Special Education Implementation and Staffing
Parents and community members repeatedly raised concerns that current special education and intervention services are inadequate for vulnerable students.
Parents have repeatedly testified that special education services and staffing are inadequate for students with IEPs. The district has presented a special education review noting strong inclusion rates but persistent instructional gaps and has outlined MTSS and professional development plans without new funding commitments.
Parents and community members first raised concerns about special education implementation and staffing during the April 6, 2026 school committee meeting, citing inadequate support for students with IEPs, safety risks in specialized classrooms due to understaffing, and the impact of rising enrollment on individualized instruction.
At the May 16, 2026 meeting, additional public testimony highlighted gaps identified in a special education review by Empowered Ed School Solutions, including inconsistent instructional scaffolding and lack of meaningful curriculum access for some students, while urging prioritized funding for reading and math interventionists and a public implementation plan.
The district presented findings from the same review showing a 77% full-inclusion rate and an improved state LEA determination of 'meets requirements,' but acknowledged wide achievement gaps in MCAS math and ELA for students with disabilities and variability in Tier 1 instruction.
On May 18, 2026, further testimony reiterated that 'level service' remains insufficient amid rising needs, calling for more specialists, expansion of the co-teaching model, and specific deadlines tied to the review.
District responses across the later meetings emphasized initiatives such as the MTSS framework with Boston Children's Hospital, the APPLE Institute for family engagement including an IEP Quick Start Guide, and plans for Universal Design for Learning professional development by June 2027, without committing to immediate new funding or staffing increases.
The issue remains unresolved, with parents continuing to request accountability measures and the district focusing on alignment of existing resources and sequenced professional learning.
At the April 27, 2026 school committee meeting, residents testified on the need for systemic inclusion beyond physical design, citing budget constraints' impact on special education staffing and inconsistent services, while urging protection of therapeutic programs such as BAM and WOW from cuts. The committee held a first reading of a resolution supporting inclusive design principles for future school buildings and schoolyards.
District will implement additional Child Study Team cohorts, select a districtwide behavior screener, and develop a sequenced professional learning plan by June 2027.
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