School psychologist urges clearer special‑education protocols and attention to English‑learner assessments

Several participants called for consistent, district‑wide protocols for special education evaluations, meetings and Individualized Education Program (IEP) implementation, and urged the advisory team to include those protocols among recommended action steps.

Evelyn Abbott Salazar, a school psychologist who said this is her first year in Holyoke Public Schools, noted that poor standardized test scores contributed to the district’s receivership designation and cautioned that English‑language learner status can depress assessment results. Salazar said, “if you don't know the English language, of course, you're going to score poorly on standardized assessments,” and asked the committee to ensure the district does not penalize students for language barriers.

Later in the meeting Salazar asked for “actionable protocols for special education legal processes” so that evaluations, meetings and procedures are conducted consistently across schools. She said differences in how individual schools handle special education processes can lead to confusion when staff cover cases across sites and can open opportunities for miscommunication.

Students and parents raised concerns about how IEP accommodations are followed in classrooms and asked for more representation and oversight to make sure teachers and staff check and implement documented supports. One student with an IEP described repeated experiences where teacher notes were not followed and urged stronger systems of accountability and feedback.

Organizers said the advisory report will collect these points; participants asked that the report include specific, actionable protocol recommendations for evaluations, meeting timelines and staff training so the district can ensure consistent special education practice.