Russell Ward
603-643-6655 x226
Becca Cattabriga
603-643-6655 x226


Welcome to Student Support Center!

The Student Support Center provides support to students and staff to work together to achieve 

the goals of the mission statement: Developing children’s abilities to become resilient, responsible, respectful learners in a dynamic environment. Emphasis is placed on being proactive in the prevention of unexpected social interactions and behaviors. This is done through explicit teaching/coaching of expected behaviors utilizing techniques and curriculums that help students independently identify, evaluate, and (eventually) adjust their behaviors, e.g., self regulate.

 

Support and interventions are provided in a least-to-most fashion, based on the level of need. For example, minimal support might take the form of consultation with the classroom teacher and parents. Full support might include weekly consultation with the team, a daily positive-based reinforcement plan, 1:1 behavioral teaching/coaching, weekly participation in a game group to practice social skills and executive functioning, daily checkouts, and daily contact with parents. The overarching goal is to maximize the amount of time children are in the mainstream educational setting and truly available for learning.

The Ray School faculty and administration understands that building a community of learners depends on a comprehensive system of behavioral support.  There is a direct relationship between a child’s resilience and their availability for learning. 

To build resilience, we concentrate on:

  • encouraging each child’s internal certainty of being connected to others, a part of family, school and community; (Children who connect in a constructive way can say with conviction, “I believe that I belong.”)
  • increasing the capability to take care of oneself; (Children who believe that they are capable can say with conviction, “I believe that I can do it.”)
  • reinforcing the sense of being valued by others, the knowledge that one counts and makes a difference; (Children who believe that they count in constructive ways can say with conviction, “I believe that I matter and I can make a difference.”)
  • the development of personal courage. (Children with courage can say with conviction, “I believe that I can handle what comes.” It is about identifying and nurturing their strongest qualities, what they own and are best at, and helping them find niches in which they can best live out these positive qualities.)