secondary Education: 2015 Accountability Data Card - Hingham
All Massachusetts districts and schools with sufficient data are classified into one of five accountability and assistance levels, with the highest performing in Level 1 and lowest performing in Level 5. Hingham is classified as a Level 2 district.
Massachusetts Department of Elementary and Secondary Education: 2015 Report Card - Hingham
This report card contains information required by the federal Elementary and Secondary Education Act (ESEA) for our district and its schools including: student enrollment and teacher qualifications, student achievement, accountability, and the progress our school is making toward narrowing proficiency gaps for different groups of students.