CPAC: Parents report spotty special-education communication; call for clearer eligibility and consistent services

Melissa Mackey, chair of the Westford Special Education Parent Advisory Council (CPAC), presented the council’s annual parent/caregiver survey to the Westford School Committee on June 9, saying the survey seeks family feedback about how the district supports students with disabilities.

The CPAC survey, run March 18–April 4 via Google Forms, drew fewer responses than prior years. Of respondents, 88% were families of Westford Public Schools students; 80% had children on individualized education programs (IEPs) and 12% reported 504 plans. The CPAC reported a roughly 2.5% response rate relative to district special-education caseloads.

Why it matters: The CPAC told the committee that communication gaps and perceived inconsistency across schools are driving parent concerns and that those gaps can leave families unsure how to request services or whether they are missing supports.

Survey findings

- Communication: 40% of respondents said communication about student progress was “just right,” while 33% said teachers or staff rarely or never communicate unless the parent asks. Over the past five years the CPAC said the portion reporting “just right” has dipped slightly while “rarely/never unless I ask” climbed.

- Comfort raising concerns: 64% said they felt comfortable voicing concerns; 23% said they were somewhat or very uncomfortable. Written comments cited parents feeling dismissed, fearing retaliation, and encountering inconsistent follow‑through from staff.

- Knowledge of special-education process: 63% reported comfort with their knowledge of the process; 29% were somewhat or very uncomfortable. Parents described the system’s terminology as a barrier and said they sometimes felt they needed an advocate to secure services.

CPAC recommendations

Melissa Mackey said the CPAC aligned its recommendations with findings from the district’s equity audit. The council’s six priority recommendations included:

- Strengthen communication about Universal Design for Learning (UDL) and Multi-Tiered System of Supports (MTSS) so families can better distinguish general-education supports from special-education services. - Ensure greater consistency across schools in how supports are implemented to avoid disparities in access. - Clarify entry and exit criteria for IEPs and specialized programs so families understand why a child does or does not qualify. - Prioritize push-in supports before pullouts to improve inclusion and outcomes. - Give educators planning time to support meaningful co-teaching and inclusion. - Re-examine middle-school scheduling that may limit access to programs such as foreign language for some students receiving academic support.

CPAC also recommended expanding school liaisons, “basic rights” workshops that explain parents’ legal protections, and more outreach to increase CPAC membership.

School committee response and follow-up

Committee members acknowledged the lower response rate and discussed outreach strategies, including leveraging district email lists tied to IEP/504 records and using school newsletters for wider distribution. Several members praised connecting CPAC recommendations to the equity audit and asked administration for follow-up about implementing CPAC suggestions and measuring progress.

The CPAC said it will continue annual surveying, host workshops, and work with district staff to develop school-level liaisons and parent education offerings.

Ending: CPAC leaders asked the committee to consider the recommendations as part of ongoing equity and special-education planning and to track progress at future meetings.