WPS School Year Check-in: What Families Should Know by December and How to Get Help if Needed

The kids have settled into a routine at WPS. Thanksgiving Break just ended the first stretch of the school year, and What’s Up Worcester hopes all the kids started off strong. If not (or even if so), WUW has compiled some resources and special education information for parents as families go into the rest of the 25-26 school year.

Thanksgiving Break allows a unique opportunity to see how Worcester Public Schools are serving our youth. There are likely new readers and burgeoning student athletes in our midst! Parents have posted photos on social media and hung Trimester 1 report cards on our fridges. Kids have come home with art projects, homework assignments, iPads, new friends and lots of tea!

“The Tea” is where parents are most likely to get the best read on students’ social and emotional adjustment to the first stretch of the WPS 25-26 school year. Parents may hear: who is dating who; a teacher’s favorite color; which subjects are challenging, etc, etc. Between the lines and in body language, parents can often get a read on how their kids feel about school and peers. This information is as important as test results because it relates to their sense of security and well-being at school.

While grades and test scores give a glimpse at student success and life at WPS, they are only a part of the story. There are dozens of factors beyond intelligence that impact test scores. For example, a child who is being bullied may not perform well because they are under stress or a child with ADHD may not be able to sit still for the duration of a standardized test. So honing in on the messages children are giving verbally and non-verbally while they are home on the first school break of the year is a helpful way to check the temp of the schools’ impact socially and emotionally thus far.

Free, fair and safe public school education is a right. If parents have concerns about students, educators or schools, Worcester Public Schools have support systems and programs in. Sometimes it can be hard to know who to contact or how address the full range of tea our children spill or address behaviors we see over school break. What’s Up Worcester wants to help by helping the public access information about schools and supporting school-to-home connection. We did our research and reached out to WPS Chief Communications Officer Dan O’Brien to ensure we have our facts straight.

Something for all parents to remember is that children have settled into a school routine by Thanksgiving break and are active participants in school culture and climate, so they may actually be the best ones to ask, “Who do I contact about your grades? The death in the family? Conflicts?” Most children know their school leadership and the bullying and safety policies by the end of the fall, because they are reviewed regularly in school.

Thanksgiving Break was a parents opportunity to chat with and observe their kiddos when they would normally be on school hours. Being able to assess their progress and experience so far can help parents guide their children into the rest of the school year. Find below some tools for finding resources and information based on the kind of tea kiddos “spilled.” If children need extra help, Dr. Tammy Murray, Director of Special Education has given What’s Up Worcester helpful information.

To begin, generally, by this time, all parents should know the following (all available publicly online):

• Parents and students (grades 7-12) have signed off on the school handbook which includes all policies and information related to conduct, safety, educational standards, accessibility, grievances, etc. The handbook can be found on the school website, WooEdu and Parent Square in many languages. Consulting the handbook is a great first step to problem solving and addressing concerns.
• Parents had an opportunity to visit the school and meet the leadership and educators at Know Your School nights in September and October (and for parent teacher conferences). Parents can contact their child’s teacher, vice principal, principal, guidance staff or nurse with questions or concerns.
• Parents and educators have Parent Square notification and communication system, WooEdu and the WPS website at their disposal to get information, enroll a student, see reports and announcements and find the answers to most questions. Specific concerns are addressed under different tabs on the extensive website.
• Bullying is strictly prohibited and can even be reported anonymously by anyone at 508-799-3116, however parents should contact the school leadership, if possible.
• Children are engaging in a rigourous Mass Core curriculum, receiving Health and Wellness education, have opportunities for extracurricular and in-school enjoyable activities, and receive meals at school. If parents feel needs aren’t being met, they should reach out to the teacher or principal.
• Parents can be involved in: Each school’s PTO, Volunteer opportunities (with CORI check), Individual school social media pages, and the Citywide Parent Planning and Advisory Council (CPPAC). These may be spaces to connect with other parents with concernsa and questions.
• School Committee Meetings are scheduled for the year and open to public listening, however, they are not a space to air grievances as the meetings are concerned with legislation and policy for WPS.

Overview of Special Education Services at WPS: Q&A with Dr Tammy Murray

If concerns for a child are above what a parent feels is normal, WPS says they will work with every student and has a variety of special education programs and tools parents can request or access. Dan O’brien sent our questions to Dr. Tammy Murray, Director of Special Education who answered promptly and throughly as below. What’s Up Worcester hopes the public finds this overview of special education services and access points helpful.

Q. How does one access Special Education services at WPS? Should they start investigating before the Kindergarten screening? Is there outreach to pre-kindergarten-aged children to identify kids who could benefit from special education services?

A. Families may request a Special Education evaluation at any time if they suspect a child has a
disability affecting learning. While Kindergarten screening is a standard entry point, early referral
is encouraged if concerns arise. Earlier this month, we updated the WPS website with these pages: Early Childhood Assessment Overview; and Early Childhood Assessment Process. Depending on a child’s age and circumstances, there are different options available.

Through Child Find, the district, in collaboration with several community partners, communicates
with families about opportunities for developmental and educational screening before
Kindergarten. This outreach helps identify children who may benefit from early intervention or
Special Education services. Early intervention programs are available for eligible children ages
0-3, providing targeted supports before formal school entry.

Q. What kind of documentation is needed to enroll? Does a parent need to apply for services or are decisions based on the general K screening process?

The Enrollment page of the WPS website lists all the required documents parents need to enroll
their child in school. If a parent/caregiver knows or suspects their preschool- or
kindergarten-aged child has a disability, they should contact the Special Education Department
and request an assessment — either through the form of an initial screening or an evaluation.

Please view the Early Childhood Assessment Process web page for specific details on different
scenarios and how to best contact the Special Education Department. If a child is older and
moving into WPS from another school district and already has an Individualized Education Plan
(IEP), the parent/caregiver will need to upload the IEP through the online enrollment form or
bring it to the Parent Information Center if enrolling through an in-person appointment.

Q. When moving to Worcester, what outcomes can a family expect from engagement with one of the many programs? How can they contact you? Are interpreters or materials available for English Learners or non-English speaking families?

In the context of special education, we have an active Special Education Parent Advisory
Council (SEPAC) that is parent-run to share important resources and information, and form a
community of parents/caregivers whose children have special needs. Meetings take place approximately once or twice a month and we have an active communication group on
ParentSquare. (Facebook)

Additionally, upon enrollment, The Parent Information Center (PIC) provides families with
school-based resources and guidance and connects them directly with the Special Education
Department. Once contacted, the Special Education team will work directly with the family to
discuss their child’s needs, program options, and next steps in the evaluation or enrollment
process. Offices such as Family and Community Engagement (FACE) also help connect families to
resources and services in the broader community, including early intervention and enrichment
opportunities.

WPS offers translation services and interpreters for non-English speaking families, and all
documents can be provided in a family’s native language. Staff are available to guide families
through program options, enrollment processes, and ongoing support, ensuring each child’s
needs are met effectively.

Families can contact the Special Education Department at 508-799-3093 or via email, and the
PIC and FACE offices can provide additional support and guidance.

Q. Are all programs for all Special education available at every school? If not will a child be referred to the proper school, or do parents need to request a certain school ie school choice?

All students have access to related services, such as Occupational Therapy (OT), Physical
Therapy (PT), and Speech and Language services, at every school. Some specialized programs, for example, our Specialized Approach to Individualized Learning (SAIL), are housed in designated “HUB” schools. These HUB schools provide students with focused support from staff with specialized training, such as Board Certified Behavior Analysts (BCBAs) and Behavior Specialists. The mission of these HUB schools is to optimize services for students while also providing targeted professional development for specialized classroom staff, ensuring that students receive the highest-quality, evidence-based instruction and support tailored to their academic, social, and emotional needs.

Through team determination, students are referred to programs that best meet their academic,
social, and emotional needs. If a student is placed in a specialized program, transportation may
be provided if the IEP team determines it is necessary. The IEP team works closely with families
to ensure each child is placed in the program and school that best supports their overall
development and success.

Q. What programs and/or core structural components of education are offered for (these) specific populations?

Spectrum Disorders:
● SAIL classroom – Autism program uses evidence-based methodologies
● Communication-focused instruction and peer interaction support
● ABA or other evidence-based interventions, where appropriate
Social, Emotional Disorders:
● Structured Therapeutic Education Program (STEP) programs and therapeutic
classrooms
● Support from behavior specialists, counseling, and social-emotional learning curricula
Illness (e.g., cancer, injury):
● Home/Hospital instruction services
● Collaboration with medical teams to ensure continuity of education
Physical Disabilities:
● Accessible classrooms and assistive technology
● Occupational and physical therapy as part of the IEP
● Adaptive physical education
Homeless Students:
● Supports under the McKinney-Vento Act
● Ensures access to education, transportation, and related services regardless of
placement.

Q. Who are the professionals my child might work with in Special Ed? Para-professionals and contracted agencies? Eg OT, PT, psychotherapists, etc.

Students may work with a variety of staff depending on needs, including:
● Teachers of Moderate or Severe Disabilities (TMSD/TMSN)
● Para-educators or instructional assistants
● Related service providers: Occupational Therapists (OT), Physical Therapists (PT),
Speech-Language Pathologists (SLP), Psychologists, Social Workers
● Counseling, behavior therapy, or other specialized support

Q. Can you give 1-2 example(s) of potential positive outcome(s) with special education services, for example, SAIL to COAST leading to supported employment or an appropriate adulthood setting, or IEP for physical or other disability?

● Transition Program: Students (ages 18-22) with intellectual or developmental disabilities
gain work experience, independent living skills, and connections to supported employment or adult service programs. This program prepares students for meaningful post-school opportunities, including competitive or supported employment, community involvement, and independent or semi-independent living.

● IEP for Physical or Other Disabilities: Students receiving specialized instruction, related
services (OT, PT, adaptive physical education), and assistive technology can achieve
greater independence and full participation in school and community activities. For
example, a student may transition successfully from a specialized classroom to a
general education setting with supports or develop the skills needed for post-secondary
education, vocational training, or adaptive work settings.

These programs and outcomes are designed to help each student reach their full potential, build
independence, and successfully transition to adulthood.

Go Forth and Learn!

What’s Up Worcester thanks WPS and Dr. Murray for providing thorough information about special services and programs avalailable to students. There are may pathways to learning and it is beneficial for parents to have the information at their fingertips to help their children. Whether it is emailing a teacher on Parent Square about a late assignment, resolving conflict or getting special assessments and services, there is a policy or procedure available to direct communication and connect parents to resources.

As always, parents can keep communication lines open with children and the schools and take opportunities such as breaks, holidays or snow days to chat or observe. This helps parents assess the challenges and take the proper routes to getting help, as outlined above. Until the holiday break… Happy learning!

Betsey Taft Kennedy, Managing Editor, What’s Up Worcester, [email protected]

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