Special Education and Social Emotional Learning

Based on their developmental readiness, the program prioritizes acquisition of communication skills via multiple modalities, motor skills, and socialization. Staff provides therapeutic instruction and a modified curriculum that will meet the student’s individual needs. COMPASS Curriculum is designed to help our students develop the skills for activities of daily living.

The classroom provides a home base for students to feel safe; learn about their individual strengths, interests, and goals; and develop confidence and independent skills as they matriculate from grade level to grade level. In PATHWAYS, every student creates and fosters their own individual “pathway” to success!

The goal of SAIL is to support students in making a successful transition to the general education classroom, while simultaneously providing a safe space struggling with their social/emotional learning.

ROUTES @ 23 DEPOT STREET (AGES 18-22)

WA GHOSTWRITER: TODD FOSTER TO LEAD THE ROUTES PROGRAM

After over a year of planning and development, Westford Public Schools now has an in-district post-graduate special education program for students eligible for services beyond high school. 

ROUTES officially opened its doors to students in August of 2024, with a small enrollment of students led by special education teacher Todd Foster.  The program has two job coaches, Jessica Paxton and Shannon Manuel and they hope to increase staffing as student numbers increase.

This vocational transition program was created to offer 18 to 22-year-olds continued educational services beyond high school.  ROUTES has multiple opportunities for students to prepare themselves for life after graduation.  Programming is based on strengthening self-determination, developing vocational skills, and practicing daily living skills.  The program collaborates with adult services and agencies. 

Students have opportunities to get job connections, job interview preparation, and practical life skills.   The program began a weekly fitness class to help students practice healthy habits and stay physically active. They plan to partner with an adaptive fitness gym in Acton to help students not only get more physical fitness education, but also social opportunities as well.  They also partner with Best Buddies for pre-employment transition services where they work on resumes, practicing interviews, self-advocacy, self-awareness and self-determination.  Organizers also recently launched ROUTES Roasters, the ROUTES coffee shop where students can practice business and customer service skills in real-life settings. Routes Roasters opens 1-2 times per week, offering a variety of beverages with friendy customer service. 

The ROUTES program is still working on ways to grow and researching new learning opportunities for students.

TEAM

When a student is referred for a Special Education Evaluation  -- previously referred to as a "CORE" evaluation -- another team is assembled.  This team may include many members, but always consists of:

• Parent or Legal Caregiver
• Student (if older than 14)
• A General Education Teacher
• A Special Education Teacher

EVALUATION

When a comprehensive evaluation is recommended the evaluation is tailored to the referral question. The evaluation may or may not consist of the following assessments:

• Achievement
• Health
• Occupational
• Physical
• Psychological
• Speech & Language
• Vocational

OBSERVATION

Observations and work samples are also an important part of the evaluation process. Following the administration of recommended assessments, the team meets to discuss the results and determine eligibility for special education services based on an identified disability and the lack of effective progress within the general education curriculum. A team chair is always identified to facilitate a professional, respectful, and efficient meeting. This individual is obligated to:

• Follow state and federal guidelines
• Allocate necessary district funds.

If found eligible for special education services Westford has services and programs to meet the needs of a wide-range of students. Students may receive support in a variety of areas as defined by their Individualized Education Plan (IEP). Programs may include a combination of services within regular classrooms and learning centers. Collaboration among special educators, general educators, related service providers, parents and students is maintained for coordination of academic and social/emotional expectations, classroom modifications and strategies, and student progress.

PARENT NOTICE OF PROCEDURAL SAFEGUARDS

Section 504 regulations require school districts to provide a free appropriate public education (FAPE) to each qualified student with a disability, regardless of the nature or severity of the disability.

This law prohibits discrimination on the basis of disability in programs and activities that receive federal financial assistance. The law provides qualified disabled students with appropriate educational accommodations and/or services designed to meet the individual needs of the student to the same extent as the needs of students without disabilities.

Under Section 504, a student with a disability is protected against discrimination whether or not they are entitled to special education or related services. In order to be eligible for a Section 504 Accommodation Plan, a student must have a mental or physical impairment that substantially limits a major life activity and requires accommodations or modifications to provide the student with FAPE.

For parents, guardians or caretakers who believe their student may qualify under Section 504, based on a disability that substantially limits a major life function, please contact the Assistant Principal at your student’s school.

We have made a significant shift in the software we use to create, write, edit, and amend IEPs and all related documents. The shift has the district moving to Special Programs, which is the platform within PowerSchool for IEPs and 504 plans. As part of this software, the district can now send all documentation electronically. Accordingly, all documents will now be sent to you electronically through PowerSchool rather than through the USPS.

Here is some information and helpful tips about how you will receive your special education documentation and what that process will look like:

2. As you know, many documents require a signature and if a document does require a signature, please follow these instructions:

Many of you are familiar with electronic signature, but if you have ANY questions, please do not hesitate to contact your school based educational team or The Office of Special Education and Social Emotional Learning for assistance.

The district is pleased to offer this service to the community, but if you do have questions, please do not hesitate to reach out to your Academic Teams for support.

Parent Access OFFICIAL NOTICE

Westford Public Schools proudly collaborates with the

Special Education Parent Advisory Council (SEPAC). 

The SEPAC is a group of dedicated parents who, in partnership with the district, help foster an understanding, respect, and support of all students and families with special needs in Westford. Membership is open to all parents/guardians interested in Special Education. 

SEPAC Board Members 2025-2026

•  Melissa Mackey          Chair
•  Lisa Studer                   Vice Chair
•  Danielle Thompson   Secretary/Treasurer

Mission: The mission of the SEPAC is to work for understanding of, respect for, and support of all children with special needs in the community.  To that end, the SEPAC will work to:

• Promote a network of parents of children with special needs & provide a forum to share information;

• Advise the Director of Pupil Services and School Committee on operations and development of special education programs, parent & teacher training needs, and help to develop policy; 

• Promote communication between SEPAC members, local, state and national organizations, councils and groups; 

• Promote communication and programs within the community to encourage understanding, acceptance and inclusion; and

• Provide informational forums to parents, educators, students and professional

Join the Discussion! Email SepacWestford@gmail.com

Valley Collaborative