Last night, the Board of Education began a review of the special education program.
It included a discussion of how to evaluate it, who should do the evaluation, and whether to have a community conversation for special education families.
It was the beginning of what may be an extended discussion — with the BOE, Westport Public Schools officials, and the public — about special education in Westport.
Several residents spoke too. Among them was Rosa Balestrino. She said:
I am the parent of a student who received special education services in our district, from kindergarten through 6th grade. I am here tonight because, like you, I want Westport to be a leader in educational excellence — not just for some students, but for all students, especially those with disabilities.
I recently sent you an email outlining systemic issues for consideration in the upcoming district-wide special education program audit. I want to highlight why those proposed recommendations, such as a file-by-file review and a 3-year look-back, are so critical to me.
For my family, this isn’t just academic. It is a matter of safety and survival.
My son, a student with ADHD (attention deficit) and learning disabilities, reached a point during 6th grade where he was regularly speaking about self-harm.
He felt stupid, and didn’t see a way out of his situation as the academic demands increased and he was falling further and further behind his peers.
He told me he didn’t want to live because he didn’t want to have a learning disability and be different from his peers. As a parent, that is a devastating reality to face.
What made it worse was the breakdown in communication with the district. When I reported these cries for help to the school psychologist in a recent meeting, I was flatly told I never reported them.
When I followed up on a bullying report, I was told it didn’t exist — despite having written proof of both.
I forwarded proof of both things the district denied in a PPT (planning and placement team) meeting, and have yet to get an acknowledgment they were wrong.
I am concerned the district never knew or understood my son, which is why an appropriate program was not put into place.
Screenshot, from the Westport Public Schools’ special education page.
With my son speaking out and suffering, I didn’t wait for a tragedy to happen. To protect my son’s life and his education, I moved him to a private school where individualized instruction is a reality, not just a line on a form.
He is thriving in his new school. He knows he can learn, and is smart. This change has been life altering to him. I have my son back.
I should not have had to outplace him. The district should have provided what he required. But they did not, and instead became aggressive towards me for advocating. This is unconscionable.
I share this to illustrate why “business as usual” is failing our most vulnerable children. We need this audit as soon as possible, so Westport can once again become a premier town for educating students, with and without disabilities.
Specifically, I urge the Board to:
- Form an Oversight Committee that includes parents of students with disabilities to ensure the scope of work proposed captures systemic issues, such as “Child Find” and IEP fidelity.
- Conduct a File-by-File Audit to verify that the services taxpayers are paying for are actually being delivered to the students, and that they are appropriate.
We have a chance to move from a culture of denial, to a culture of accountability and acceptance. Let’s make sure this audit provides the clear roadmap we need to keep our children safe and learning.
Thank you.
(“06880″‘s Opinion pages are open to all. Please send submission to 06880blog@gmail.com. To support this hyper-local blog, click here. Thank you!)
As a Special Education teacher of 20 years I am seeing such issues with how parents are told truth and facts about their children and their behaviors at schools. Teachers are stretched thin, not supported, and told it is their fault if a child is taking up over 60% of class time to address behaviors that affect the learning of others. Teachers and schools are blamed, gentle parenting is overused, and IEP’s are fudged or lied about to suit the needs of anyone but the child. Too many kids are diagnosed with the wrong labels to make parents feel better. I have so much more to add. We have to deal with real behavior issues that impact the learning of all. We are doing a terrible job and forcing Special Education teachers to quit teaching.
Thank you for your comments, Stephanie. I don’t think my previous reply went through. I do not blame the special education teachers. They have too few resources, are limited in what they can say and do, and have too many students to track.
I would like to find out more details and be a part of the meetings of the audit. I am not sure if it is about resources. I think a lot of kids are mislabled today.
Congratulations to a great parent who came prepared with a concise detailed exposure and failings in our school system that failed her son’s needs!
She should be commended and possibly used as a participating parent in corrections to this shortfall?
Thank you for your support Ray! It was very difficult to share.
I have two 3-year old kids in Stepping Stones who receive extra support. It is an absolutely incredible program run by extremely dedicated teachers, specialists, and administrators. It has jump-started their language acquisition, socialization, and physical movement. They both have big smiles as we wait for the morning bus.
We receive almost daily reports of what is happening in the classroom. The program also conducts group meetings between staff and parents to share ideas. They take the IEP and PPT goals very seriously. Westport should be immensely proud of supporting the Stepping Stones program because it enables kids who need extra help the chance to succeed by kindergarten.
That early support can make such a meaningful difference.
At the same time, many families have found that this level of consistency and communication doesn’t always continue as students move through the district. That’s why a comprehensive program review is so important, not to take away from what’s working, but to better understand where experiences may differ and how to ensure all students receive that same level of support over time.
For some families, these differences can have serious consequences. In our case, even with ongoing advocacy and repeated attempts to collaborate with the district, we faced serious concerns that deeply affected our child’s safety and well-being, along with a breakdown in communication, and ultimately had to leave the district. Stories like this are not isolated.
That’s why it’s so important that any review captures the full range of family experiences, both positive and challenging, so meaningful improvements can be made.
Congratulations. What a wonderful mother, I wish your son and family continued success and growth.
OT, on heartfelt stories like this, do you really need to be a huckster and ask for donations? It just feels dirty.
I know northing about special ed, and don’t live in WSPT but because WSPT is SO politically involved where I do live I keep up with it, and …
gas lighting like These Ones tried to pull on this mother is always – abs always – a sign that something much worse is going on or did that These Ones/This Type are still legally liable for. Def wish her a lot of luck and hope more come forward if they’re experiencing the same, ie., once This Gas Lighting Type start saying what was said and done – and that you have records of being said and done – wasn’t said and done, and everyone nods in agreement … I know that can be very scary, and very dangerous. wow, WSPT, honestly, the last place in USA I thought blatant audacious ‘gas lighting’ would happen in.
There was a time in the history of Staples, circa 1970’s, that surrounding towns used to send their “special” kids to the then 3 year high school because of the excellence of the Wrecker program. My brother-in-law from Darien found himself in that program.
Scooter,
Give me a call when you can. We need to catch up. I’m reading a great book about John Glenn, Ted Williams and your father in law. We need to get caught up. Whiskey Tango Foxtrot NOW!!
Best always,
Buck
I attended schools in Westport where there was no special ed. Long Lots JH did have a special half hour reading class once a week if a student was weak in that area.
I think I started at Long Lots in 1959. Anyone there in that time frame?
Greens Farms ‘57-‘62
Jack Ready Principal (PTSD)
Kings Highway ‘62-‘64
Dorothy Sleep Principal (from frying pan to the fire)
BJHS ‘64-‘67
Ken Brummel Principal (finally a human being)
Staples ‘67 -‘70
Jim Calkins Principal (the absolute BEST!!!!)
I am in no way questioning the concerns of this parent. Just trying to get a better understanding.
Going back to when I was on RTM, probably twenty years ago, I have been well aware of concerns from parents of Special Ed students.
These are concerns that never go away, no matter who is on the BOE or who is the Superintendent.
Is this because we never address these concerns in Westport? Or is it because it is so difficult being the parent of a special needs student that no matter what the District does, it will never seem like enough?
I completely empathize with the parents (and their children) but sometimes wonder that if this is a problem with no solution that will address every concern and that negative feelings from parents will never go away.
As solutions to every problem of this sort take money, can we get suggestions as to where we can save money that can then be invested into improvements here?
The BOE makes every “want” a “need” which is why their budgeting is perennially undisciplined. I’d love to see this parent’s concerns seriously addressed. But I would also love to see the BOE pretend that their funding isn’t an entitlement and show a modicum of respect to the taxpayers.
Chris – thank you for your comment. I am available to meet with you to discuss perceived systemic issues. My opinion is that not enough root cause analysis is being done. I will reach out to you to schedule a meeting.