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Parents and advocates urge overhaul of Malden special education services at school committee meeting
Summary
Several parents and advocates testified at the March 2 Malden School Committee meeting that the district’s special education practices have systematically failed some students, describing predetermination of services, removal of supports without consent, repeated noncompliance and lengthy delays for out-of-district placements.
MALDEN — At the March 2 Malden School Committee meeting, multiple parents and caregivers used the public-comment period to allege systemic failures in the district’s special education services and to urge a comprehensive review and overhaul.
The first speaker, special education teacher and parent Molly Maxwell of 30 Wheeler Street, said her kindergarten son at the Lynen School was moved out of full inclusion without data or signed consent and that district staff “predetermined” the change rather than making a team-based, data-driven decision. Maxwell said the team ignored an independent observation and a letter from the child’s developmental pediatrician and alleged that administrators “actively hid and misrepresented other district programming.” “I am advocating for an overhaul of our special education department to one that follows legal procedures, avoids predetermination, and treats parents as equal members of a team and with respect,” Maxwell said.
Lonnie Little John of 127 Emerald Street described repeated compliance problems at the high school, saying a learning-assistance class that previously qualified for an educational support professional (ESP) now again lacks one despite meeting the staffing threshold. “How many other students over the years have had their legally binding services out of compliance?” he asked, calling the issue “recurring” over 14 years.
Michelle Cox, who said her son is blind and nonverbal with complex needs and placed out of district, described months-long delays and a mediation process that forced her to hire an advocate at personal expense. She said the process cost her her job and left her fearful for her child’s safety. “Parents deserve professionalism and respect. We can and must do better,” Cox said.
Other commenters shared related concerns about staff turnover, missing therapists, and inconsistent communication. Several parents said they had to pay advocates to get timely, appropriate placements and services.
Superintendent Sipple and other district officials acknowledged the testimony and told the committee they are conducting both an external program review with a consultant and an internal compliance review. The district said Empower Ed will visit classrooms, hold focus groups, review case files and produce a synthesis report with recommendations, and district staff are compiling IEP timelines, service grids and evaluation records to support the review. The superintendent said the consultant’s recommendations are expected by April 1.
Committee members pressed administrators to ensure parents can participate in the review and to consider immediate ways to gather feedback on IEP meetings; members suggested anonymous post-meeting surveys or QR-code feedback forms to capture parents’ experiences soon after team meetings. Several members also said staff and program managers should be observed and supported.
The committee did not take formal action on the public comments during the meeting; members said they would follow up through the planned program review and through outreach to the families who spoke.
