Tag Archives: special education

Board Of Ed Continues Special Ed Review Process

Posted on June 19, 2026 | 9 comments

A long meeting about a review of Westport’s special education program — with plenty of public comment — ended last night with a resolution, and a delay.

Despite strong support from residents for a special steering committee, with parental input, into the selection of a vendor to conduct the review, members voted unanimously to continue with their previous requests for proposals and quotes.

However, the BOE will extend the request process for quotes by 2 weeks, to allow more applications. They will then review the responses in a public meeting, where they will decide which vendors will be invited to submit proposals.

The vendor who is chosen will submit results directly to the Board of Education — not to the superintendent or other district officials.

Meeting last night in the Staples High School cafeteria (clockwise from left): Board of Education members Stephen Shackelford, Andy Frankel, Abby Tolan, Jill Dillon, Neil Phillips and Lee Goldstein; superintendent of schools Thomas Scarice, CFO Elio Longo, and assistant superintendents Anna Mahon, Michael Rizzo and John Bayers. BOE member Dorie Hordon is hidden between Phillips and Goldstein. (Photo/Catie Campagnino)

The Board, and members of the public, grappled with questions about the independence of the review process, and the extent of community members’ input — whether by committee, emails, focus groups or surveys.

There was debate too about whether the review would be “holistic” and include individual cases, along with the district’s compliance with legal mandates, or more narrow in scope.

Some members of the public — including students — spoke about their own experiences. Board members urged that the focus be on program effectiveness.

The BOE discussed the timing of the review, balancing the need for completion with the desire for thoroughness. Members also talked about the degree of oversight the Board would maintain throughout the process.

According to the BOE calendar, last night’s meeting was to be its final one of the school year. A date for the next one — to review the request for quotes — has not yet been set.

(Catie Campagnino contributed to this report.)

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[OPINION] “Cold, Combative, Cruel” Special Ed Situation Needs Transparent Review

Posted on June 17, 2026 | 23 comments

Andrew Goldberg is a journalist, an Emmy Award-winning documentary producer and director, and a Westport resident. Writing today as “a concerned parent and community member, not a journalist,” and stressing that “any opinions here are my own,” he says:

In 2023, I wrote an article for Newsweek about how the Westport schools tried to pay my family for silence about antisemitic bullying directed at my son. We felt the administration’s “offer” went far beyond reasonable, even requiring our 12-year-old to stay silent about the antisemitism he’d experienced.

The story was covered by MSNBC, ABC Eyewitness News, News 12 and many other outlets. The head of the Anti-Defamation League called Westport school’s actions “disgusting.” The experience was traumatic.

To make matters the worse, the administration and Board of Education responded to the visibility with political spin, defensive articles and posts, and personal attacks. Their effort was petulant and transparent. It was yet another painful chapter in a school system that harmed a child.

Andrew Goldberg

I am writing now because I want to draw attention to something happening that I believe represents yet another failure by our school leadership. I am talking about the treatment of too many of our most vulnerable students.

A rapidly growing community of parents of children with special education needs is being pushed to their breaking point by how Westport schools treat their kids. You may have seen articles about this. Listening to these parents describe their experiences with our administrators is heartbreaking.

The parents have eyebrow-raising concerns: questionable use of funds, inadequate training, and children’s needs being ignored, dismissed or minimized.

What’s worse are the claims of children being treated in ways that strike me — and others — as willfully cruel, if not outright abusive.

That this is happening in Westport of all places is bewildering. But these parents have hit a breaking point and are organizing. A petition has surpassed 700 signatures.

A few weeks ago, an estimated 100 parents packed a BOE meeting. At that and many other Board meetings they share the most painful and maddening stories. This has reached a critical mass.

Then there’s the seemingly endless litigation. Board of Ed budgets show that in 2019, the year before Tom Scarice started, Westport spent roughly $903,000 on special education legal fees, litigation and settlements.

Since then, that number has ballooned to $1,828,007 for 2024–2025. That’s more than a 100% increase in 6 years. This should concern everyone.

Many know from experience that confidentiality requirements and this school system go hand in hand, meaning many parents are unable to even discuss what they went through if they settled a claim with the Westport schools.

Still, you can see it in their eyes as they reflect on their children’s struggles, and how the administration provided them no relief.

Others tell us they’re terrified of retaliation by the school system – and I’d argue they should be.

I know from experience how vindictive certain people in this system can be. I was bad-mouthed by leadership when I spoke up about my son’s bullying, and at one point even spoke to an attorney about it.

If there’s one consistent message I hear from parents, it’s that they feel Westport school leadership – in particular Lee Goldstein, Tom Scarice and Mike Rizzo– act in a way they consider to be cold, non-responsive, combative and even cruel.

To be clear, this is not about the hardworking teachers who commit so much to our kids. They are to be applauded. And this is not to say some students have not benefitted from our SpEd programs – they have.

But the mere success of some doesn’t excuse the failure others. Rather, this is about our leadership, and what many consider a moral breach with our children.

A group of parents have proposed a path forward. But so far, much of what they’ve asked for has been rebuked.

Specifically, they’d like Westport’s special education department to be reviewed and audited by a legitimate third party firm, with parents actively involved in selecting that firm and helping determine the scope and details of the review.

This is not an uncommon practice for SpEd departments. Many schools, including Greenwich, have involved parents in such audits.

I asked superintendent Scarice if parents could be involved. He replied: “Parents are not participating in the selection of the consultant/vendor who will conduct the review.”

Superintendent of schools Thomas Scarice. (Photo/Dave Matlow)

I find this decision to be reckless and dismissive, and believe it will set a dangerous precedent.

Let me state clearly: There are far too many deeply concerning allegations for this audit to go on without active parental involvement. The need for not just transparency but shared decision making is paramount.

And to remove parents from the equation is a classic case of the fox guarding the henhouse. While I cannot read minds, my sense is this decision is because leadership fears what skeletons a thorough audit might reveal.

I recently saw a video of Lee Goldstein from 2018, when she addressed the school board about sexual assault (roughly the 46-48 minute mark).

She argued that some residents she spoke to felt the school board was only responding to problems with “lip service rather than addressing them,” and that the “district cares more about its image than about what was really happening.”

The next year, during her successful run for the Board of Education, she said, “Transparency and accountability are the most important values I share.” Unfortunately, many feel the same issues she raised have simply not improved on her watch.

We simply cannot stay on our current path. I am hopeful the BOE and school leadership allow for the transparency and involvement that parents are requesting –not the self-policing option it has put forward — and realize it is here to serve the students, not the other way around.

(“06880″‘s Opinion pages are open to all. Send submissions to 06880blog@gmail.com.)

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[OPINION] Accountability: Why Westport Needs An Independent Special Ed Review

Posted on June 15, 2026 | 8 comments

Michelle Vitulich — a town resident for 17 years — has a daughter who is a sophomore at Staples High, and a 7th grader with special needs at Bedford Middle School.

Michelle served for 7 years on the Special Education PTA, and 4 years on the executive board of the Greens Farms Elementary School PTA. She writes:

The foundation of any successful school system is trust. When families in our community feel that their concerns are dismissed or that the system is failing to support their children, that trust is broken. For many families in Westport, the current approach to our special education program has led to this exact erosion of confidence.

We are at a critical juncture. There is a widespread call for a comprehensive, truly independent review of our special education system — not just an internal administrative assessment, but a deep, objective analysis of the entire program.

When the same administrators responsible for managing the Special Education Department are also in charge of selecting the firm to evaluate it, we face a fundamental conflict of interest. A system cannot objectively audit its own performance.

The current process risks being perceived as a way to shield the district from meaningful oversight rather than a genuine effort to improve student outcomes. History shows that when districts “police themselves,” recurring patterns of non-compliance—such as missed services, staffing shortages, and barriers to inclusion—go unchecked.

To restore community trust and ensure the best outcomes for our students, we need a review that is:

  • Independent: The Board of Education, not the district administration, must select the consulting firm and define the scope of the evaluation. This ensures that the findings are unbiased and driven solely by facts.
  • Comprehensive: It should include a review of student safety protocols, adherence to state and federal mandates, inclusion practices, and fiscal responsibility. It should look at the “real-world” experience of our families, not just internal paperwork.
  • Inclusive: Meaningful parent and stakeholder involvement is not a threat to the process; it is essential to its credibility. Families, staff, and advocates possess critical insights that are necessary to understand where the gaps exist and how we can best support our students. Greenwich successfully utilized a steering committee —composed of parents, staff, and Board of Education members — to provide oversight for their entire review process.

This is about our children. Students with learning differences depend on us to ensure they are safe, understood, and provided with the support they need to reach their full potential. They cannot advocate for themselves, which places an even greater responsibility on the adults in the system to get this right.

Our Board of Education has the governance authority to change the course of this review. We urge the Board to take control, ensure transparency, and build a process that puts our students first. It is time for a system-wide review that we can all have confidence in — one that fixes what is broken, and ensures that every child in Westport has the opportunity to thrive.

A group of special education parents created this graphic. It was posted to various social media platforms. 

(“06880″‘s Opinion pages are open to all. Submissions can be sent to 06880blog@gmail.com.)

 

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[OPINION] Wynston Browne: “Staples Can Do Better For Students Like Me”

Posted on June 10, 2026 | 6 comments

Thursday night’s Board of Education meeting included a discussion of an upcoming evaluation of the Westport Public Schools’ special education program.

Several parents asked that the review be fully independent, and devoid of any financial ties to the district. They advocate for a transparent review of administration, leadership and governance of special education, overseen directly by the BOE, led by a steering committee that includes parents with lived experience, to ensure a “credible and effective” process.

One student also addressed the BOE. Staples High School senior Wynston Browne — a non-speaking student who communicates by spelling — made a strong case for systemic change in the Special Education department.

Wynston spoke about the need for genuine collaboration, individualized access, and a commitment to “presumed competence,” so all students can fully participate in the decisions that shape their education. He typed this message, shown on a screen:

I would be interested in addressing the Board. The most important idea that I would like to express is that at every PPT [Planning and Placement Team meeting] my input was ignored.

My name is Wynston Browne, and this June I will become the first non-speaking autistic student who communicates by spelling to graduate from Staples HS with a fully credited diploma.

I am proud of this accomplishment and excited to continue my education in college, pursuing the broad range of subjects that inspire and challenge me.

Wynston Browne

While I celebrate this milestone, I must also speak honestly about the barriers I faced along the way. I have always entered my PPT meetings and educational discussions with a collaborative mindset. As the first speller in my district, I was consistently willing to demonstrate my abilities to my entire educational team, from paraprofessionals to administrators and even the superintendent. My goal was never to fight the district, but to work together to create an educational experience that reflected my true abilities and learning needs.

Unfortunately, despite advocating consistently and providing clear evidence of what accommodations were necessary for me to access the curriculum successfully, most of my requests were denied or delayed, even when they required no additional staffing or financial burden.

Wynston Browne and his date, Nina Meehan, before Staples’ senior prom.

One of the greatest barriers I faced was the lack of presumed competence. My outward physical movements, due to severe apraxia, do not reflect my intellectual ability. I have repeatedly explained that presuming competence is the foundation of understanding spelling and non-speaking autism.

This became especially clear in subjects like geometry. When I was denied accommodations that supported my ocular planning challenges, my grades suffered. Yet when I demonstrated how materials could be organized in a way my brain could process, my grades became As. That success was not accidental. It was evidence that individualized access works.

Next week, Wynston Browne will become the first non-speaking autistic student who communicates by spelling to graduate from Staples. 

I experienced similar challenges in Spanish. Although I demonstrated fluency, I was placed in a B level class and denied access to a Spanish-speaking Communication and Regulation Partner (CRP). This left me feeling underestimated, dismissed, and intellectually stifled.

A CRP is not simply someone supervising typing. It is a partnership built on trust, rhythm, and skilled inquiry. Like ballroom dancing, success depends on being in sync. The way questions are asked directly impacts my ability to access and express higher level thinking. I do not struggle with intelligence! I struggle with motor planning and access to proper communication support.

When I am not challenged appropriately, “doing busy work” or placed in classes that aren’t reflective of my true abilities, I become fatigued which causes dysregulation. So being underestimated does not support my learning; it limits it.

Three years ago, Wynton Browne starred in a movie, “Presumed Incompetent,” about his journey. He holds a film poster with his parents, David Browne and Lynda Kommel-Browne.

My hope is that Staples HS will do better! That Staples HS will reflect on my experiences and make the necessary changes that benefit all students. Students like me deserve collaboration, individualized access, and educational decisions guided by demonstrated ability rather than disability stereotypes or outward appearance.

These supports are not special treatment. They are necessary steps toward an equitable education and toward schools to recognize and nurture the competence already present within every student. After all, it is our civil rights.

“06880” has chronicled Wynston and his journey several times. To read 2 stories, click here, and click here. For a short film starring Wynston, click here. (The password is Chance.) For a movie about the spelling movement, click here. In 2023 — shortly after he began using a spelling device — Wynston was a guest on our “06880” podcast. Click here to see (and note: His communication skills have increased dramatically since then).

Wynston Browne, with (left) his Communication & Regulation Partner Elisa Feinman, and Mayim Bialik, star of “Big Bang Theory.” She hosted Wynston and his parents at her Los Angeles home, when Wynston filmed “Days of Our Lives.” She invited him onto her “Breakdown” podcast. 

 

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[OPINION] Special Ed: We Can Do Better Together

Posted on June 8, 2026 | 19 comments

Namhee Stokvis is the mother of 2 children. She moved to Westport 2 years ago from New Jersey, in large part because of the school’s special education program. She writes:   

My son is 11 years old, and requires round-the-clock support. He is greatly impacted by the adults who guide him.

Since he entered public education at age 3, his communication, socialization and learning skills declined significantly. At age 5, within just 2 months he came home with 2 ripped jackets, a torn backpack, and tears in his eyes.

We raised concerns, offered strategies, and asked for collaboration. Instead, we were dismissed or minimized. The dominant tone was, “You are a hot parent” (their actual language), “and we are the experts who know better.”

Namhee Stokvis

In 2021, without our agreement, the district moved our son to a different classroom and changed his program. When we discovered this, the response was simply “exercise your rights,” a phrase that made clear nothing would change unless we pursued legal action.

We were frightened and confused. We had worked collaboratively through COVID, and believed partnership was possible. But from that moment on, what we encountered was nonchalance, ignorance and deception.

We met other parents experiencing similar problems, but most were too afraid to confront the district directly. They feared retribution. They kept their struggles private. We felt completely alone. Every day became painful and unbearable.

We began searching for a better place — somewhere our son could be safe and supported. After years of comparing districts, we chose Westport. We sold our home, and left everything we had built.

When we arrived in the summer of 2024, the district contacted us within days. We took that as a good sign.

And when we met our son’s new child study team, we felt something we had not felt in years: relief. Every teacher, therapist, paraprofessional and administrator treated our son with care and professionalism.

For the first time in a long time, my husband and I could focus on our work without worrying whether our son was safe or respected. He adjusted quickly, something that surprised us given his history. Our gratitude for Westport grew with each passing month.

But as we approached the one year mark, my worries returned.

Once my son’s adjustment and well-being were established, I began advocating for his education. I noticed that most decisions were already made before I entered the room. My role was often to be informed, not to make decisions.

When I requested an expert observation, it was denied. When I asked to observe my son myself, I was allowed 30 minutes in an isolated room — nowhere near the environment where he learns, plays and struggles.

I found myself worrying: If I advocate more strongly, will we still be treated collaboratively? If I raise concerns about the academic program, will I be ignored or misled? Will the same patterns that traumatized us in New Jersey repeat themselves here?

I am too afraid to test that boundary.

This year, during a community discussion at the Westport Library, I met parents who described the exact problems I experienced in New Jersey: ignorance, defensiveness, and dismissive narratives about families who speak up.

Narratives like “those parents are crazy,” “we are perfectly professional,” and “sue us if you don’t like it.”

It feels like the nightmare is returning. Sleepless nights, financial strain, and the emotional toll of simply trying to do right by my child.

I ran from New Jersey, believing Westport would be a safe place. Are we safe here?

Screenshot from Westport Public Schools’ special education page.

When a district denies and minimizes issues to avoid accountability, we lose our space to have honest conversations. And when parents are pushed toward legal battles, we are at an inherent disadvantage.

No parent has more financial power than a school district (unless you are Elon Musk or Jeff Bezos). And even when parents “win,” children still lose. The critical time for intervention passes. Opportunities to learn and grow disappear while we fight.

So, what are we doing?

A story last month on “06880” (“Special Ed: Solicit Feedback; Prioritize Student Progress Over Legal Proceedings“) shows that Westport’s legal expenditures in special education far exceed those of surrounding towns.

That alarms us. It suggests that problems are being handled through conflict rather than collaboration, consuming time and resources that should be utilized for our children.

Some parents are scared. Others are already suffering, just as I once was.

We chose Westport because we believed it is a better place for our family. And in so many ways, it truly is. The dedication of teachers and professionals here is extraordinary. I bow to their daily devotion. The richness of this town, its food, art, music and people, has made us feel welcomed and grateful.

But we can do better in how we handle conflicts and communications in special education.

When we improve the way we resolve disagreements, everyone benefits.

Students gain stronger outcomes. Teachers feel supported and confident. The district’s reputation grows. And children who rely on us the most receive the timely interventions and education they desperately need.

This is not about blaming. It is about responsibility and courage. It is about refusing to let fear, defensiveness, or bureaucracy stand in the way of our children’s future.

Let’s do better together.

(Our “Opinion” page is open to all readers. Email submissions to 06880blog@gmail.com. To make a tax-deductible contribution to this hyper-local blog, click here.)

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Roundup: RTM, BOE, WTF …

Posted on May 23, 2026 | 4 comments

The next Representative Town Meeting (RTM) agenda (June 2, 7:30 p.m., Town Hall auditorium) includes:

  • Approving $80,890 for over-budget railroad station snow removal
  • Approving $135,000 for unanticipated town attorney legal fees
  • Approving $931,225 for storm-related Department of Public Works expenses
  • Approving $1,394,071 to renovate the Staples High School tennis courts
  • Approving $200,000 to support the Wakeman Town Farm barn project (see below).

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A video recording of Wednesday’s Board of Education meeting, concerning an upcoming review of special education, is now available online. Click here to see.

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Wakeman Town Farm celebrated Drinking With Chickens Day Thursday night, with — appropriately — a chance for guests to meet, greet, and cuddle with some of them.

Food and drinks were served. Fortunately, chicken was not on the menu.

WTF staff and volunteers were in a great mood. The night before, the Board of Finance approved $200,000 to help replace a dilapidated barn. Wakeman Town Farm raised an additional $400,000 for the effort.

Wakeman Town Farm educator Chryse Terrill (holding a chicken, and wearing a chicken dress) and WTF supporter Alison Milwe Grace, at Thursday’s “Drinking With Chickens” event.

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On Thursday night, the lights went out at New York’s Ed Sullivan Theater. The final taping of “The Late Show with Stephen Colbert” was bathed in history — including an appearance by Paul McCartney, 62 years after the Beatles first appeared on the same stage.

Westport Country Playhouse artistic director Mark Shanahan once appeared there too.

Some years ago, he auditioned for, and was chosen to do, comedy sketches on “Late Night with David Letterman.” Here’s one:

Today, Mark says, “I remember standing on the stage thinking: This is where The Beatles played!”

Sadly, Colbert did not mention Shanahan’s connection to the iconic stage.

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From the Department of Don’t Believe Everything You Read:

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The 21st Century Dads Foundation supports fathers raising children with special needs.

On June 12 (Senior Center, 6 p.m.), Westport hosts a stop on their Special Fathers Network US tour.

Hosted by the Westport Commission on People with Disabilities, the free event allows fathers, mothers, caregivers and neighbors to come together, share experiences, and learn about local and national resources. Attendees will also receive a complimentary book.

“Dads Raising Children with Special Needs & Disabilities: A Guide for 21st Century Dads” by David Hirsch, founder of the 21st Century Dads Foundation, offers practical guidance and real-world perspective from fathers on similar journeys.

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“Out of Exile: The Photography of Fred Stein” — an award-winning documentary tracing the life and work of Fred Stein, including how his images survived as the Nazi threat forced him into exile — is set for the Westport Library on June 10 (6:30 p.m.).

The film also tells the story of Stein’s son Peter, who brought his father’s work back from obscurity after his death.

Following the screening, director Peter Stein will participate in a talkback.

The event is a fundraiser for the Alzhiemer’s walk at Sherwood Island on October 25. Click here for tickets, and more information.

Fred Stein’s photography.

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Women: feeling burned out?

Help is near. A free “Burnout Recovery Workshop for Women” takes place June 10 (6:30 p.m., TAP Strength).

It includes:

  • An informational session on burnout recovery and nervous system regulation, led by NeuroMind co-founders Chelsea Elkind and Lauren Rosenblum
  • A guided meditation led NeuroMind OT Lexi Hunn
  • A light stretch session led by TAP Strength owner Lauren Leppla
  • A community-building and connection talk with Fit4Mom Fairfield’s owner, Christine Gifis

Click here for more information, and to register.

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Westonite Chris Fuller’s “Cheese Fries & Chili Dips” — a moving and hilarious 2-person cabaret-style show — comes to the Westport Woman’s Club on June 12 (5:30 p.m. reception, 6:30 show; talkback immediately after, with mental health experts).

The production follows Chris as he chases his lifelong dream of playing on the PGA Tour while navigating the challenges of bipolar disorder, and the nonstop commentary inside his own head.

Tickets are $25. Proceeds help fund the WWC’s many philanthropic projects. Click here to purchase, and for more information.

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The “thread” that textiles weave through America comes alive at the Weston History & Cultural Center on June 6 (2 p.m.).

Margaret Liljedahl presents over 300 years of weaving arts, including its pivotal role in American homes, and significance in our early economy. Click here for tickets, and more information.

History also comes alive there on Sundays, from now through August. From 1 to 4 p.m., visitors can enjoy hands-on activities, immersive exhibits, guided tours and outdoor sculpture walks. Click here for details.

Margaret Liljedahl weaves at the Weston History & Culture Center.

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In today’s “Westport … Naturally” feature, Jonathan Alloy offers “the 4 types of classical column capitals, from ancient Greece to Westport: Ionic, Doric, Corinthian and House Finch.”

(Photo/Jonathan Alloy)

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And finally … in honor of the Ed Sullivan Theater, and its long history including the Beatles, Stephen Colbert and Mark Shanahan (story above):

(“06880” is where Westport meets the world — and where you never know what will pop up in this Roundup. We rely on reader support, so please click here to make a tax-deductible donation. Thank you!)

 

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Special Ed Parents Urge “Objective, Transparent” Review

Posted on May 21, 2026 | 15 comments

[UPDATE: A video recording of Wednesday’s Board of Education meeting, which discussed an upcoming review of special education, is now available online. Click here to see.]

Nearly 100 parents filled a Staples High School library classroom last night, for the Board of Education’s community conversation on special education.

Speaking respectfully but passionately, they urged the Board to conduct a “thorough, objective, independent and transparent” review of the entire special ed. program — and then follow through with accountability.

All 7 Board members, and superintendent of schools Thomas Scarice, took notes, and asked several clarifying questions. Board chair Lee Goldstein said their job last night was to listen to the public.

Board of Education members (from left) Stephen Shackelford, Jill Dillon, Andy Frankel, Neil Phillips, Dorie Hordon, Abby Tolan and chair Lee Goldstein, and superintendent of schools Thomas Scarice.

Assistant superintendent of pupil personnel services Michael Rizzo, who oversees special education, was there too. His acknowledgment that the last district survey of special education families took place in 2009 drew a strong reaction from several speakers.

A 2017 review by CES — an organization that provides services to the district — was not an independent review, but looked only at the administrative structure, parents said.

They also questioned how many of CES’ 9 recommendations had been followed up on.

Several parents offered names of groups that could conduct a comprehensive review, involving all stakeholders.

Speakers also requested “transparency” around issues like the number of out-of-district placements for special education students, the amount of money paid to settle lawsuits, and the number of non-disclosure agreements signed.

There was discussion too of how well Westport special ed. students perform on standardized tests compared with their peers in regular education classes, as well as against special ed. students in comparable school districts.

Several parents praised their children’s excellent experiences in Westport, particularly Stepping Stones Pre-School. Others noted difficulties, including PPTs (Planning and Placement Team meetings), access to programs and facilities, and a lack of responsiveness from administrators.

The final speaker, Rosie Jon, drew sustained applause when she said, “No family should feel forced to leave the district because their needs are not being met.

“The Board of Ed is capable of leading change. They can be a hand reaching out to every child.

“We need an independent consultant to look into whether students, families and staff feel safe physically and emotionally working together, free from retaliation.

“At the center of everything is the child. We should all look at each child and ask, ‘How can we help? How can we work together?’ You can choose the right consultant to run this review.”

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Posted in Education, Local politics

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SELF Help: Navigating The Complex Special Ed System

Posted on May 14, 2026 | 2 comments

Navigating the public school special education system is hard.

Despite federal laws ensuring that children with disabilities receive a free appropriate public education tailored to their needs, gaining access to those services can be long, arduous — and costly.

And that’s for families with the time, resources and financial ability to do so.

Jennifer Kanfer

During nearly 20 years in Westport, Jennifer Kanfer learned how to advocate for her child with a learning disability. Many other parents here do too.

But as she navigated the complex system, she wondered about parents who don’t live in an affluent suburb. How could they advocate for their children?

Since 2018, they’ve had help.

The Special Education Legal Fund (SELF) was founded by 2 mothers who wanted to level the playing field for families without the resources they were fortunate to have.

It began by distributing grants to attorneys, who represented parents in meetings and negotiations with school administrators — and, if needed, in litigation that followed.

The grants — first $5,000, now $6,000 — still represented less than what those lawyers would normally charge. SELF works with over 2 dozen attorneys throughout Connecticut (and a few in Westchester County), all with special education experience.

Over the years, they’ve served well over 200 families. All must earn incomes no higher than 300% above the state poverty level.

SELF soon added another service. Specially trained advocates (without law degrees) help families understand the special ed. process, and represent them during Planning and Placement Team (PPT) and other meetings with school officials.

Kanfer trained to become an advocate — and is a staunch one.

The third program involves Laura Sullivan. The full-time attorney — a special ed expert — assists the “most vulnerable” families: those earning no more than 125% over the state poverty level. For a family of 4, that’s about $41,000.

“As costs of special education rise, and there is more pressure to reduce the number and amount of services, districts become more adversarial,” SELF executive director Stephanie Bilenker notes.

“But with advocates and attorneys, districts sit up straighter. They take families more seriously. They listen more to their concerns.

SELF website screenshot.

“I know districts are under pressure to rein in costs,” Kanfer acknowledges. “But families need help.”

SELF provides it.

And not just in English. The website offers information in Spanish, Portuguese, Arabic, Mandarin, Creole, Polish and French.

“When there’s a grant, and it leads to securing an outcome, that’s amazing,” she adds.

“We’ve seen kids get special ed services, and go on to good colleges. One intervention made all the difference in their lives.”

BY THE NUMBERS:

  • SELF has provided over 7,200 hours of legal service; given more than $1.3 million grants; obtained over $15 million in educational improvements, and worked with 70-plus school districts.
  • 49% of SELF families live below the poverty line; 29% speak English as a second language; 61% are led by single parents.
  • 54% of SELF students are of color; 32% are autistic; 22% are diagnosed with ADD/ADHD; 19% are dyslexic.

To learn more about the Special Education Legal Fund — including statistics, how to access webinars and how to donate — click here.

(“06880” regularly covers education issues — and publishes profiles of Westporters doing interesting, important work. If you appreciate stories like these, please click here to support this blog. Thank you!)

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[OPINION] Special Ed: Solicit Feedback; Prioritize Student Progress Over Legal Proceedings

Posted on May 4, 2026 | 19 comments

Last month, the Board of Education began discussing a system-wide evaluation of Westport’s special education program.

Michelle Vitulich — a town resident for 17 years — has a daughter who is a sophomore at Staples High, and a 7th grader with special needs at Bedford Middle School.

Michelle served for 7 years on the Special Education PTA, and 4 years on the executive board of the Greens Farms Elementary School PTA. She writes:

Financial data from Westport Public Schools reveals a significant allocation of resources toward legal fees and litigation within the special education department.

With annual costs for legal services and settlements approaching $2 million, pushing outplacement tuition expenditures to exceed $6 million in 2025 (as published by the Connecticut State Department of Education), the fiscal sustainability of the current strategy should be under increased scrutiny.

 

This trend echoes challenges documented nearly 2 decades ago regarding parent struggles to secure a Free and Appropriate Public Education. However, the current financial implications for the district have escalated substantially.

(A 2005 New York Times story, headlined “Amid Affluence, A Struggle Over Education,” described Westport BOE meetings “exploding into shouting matches over what services children are entitled to under federal law and parents spending thousands of dollars on appeals to force the school district to provide those services for their children.”

(It notes that Westport spent over $2 million on legal fees and settlement costs in the previous 6 years fighting parents’ complaints “that special education students get short shrift. The parents say they have no choice: the district, one of the state’s most affluent, is fighting just as hard to hold the line on skyrocketing special education costs.” Click here for the full Times story.)

A comparative analysis with New Canaan, a district with a similar demographic profile, highlights a stark disparity in resource management.

The per-student cost of special education legal fees in Westport is 245% higher than in New Canaan, where a more collaborative approach is utilized.

Despite this high expenditure on legal matters, student outcomes do not reflect a corresponding benefit. Data from the state Department of Education regarding the Achievement Gap — a metric measuring the disparity between high needs and non-high needs students — shows that Westport has a gap nearly twice as large as New Canaan across English Language Arts, Math, and Science over the last 4 school years.

These metrics suggest that the current in-district programming and support systems may not effectively meet the needs of students with disabilities.

The data underscores parent concerns regarding whether students are receiving the legally mandated support necessary to make meaningful academic progress.

The continued reliance on a high-conflict legal strategy appears to divert valuable resources away from direct student services, without yielding superior educational results.

To address these systemic challenges, it is imperative to conduct the independent, unbiased review of special education that the Board of Education has requested.

to ensure total objectivity, this review must be carried out by a reputable consultancy with no prior financial ties to the district.

The process should prioritize gathering stakeholder feedback, including perspectives from parents who have navigated litigation and from staff members who can provide insight into internal operational hurdles.

Identifying the root causes of these inefficiencies is the first step toward shifting the district’s focus from litigation to the development of a high quality, inclusive special education program.

By reallocating the funds currently consumed by legal disputes into student-centered investment, Westport Public Schools has the opportunity to build a special education program that prioritizes student progress and fiscal responsibility over adversarial proceedings.

Screenshot from the Westport Public Schools’ special education page.

(“06880″‘s Opinion pages are open to all. Please send submission to 06880blog@gmail.com. To support your hyper-local blog with a tax-deductible donation, please click here.

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Remembering Deborah Green

Posted on April 27, 2026 | 1 comment

Deborah Green — a Staples High School special education teacher for over 30 years, who in retirement continued making an impact through volunteer efforts with the Mercy Learning Center and A Better Chance of Westport — died Friday, after a brief illness. She was 84.

A 1959 graduate of White Plains High School in 1959, and Mt. Holyoke College in 1963, she later earned a master’s in education from New York University, and a certificate in special education from Fairfield University.

Deborah began her professional career as an editor in the Psychology Department at the National Institute of Health in Washington. After relocating to Westport, she married Edwin Green.

She began her teaching career at Vitam in Norwalk, working with students with substance abuse issues. She then moved to Staples, teaching special education for over 3 decades.

Deborah Green

Deborah’s post-retirement volunteer work at Mercy Learning Center in Bridgeport included teaching immigrant women studying for their GEDs.

She was also very proud of her work with A Better Chance of Westport, which provides educational opportunities to academically gifted and highly motivated young men of color, as well as Norwalk Grassroots Tennis and Education, a non-profit organization that provides tennis and academic support to underserved youth.

Her obituary calls Deborah “caring, adventurous, thoughtful, liberal, supportive, and generous. She truly immersed herself in the community of Westport, fostering many wonderful friendships through her participation in tennis, book clubs, knitting circles and volunteering.”

She was a frequent patron of the arts, spending free time at Lincoln Center to watch orchestra, opera and ballet performances, and at art museums.

She is survived by her husband of 15 years, Lawrence Hirsch; daughter Katherine (Paul) Curtin of Rowayton; step-son, William (Linda) Green of Telluride, Colorado; step-daughter Theresa (Ettore) Cosentini of Uzzano, Italy; grandchildren Emma, Julia, Quinn, Tessa, Amelia, Sophia and Matteo, and step-grandchildren Anna, Henry, and Jillian.

She is also survived by Lawrence’s children: Neil (Molly) Hisch of Ridgefield, and Michelle (John) Arnold of Noank.

She was predeceased by her brothers, Steven Gross and Jeffrey Gross, her husband Edwin Green, and granddaughter Annie Curtin.

A celebration of life will be held at Abraham L. Green & Son Funeral Home in Fairfield, on Friday, May 15 at 11:00 am.

In lieu of flowers, donations may be made to Planned Parenthood of Southern New England, 345 Whitney Ave. New Haven, CT 06511; Mercy Learning Center, 637 Park Avenue, Bridgeport, CT, 06604, or Connecticut Public Broadcasting, 1049 Asylum Avenue, Hartford, CT 06105.

 

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