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FAQs



General FAQs

What is SB2?

RSA 40:13, Senate Bill 2, also known as SB2, (Official Ballot Referenda) is a form of town meeting that has two sessions. The first session (deliberative session) is for explanation, discussion, debate and amendments to the proposed operating budget and warrant articles.


Connect2 Parent FAQs

Why is the school district purchasing a Chromebook for every student?

We want to make technology accessible to students so that learning can occur anytime and anywhere. Technology helps to promote collaboration, communication, critical thinking and creativity. (The 4 C’s) We also want to increase opportunities for global collaboration.

When will my child receive their Chromebook?

Students will receive their Chromebooks during the first week of school.

What comes with the Chromebook?

The Chromebook will come with a carrying bag and a charger..

Is my student required to use the carrying bag?

Yes. When travelling between classes the chromebook must be protected and carried in the protective case. The case was designed to be slim and to fit inside student backpacks or to be carried.

What is the device protection fee and what happens if the Chromebook is damaged by an accident?

There will be a $14.00 device fee for grades 8-12 that will cover all accidental damage (unlimited times). The price will be $20.00 for students in grades 6 and 7. In the first year of ownership, the device will also be covered against all defects. If your Chromebook is damaged, we will issue you a loaner until your replacement arrives. This cost is a yearly cost.

Can students personalize their Chromebook with stickers?

Yes, but the stickers applied must be removable. We will have decals like this available for examples and/or purchase on the distribution day.

Will students be required to bring their Chromebook to school every day?

Yes. Treat the Chromebook like any other tool or supply needed for classes.

What if they do not charge their Chromebook?

Students are expected to come to school with their Chromebook fully charged every day. The chromebooks have an 8-10 hour battery charge that should last through the day.

What happens if device accessories are lost or stolen?

Please have your child report any lost or stolen devices to the building principal.

Will my child be issued the same Chromebook next year?

Yes, students will keep the same Chromebook for three years unless they are a Junior or Senior next year. Seniors will keep their Chromebooks for one year and then turn them in upon graduation and Juniors will keep their Chromebooks until graduation as well. (2 years).

How will my child get technical assistance if their Chromebook is not working properly?

If the chromebook is not working properly, the student will bring it to the designated location for the help desk in their building and the help desk will try to diagnose the issue. If they cannot fix it quickly, the student will be issued a loaner while our technology department either fixes it or secures a replacement.

Can a student/parent/guardian repair a Chromebook?

No. If anything is wrong with the Chromebook please have your child bring it to the designated repair desk in your school. We have replacement parts as well as specific knowledge of the device.

My child wants to bring their own device. Can they?

No. We are supplying the Chromebooks for every student to use and through the Chromebook device, they will have access to our improved network and educational resources. The Chromebooks are set up in such a way that they have specific applications available for students that we couldn't make available on student's own devices. We are making improvements to the school network this summer to accommodate the influx of new devices. Allowing students to have more than one device may be in our future, but for now we need to insure that the network can accommodate the new initiative.


Connect2 Student FAQs

Why is the school district purchasing a Chromebook for every student?

We want to make technology accessible to students so that learning can occur anytime and anywhere. Technology helps to promote collaboration, communication critical thinking and problem solving and creativity. (The 4 C’s) We also want to increase opportunities for global collaboration.

When will I get my Chromebook?

Students will receive their Chromebooks during the first week of school.

What about our labs in the high school?

We will still have the CAD lab and the Phototech lab for specialized courses where students learn to use Solidworks, Java, or Adobe products. These labs are a necessary resource for our students who specialize in specific path or want the opportunity to learn industry software.

What comes with the Chromebook?

The Chromebook will come with a carrying bag and a charger.

Am I required to use the carrying bag?

Yes. When travelling between classes your chromebook must be protected and carried in the protective case. The case was designed to be slim and to fit inside student backpacks.

What is the device protection fee and what happens if my Chromebook is damaged by an accident?

There will be a $14.00 device fee for grades 8-12 that will cover all accidental damage (unlimited times). The price will be $20.00 for students in grades 6 and 7. In the first year of ownership, the device will also be covered against all defects. If your Chromebook is damaged, we will issue you a loaner until your replacement arrives. This cost is a yearly cost.

Can I personalize my Chromebook with stickers?

Yes, but the stickers you apply must be removable. We will have stickers available for examples on the distribution day.

Will I be required to bring my Chromebook to school every day?

Yes. Treat your Chromebook like any other tool or supply you need for classes.

What if I forget to charge my Chromebook battery?

You are expected to come to school with your Chromebook fully charged every day. The chromebooks have an 8-10 hour battery charge that should last through the day.

What happens if device accessories are lost or stolen?

Please report any lost or stolen devices to your building principal.

Will I be issued the same Chromebook next year?

Yes, you will keep the same Chromebook for three years unless you are a Junior or Senior next year. Seniors will keep their Chromebooks for one year and then turn them in upon graduation and Juniors will keep their Chromebooks until graduation as well. (2 years).

How do I get technical assistance if my Chromebook is not working properly?

If your chromebook is not working properly, please bring it to the Library Media Center and the PHS student help desk will try to help and diagnose the issue. If they cannot fix it quickly, you will be issued a loaner.

Can a student/parent/guardian repair a Chromebook?

No. If anything is wrong with your Chromebook please bring it to the designated repair desk in your school. We have replacement parts as well as specific knowledge of the device.


Student Services FAQs

What is the difference between Special Education/IEP and a 504 Plan?

An IEP refers to an " individualized education program" as defined in 34 CFR 300.22 and is a written statement for a child with a disability that is developed, reviewed, and revised in accordance with §§300.320 through 300.324.(NH Rules pg. 15) An IEP includes:

  • A statement of the child's present levels of academic achievement and functional performance
  • A statement of the child's eligibility/disability category
  • A statement of measurable annual goals, including academic and functional goals
  • A statement of the special education and related services and supplementary aids and services to be provided to the child
  • A statement of the program modifications or supports for school personnel that will be provided to the child
  • A statement of any individual appropriate accommodations that are necessary for the child on State and district wide assessments
  • The projected date for the beginning of the services and modifications including the frequency, location and duration of those services and modifications
  • By no later than the child's 16 birthday an Individual Transition Plan outlining measurable postsecondary goals, independent living skills goals and the transition services needed to accomplish those goals
  • By no later than one year prior to the Child reaching the age of majority a statement that the child has been informed of their rights upon reaching the age of majority.

What is the difference between an accommodation and a modification, and how does it affect the diploma student can earn?

Accommodations refer to any change in instruction or evaluation determined necessary by the IEP team that does NOT impact the rigor and/or validity of the subject matter being taught or assessed. (NH Rules pg 2) Accommodations simply "level the playing field" and are intended to mitigate the effects of a student's disability. Accommodations do not alter the learning standards or expectations. Examples include additional test time, a quiet place for test taking, books on tape, using large print or Braille, graphic organizers etc. Modifications on the other hand, change the level of instruction provided or tested and create a different standard for the student receiving them. Examples include giving easier assignments, making student responsible for more general concepts, fewer test problems etc. (Howard County Autism Society)

What is a developmental disability?

A "Child with a developmental delay'' means a child wit h a developmental delay as defined in RSA-186-C is:

A child at least 3 years of age or older, but less than 10 years of age, who, because of impairments in development, needs special education or special education and related services, and may be identified as having a developmental delay provided that such a child meets the criteria established by the state Board of Education:

(1) Is experiencing developmental de lays in one or more ofthe following areas:

a. Physical development;
b. Cognitive development;
c. Communication development;
d. Social or emotional development; or
e. Adaptive development; and

(2) By reason there of, needs special education and related services, as measured by appropr iate diagnostic instruments and procedures consistent with Ed 1107 and identified in compliance with 34 CFR 300.111(b). However, pursuant to 34 CFR 300.111(b)(2), these rules:

a. Shall not require that an LEA adopt and use the term "developmental delay'' for any children; and
b. Shall not relieve the LEA of any duty to provide a free appropriate public education to children who qualify for special education based on another eligibility category.

What constitutes a least restrictive environment (LRE)?

Ed 1111.01(a) Placement in the Least Restrictive Environment:

The law requires that "to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are nondisabled; and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs ONLY if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily". (NH Rules page 12; 300.114 LRE requirements). While the law favors educating students in a general education setting, it recognizes that for some students a more restrictive or segregated setting may be necessary to provide an appropriate education. (Education.com)

What is a functional behavioral assessment (FBA)?

Functional Behavioral Assessments have been used to try to determine why individuals exhibit specific behaviors and how the environment interacts with the individual and those behaviors. This method of analyzing behavior can be used with any individual exhibiting problem behavior and ultimately lead to effective interventions and a positive behavior plan to help the student learn more appropriate behavior. (ec.ncpublicschools.gov)

What are the core academic subjects?

"Core academic subjects" as defined in 34 CFR 300.10, include:

(1) English;
(2) Reading or language arts;
(3) Mathematics;
(4) Science;
(5) Foreign languages;
(6) Civics and government;
(7) Economics;
(8) Arts;
(9) History; and
(10) Geography.

(NH Rules page 8)

What is specialized instruction/specially designed instruction?

Specially designed instruction means adapting, as appropriate to the needs of an eligible child under this part, the content, methodology, or delivery of instruction:

(i) To address the unique needs of the child that result from the child's disability; and
(ii) To ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children.

What are transition services?

"Transition services" as defined in 34 CFR 300.43:

a) Transition services means a coordinated set of activities for a chiId with a disability that:

1) Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;

2) Is based on the individual child's needs, taking into account the child's strengths, preferences, and interests; and includes:

i) Instruction;
ii) Related services;
iii) Community experiences;
iv) The development of employment and other post-school adult living objectives; and
v) lf appropriate, acquisition of daily living skills and provision of a functional vocational evaluation.

b) Transition services for children with disabilities may be special education, if provided as specially designed instruction, or a related service, if required to assist a child with a disability to benefit from special education. (NH Rules page 32)

What is the sequence of steps in the Special Education process?

Ed 1104.01 Sequence of Special Education Process -

The sequence ofthe special education process shall be:

(a) Referral;
(b) Evaluation;
(c) Determination of eligibility;
(d) Development and approval of the IEP;
(e) Placement;
(f) Ongoing monitoring of the IEP; and
(g) Annual review of the IEP

(NH Rules page 36)

What is the difference between inclusion and mainstream?

Inclusion is a term which expresses commitment to educate each child, to the maximum extent appropriate, in the school and classroom he or she would otherwise attend. It involves bringing the support services to the child (rather than moving the child to the services) and requires only that the chiId will benefit from being in the class (rather than having to keep up with the other students). Proponents of inclusion generally favor newer forms of education service delivery. In an inclusive setting, a severely disabled student may only need to know the name of his own state and of the country. He also may receive one-on-one instruction by a paraprofessional in order to accomplish this assessment goal. The curriculum is often significantly modified for the included student so that he will have the capability to pass the assessments and gain confidence in his skills, even if he is not performing anywhere near the level of his peers.

Those who support the idea of mainstreaming believe that a chiId with disabilities first belongs in the special education environment and that the child must earn his/her way into the regular education environment.

In contrast, those who support inclusion believe that the child always should begin in the regular environment and be removed only when appropriate services cannot be provided in the regular classroom. (Brighthubeducation.com)

What is FAPE?

FAPE stands for "Free Appropriate Public Education" and refers to special education and related services that:

a) Are provided at public expense, under public supervision and direction, and without charge;
b) Meet the standards of t he SEA, including t he requirements ofthis part;
c) Include an appropriate preschool, elementary school, or secondary school education in the state involved;
d) Are provided in conformity with an individualized education program (IEP) that meets the requirements of §§300.320 through 300.324.

§300.114 LRE requirements:

1) State must have in effect policies and procedures to ensure that public agencies meet the LRE requirements ofthis section and
§§300.115 through 300.120.

2) Each public agency must ensure that: To the maximum extent appropriate, children wit h disabilities, including children in public or private institutions or other care facilities, are educated with children who are non disabled.

Special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

b) Additional requirement-State funding mechanism.

A state must not use a funding mechanism by which the state distributes funds on the basis oft he type of setting in which a child is served that will result in the failure to provide a child with a disability FAPE according to the unique needs of the child, as described in the child's IEP. (NH Rules page 11)

Where can I find the New Hampshire Rules for the Education of Children with Disabilities?

Click here for the New Hampshire Rules for the Education of Children with Disabilities.


1:1 FAQs

What does 1:1 mean?

This ratio simply means that there will be one device - in our case, a Chromebook - provided to every student.

Why are our students using Chromebooks as opposed to laptops, tablets, or some other mobile device?

Chromebooks provide the user with a web browser and a single sign on, making them incredibly easy for students to use. Since students already know how to use the Chromebooks, you as the teacher don't have to spend valuable class time to troubleshoot them. Also, from a management standpoint, the IT department can push out organization wide updates without any service interruption, ensuring that the student doesn't lose valuable learning time wrangling with their device.

Will this require me to change the way I teach?

Because students will have this device available to them at all times, you will gain valuable instructional time. Even more importantly, a 1:1 environment creates the opportunity for authentic personalization of teaching and learning for each student. Students can learn at their own pace and ability levels and can take advantage of the worldwide experiences and resources available online and just in time. Teachers become facilitators of powered up learning experiences - meaningfully linking technology to curriculum and instruction (www.one-to-oneinstitute.org). So, in short, teaching in a 1:1 environment may inspire to you to make some positive changes to the way that you teach.

Since the students will have their Chromebooks all the time, am I expected to have them use them for everything? What about paper - am I expected to have a paperless classroom?

Because your students have a Chromebook, you, the teacher, will have access to more educational tools for your toolbox. Just because you have a tool, however, doesn't mean that it's the best tool or the only tool for the job. So, to answer the question, have the students use the Chromebook where it fits within the instructional practices of your curriculum. You are the teacher, so you are the arbiter of which tool is the best one for the job at hand. The same philosophy applies to printing. If you determine that students need to print something, then they should print. If not, they shouldn't. The goal of 1:1 is NOT to go paperless; it is to change the task to enhance learning.

On that note, here is an interesting post from Matt Miller, author of Ditch That Textbook, that outlines conditions under which you should choose a "no tech" option: 6 Reasons You Should Ditch Your EdTech.

What if my students get distracted while on their Chromebooks?

To say that students may get distracted is like saying water may get you wet! We know it's going to happen. Having said that, students need to learn to manage their behavior and we can help them out with that with some classroom management strategies. Establishing a lid up/lid down narrative can be helpful. Announcing or posting a daily plan that outlines when their Chromebooks will be needed can also help to establish expectations for when and how the device will be used on that day. Finally, ACTIVELY facilitate and engage with your students! This is very difficult to do if you are working at your desk. Like any other classroom management strategy, the key is to establish expectations on the first day of school and to maintain CONSISTENT practices.

How do I get started?

Great question. Here is a short list of suggestions to keep in mind if you are beginning your 1:1 journey.

  • Start small. Try one new tech integration activity, then build from there.
  • Make it meaningful. Use tech as a means to integrate at least one of the 4 Cs (communication, collaboration, critical thinking, creativity) into your lesson.
  • Look for YouTube tutorials. Don't know how to do something? There is no better resource than YouTube.
  • Practice using the chromebook or digital tool first. A sure way to bolster your confidence in the classroom is to be familiar with the tools in your toolbox.
  • Don't be afraid of bumps in the road. Whether you use tech or not, sometimes the lesson bombs. So what?! Own it, learn from it, and move on. :)

Here's an article from ISTE that outlines these suggestions: Start Small When Integrating Ed Tech.


Last Updated: Tuesday, August 14, 2018 9:510 AM

The first day of school is August 28.

Click here for the bus routes.