Welcome to Student Services
At Danvers Public Schools, we believe every student deserves the opportunity to learn, grow, and thrive in an inclusive, supportive learning environment. The Student Services Department is committed to ensuring that all students have equitable access to high-quality educational opportunities and the individualized supports they need to make effective educational progress and reach their full potential.
Our team partners with students, families, educators, and community agencies to support each student’s academic, social-emotional, behavioral, communication, and physical development. Through collaboration, evidence-based practices, and a shared commitment to student success, we work to remove barriers to learning, foster meaningful relationships, and create school communities where every student feels valued, included, and empowered to succeed.
The Student Services Department is comprised of a highly skilled multidisciplinary team, including Special Educators, Board Certified Behavior Analysts (BCBAs), School Counselors, Social Workers, School Psychologists, Speech-Language Pathologists (SLPs), Speech-Language Pathology Assistants (SLPAs), Occupational Therapists (OTs), Certified Occupational Therapy Assistants (COTAs), Physical Therapists (PTs), Physical Therapist Assistants (PTAs), School Nurses, Team Chairs, and our Teacher of the Deaf/Educational Audiologist.
Working collaboratively, these professionals provide a continuum of services designed to meet the diverse needs of students from preschool through transition to adult life, while promoting access to the general education curriculum whenever appropriate.
Office Information
Address: 64 Cabot Rd. Danvers, MA 01923
Phone: 978-774-6112 Fax: 978-777-8931
Hours: Monday – Friday 7:30-4:00
Directions: Danvers Public Schools
Meet Our Dedicated Teams
Assistant Superintendent: Christina Ryan x2232
Director of Student Services (Grades PreK-5): Derrick Munyon x2229
Director of Student Services (Grades 6-12+): Susan Donatell x3532
Assistant Director of Student Services: Angelique DeCoste x2427
Little Falcons Preschool, Riverside & Highlands Elementary: Bethany Stangas x2417
Smith Elementary: Erin Gibson x7172
Thorpe & Great Oak Elementary: TBD x
Holton Richmond Middle School: Kleona Caushi Azizaj x3132
Danvers High School: Olivia Goodrich x2460
Executive Assistant to the Assistant Superintendent: Debbie Rubano x2238
Financial Assistant: Patricia Trask x2235
Administrative Assistant (Gr. PreK-5): Jillian McCarthy x2233
Administrative Assistant (Gr. 6-12+ and Out-Of-District): Erin Cullen x2228
Program Reviews & Important Initiatives
The district’s four strategic priorities guide our work:
Teaching and Learning
We collaborate with educators to provide specialized instruction, related services, and evidence-based practices that support access to a rigorous, standards-based curriculum and promote meaningful learning for every student.
Schoolwide Systems and Structures
We partner with schools to strengthen inclusive practices, implement Multi-Tiered Systems of Support (MTSS), and develop programs and services that enable students to learn alongside their peers in the least restrictive environment appropriate to their individual needs.
Family and Community Partnerships
Families are essential members of every student’s educational team. We value open communication, shared decision-making, and meaningful partnerships with families and community organizations to support students both in and outside of school.
District Procedures and Policies
We are committed to maintaining efficient, cohesive, and legally compliant systems that support students, families, and staff. Through continuous improvement, thoughtful planning, and collaboration with school leaders, municipal partners, and the broader community, we strive to ensure sustainable, high-quality services that meet the evolving needs of all learners.
At the heart of Student Services is a commitment to belonging, collaboration, and continuous growth. We believe that every student brings unique strengths and perspectives to our schools, and we are dedicated to creating learning environments where students are challenged, supported, and prepared for success in school and beyond. We look forward to partnering with our families and community as we work together to help every student thrive.
DESE Links
Danvers Links
Frequently Asked Questions (FAQs) 🤔
Q: What is special education?
A: Special education is specially designed instruction and related services provided to eligible students with disabilities at no cost to families. Services are individualized through an Individualized Education Program (IEP) and are designed to help students make effective educational progress while accessing the general education curriculum whenever appropriate.
Q: How does a student qualify for special education?
A: A student may be eligible for special education if the IEP Team determines that the student:
- Has one or more disabilities recognized under state or federal law;
- Is not making effective educational progress because of the disability; and
- Requires specially designed instruction and/or related services to make effective educational progress.
The IEP Team determines eligibility after reviewing evaluation results and other relevant information.
Q: How do I request a special education evaluation?
A: Parents or guardians may request a special education evaluation at any time by contacting their child’s Team Chair, principal, or the Student Services Office. Requests may be made verbally or in writing, although written requests are encouraged.
After receiving a referral, the district will respond in writing within five school working days to outline the next steps.
Q: What happens during an IEP Team meeting?
A: The IEP Team reviews evaluation information, discusses the student’s strengths and areas of need, determines eligibility (if applicable), develops measurable annual goals, and discusses services, accommodations, and placement recommendations.
Parents are valued members of the Team and are encouraged to actively participate by asking questions, sharing concerns, and helping develop the student’s educational program.
Team decisions are made collaboratively, with every effort made to reach consensus while considering evaluation data, student needs, and parent input.
Q: Who attends an IEP Team meeting?
A: Depending on the purpose of the meeting, Team members may include:
- Parent(s)/guardian(s)
- The student (when appropriate)
- A district representative
- General education teacher(s)
- Special education teacher(s) and/or service providers
- School psychologist or other evaluator
- Other individuals with knowledge or expertise regarding the student
Additional participants may attend with parent permission when appropriate.
Q: What is an Individualized Education Program (IEP)?
A: An IEP is a written plan developed by the IEP Team that describes a student’s educational needs, annual goals, accommodations, specialized instruction, related services, and how progress will be measured.
The IEP is reviewed at least annually and may be revised whenever the Team determines changes are needed.
Q: What are related services?
A: Related services are supportive services determined by the IEP Team that enable a student with a disability to benefit from special education and make effective educational progress.
Examples may include:
- Transportation, when required because of the student’s disability
- Speech-language therapy
- Occupational therapy
- Physical therapy
- Counseling
- Social work services
- School nursing services
Q: What is the difference between an IEP and a Section 504 Plan?
A: An IEP provides specialized instruction and related services for students who meet special education eligibility requirements under the Individuals with Disabilities Education Act (IDEA).
A Section 504 Plan provides accommodations and supports that allow a student with a disability equal access to educational programs but does not include specially designed instruction.
Q: How is my child’s progress monitored?
A: Progress toward each annual IEP goal is shared with families at least as often as report cards are issued, consistent with district procedures.
Progress reports describe how the student is progressing toward each annual goal and whether sufficient progress is being made to achieve the goal by the end of the IEP period.
Q: What is “effective educational progress?”
A: Massachusetts special education law focuses on helping eligible students make effective educational progress.
The IEP Team considers each student’s individual strengths, needs, and circumstances when developing goals, services, accommodations, and supports that allow the student to participate in school and continue making meaningful progress.
Q: What if I disagree with the Team’s recommendations?
A: Parents are important members of the IEP Team and are encouraged to share their perspectives throughout the process.
If you disagree with a recommendation, you may discuss your concerns with the Team, request another Team meeting, accept or reject all or part of the proposed IEP, or pursue dispute resolution options available through the Massachusetts Department of Elementary and Secondary Education.
Q: Can I request more time before making a decision?
A: Yes. Families are encouraged to take the time they need to review proposed recommendations and ask questions.
If additional discussion is needed, the Team may agree to extend the meeting or reconvene at a later date to ensure all questions have been addressed before finalizing the IEP.
Q: Who can I contact if I have questions?
A: Please contact your child’s Team Chair, building principal, or the Danvers Public Schools Student Services Office. We value our partnership with families and are committed to working collaboratively to support every student’s success.