Student Services

The goal of Academic Coaching is to support students who need short-term intervention to work on Executive Function (EF) skills. The primary skills students work on during Academic Coaching are: planning, materials management, self-regulation, and self-advocacy.  Students will meet with an academic coach regularly to receive direct support with EF skills while given the opportunity to work on assignments.  As they gain skills and confidence, support will be pared back to allow for more independent practice. Attendance will be taken, but this is not a credit earning class. Progress will be monitored throughout the semester.

The objective of Academic Coaching (AC) is to have students develop stronger executive functioning (EF) skills to be able to better manage their workload for their classes. Reviewing a student’s present school work and making a plan for completion is the primary focus of the interaction between the student and the academic coach. Once a student has a plan, they will be expected to engage with school work that is currently or past due.

School Counselors provide support to all students in each of the following domains: academic, social/emotional, and career planning. Counselors work with students as they move through high school and begin planning for a career, school courses, or college applications. We firmly believe that high school students can be trusted to make important decisions about managing their school lives and can learn to act responsibly and maturely by having the opportunity to make their own decisions. Counselors are also here to support students through times when things seem overwhelming and stressful. Students can drop-in at anytime. During busy times, students may have to make an appointment. If it is an emergency, please tell the receptionist. 

The mental health team helps students with a variety of mental health concerns, including anxiety, depression, trauma, and behavioral problems. They provide students with the support they need to overcome mental health challenges impacting their education and to reach their full potential.

Students that require a 504 Plan have a diagnosed temporary or permanent physical or mental impairment that substantially limits a major life activity. 504 plans are developed primarily to provide accommodations for a student. At Hanover High School, 504 plans play an important role in helping students with disabilities access the classroom and the building while helping them become more independent and better self-advocates.

The purpose of the Restorative Practices Program is the improvement of citizenship in an individual student, resulting in the enhancement of the overall quality of life at Hanover High School. The Restorative Practices Program is designed for students who have a) violated the Academic Integrity Policy (AlP) or b) at the discretion of the Associate Principal, been involved in other significant behavioral incidents. It is designed to help students take responsibility for their actions, recognize that their conduct caused harm to others, make amends, and reintegrate into the community. There are four key principles of the Restorative Practices process: respect, responsibility, restoration, reintegration. Students have the option not to participate in Restorative Practices.

• More comprehensive Case Management
• RTN Academic Case Manager, Nurses, School Mental Health Staff put together a plan to address the student’s needs
• Academic Case Manager works with teachers, school counselors, and department coordinators to determine the best plan to get the student back on track academically and works with student to complete this plan (attempt for minimal disruption to student schedule/ course load)
• Nurses/school counselors meet regularly with student to monitor progress, and consult with outside professionals
• Counselors check in with the student on a regular basis to maintain connection
• If the student is still in need of this level of support after 9 weeks, the team will re-evaluate programming
• All students referred for special education evaluation will be admitted to RTN until there is a determination