These minutes document the Newton SEPAC Open Board Meeting held virtually on December 16, 2025. Key discussions focused on district math pathway changes in middle and high school, efforts to standardize math curriculum and strengthen MTSS supports, concerns regarding assessment methods and equitable student placement, and transition planning between elementary, middle, and high school for students with IEPs. Additional discussion addressed liaison communication, community engagement, upcoming SEPAC programming, and opportunities to improve information sharing and collaboration. Open comments highlighted parent experiences related to transition planning, professional development gaps—particularly around anti-ableism—and the need for clearer communication and inclusive practices across the district. Action items were identified to support continued advocacy, coordination, and family engagement.
Date: December 16, 2025. Location: Virtual meeting via Zoom. Time: 8:00 PM –8:45 PM
Facilitator: Sarah Riccardi-Swartz
Notes: Maka Bubashvili
Status: Draft for Review
Attendees(12)
SEPAC Board Members
- Sarah Riccardi-Swartz — Chair
- Maka Bubashvili — Secretary
- Sri Sridhar — Treasurer
- Alena Reva — Communications Chair
- Lindsay Klump — Liaison Chair
- Sahar Zaheer — Program Chair
- Jenny Klein-Sosa — Board Emerita
- Eliza Spaulding — Board Emerita]
- Chris Callanan — SEPAC Liaison, Mason-Rice
- Jordyne Wu — SEPAC Liaison, Bowen
Guests and SEPAC Liaisons
- Chris Callanan — SEPAC Liaison, Mason-Rice
- Jordyne Wu — SEPAC Liaison, Bowen
- Other Participants (2)
Attendees introduced themselves, sharing their roles and connections to SEPAC and special education, which helped establish a welcoming and supportive tone for the meeting.
Agenda Discussions
● Welcome and Introductions:
SEPAC board members and attendees joined the meeting. The Chair reviewed the evening’s agenda and introduced the focus on district updates, SEPAC coordination, and upcoming events.
● New Math Pathways – District Overview:
SEPAC shared updates from a recent district meeting attended by Superintendent Anna Nolin, Assistant Superintendent for Teaching and Learning Gina Flanagan, and Jen Shore, Head of Mathematics. District leadership provided an overview of proposed changes to math pathways at the middle and high school levels. The stated goals include strengthening supports for students who need additional assistance, expanding opportunities for students performing above grade level, and standardizing math curriculum across schools. These changes are intended for all students, not exclusively students with IEPs, and are anchored in a stronger MTSS (Massachusetts Tiered System of Support) framework.
● Curriculum Review, Funding, and Prioritization:
District representatives explained that the math curriculum review process has been ongoing for over a year and is nearing completion. Members discussed that implementing curriculum updates, expanded supports, and enrichment opportunities will require significant funding. SEPAC raised questions about budget constraints and whether the proposed changes could be delayed or scaled back if funding is insufficient. District leadership communicated that math pathway updates are considered a high priority and that efforts are underway to secure support from incoming School Committee members and the Mayor.
● Summer Programming and Extended School Year Considerations:
Discussion addressed proposed summer programming, including potential summer bridge and “jump-up” opportunities designed to support students who need remediation as well as those on the cusp of advanced placement. SEPAC members raised questions about how these programs would intersect with Extended School Year (ESY) services for students with IEPs. It was clarified that the proposed summer bridge programming is not intended to replace ESY services and would require separate funding. Members noted the need to monitor how these offerings are implemented to ensure they complement, rather than conflict with, existing IEP services.
● Assessment Practices and Placement Decisions:
SEPAC members discussed concerns regarding the district’s reliance on standardized assessments, including STAR Math, for placement decisions. Participants emphasized that standardized test data may not fully reflect student abilities, particularly for students with learning differences. Questions were raised about the role of qualitative data, educator input, and full IEP team participation in placement decisions. Members highlighted the importance of ensuring that assessment practices do not inadvertently limit access to advanced coursework or appropriate supports.
● Liaison Updates and School-Based Communication:
Liaison updates included efforts to improve communication within school communities. One liaison shared that links to School Committee recordings and materials were being included in PTO newsletters to make district information more accessible to families. Discussion also addressed follow-up conversations with PTO leadership regarding SEPAC communications and the importance of clear communication and collaboration.
● Community-Building and Liaison Engagement:
Members reflected on recent informal gatherings and social events hosted by SEPAC liaisons, noting strong attendance and positive feedback from families. There was agreement to continue hosting such gatherings on a quarterly basis to strengthen connections among parents and caregivers and to facilitate peer-to-peer support and information sharing.
● Communication Platforms and Resource Sharing:
Discussion included ideas for improving communication among liaisons and families, such as creating a centralized online repository for resources and exploring the use of a WhatsApp liaison group for timely coordination. Members also discussed leveraging pinned resources in existing Google Groups and social platforms to increase visibility of events, trainings, and community-generated materials.
● Upcoming SEPAC Events:
Sahar Zaheer (Program Chair) provided updates on upcoming programming, including:
○ December 17, 2025: Federal Shifts, Local Impact with Congressman Jake Auchincloss, to be held live via Zoom. Attendees were reminded that advance registration is required and that submitting questions ahead of time would help shape the discussion.
○ January 21, 2026: Understanding Basic Rights, an informational session focused on IEP rights, to be led by a Newton-based attorney.
● Future Programming – Transitions:
Members revisited the idea of hosting future events focused on transitions, including elementary-to-middle school, middle-to-high school, and post-high-school planning. Participants shared personal experiences highlighting challenges related to service reductions, placement decisions, and increased academic demands during transition years. Suggestions included inviting expert speakers, advocates, or hosting parent panels to share lived experiences and practical guidance.
● LOGO Review and Community Input:
Sahar Zaheer shared proposed concepts for updating the SEPAC logo, noting accessibility considerations such as readability for individuals with dyslexia and broader representation of disabilities. Members discussed gathering community feedback through a survey to inform any potential logo update.
● Follow-Up on NPS New IEP Meetings:
Members asked whether attendees had participated in recent Newton Public Schools “New IEP” meetings held in November. The group noted limited feedback to date and agreed to continue gathering community input on how those sessions were received.
Open Comment Discussions
● Professional Development and Disability Inclusion:
During open comment, participants noted that recent School Committee discussions on professional development did not explicitly reference disability inclusion. One participant observed that disability is often not clearly represented within broader DEI-focused conversations and emphasized the importance of ensuring that educator professional development includes meaningful attention to disability awareness and inclusive practices.
● Assessment, Services, and Transition Pressures:
Parents shared personal experiences related to IEP transitions, particularly from elementary to middle school, including concerns about reductions in related services and increased reliance on accommodations rather than remediation. Participants questioned whether these patterns reflect broader district trends and emphasized the need for data-informed but individualized decision-making.
● Role of Educator Understanding in Inclusion:
Comments highlighted that inclusive education depends heavily on educator knowledge, attitudes, and professional competencies. Participants noted that without adequate training, systemic biases may persist, affecting how students with disabilities are supported in general education settings.
● Coordination with Disability Advocacy Groups:
Members discussed the value of collaborating with organizations such as the Newton Commission on Disability to elevate disability inclusion within district-wide conversations about belonging, diversity, and equity.
Newton, MA SEPAC 