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SOMERVILLE SEPAC BUDGET ADVOCACY CAMPAIGN
FY27 BUDGET UPDATE:
School Committee Approved Added Funding
Now City Council Must Approve the Budget
On May 20, the School Committee approved an amended FY27 school budget that increases the district’s initial proposal from 7.58% to approximately 8.15% by adding $645,000 to salary/personnel funding.
The added funding is roughly equivalent to 6 positions, but it does not guarantee specific positions yet. The funding now needs to be protected as the budget moves through the City process.
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Send an email asking City Council and the Mayor to approve the School Committee-approved budget.
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SPS BUDGET UPDATE: WHAT CHANGED
On May 20, the School Committee voted to approve an amended FY27 school budget.
The district's initial FY27 budget proposal was $122,456,384, a 7.58% increase over FY26.
The School Committee amended the budget to $123,101,384 an approximately 8.15% increase over FY26. The amendment added $645,000 to salary/personnel funding.
Based on the district’s commonly used estimate of about $107,500 per teacher/interventionist FTE, that amount is roughly equivalent to 6 positions.
The budget now moves through the City process, where the Mayor and City Council must act before the FY27 budget is finalized.
7.58%
initial budget proposal increase over FY26
8.15%
School Committee-approved budget increase over FY26
WHAT THIS MEANS
This is real progress.
The School Committee recognized that the original proposal did not fully meet the documented needs students are experiencing, and members pointed to the need for more interventionists and special educators.
WHAT THIS DOES NOT MEAN
This does not guarantee specific positions yet.
The amendment added funding to the salary/personnel line. If this funding remains in the final adopted budget, the Superintendent ultimately decides how personnel dollars are deployed.
WHY THIS MATTERS: SPS’S SPECIAL EDUCATION & INTERVENTION REVIEW
Somerville Public Schools brought in empowerED School Solutions as an outside reviewer to examine K–8 special education and intervention service delivery. The March 2026 report, prepared by Dr. Jenna Mancini Rufo and Megan Klementisz, reviewed district data, achievement outcomes, placement patterns, classroom observations, district documents, and feedback from educators, administrators, and families.
The report gives important context for why SEPAC is asking City leaders to fully fund the School Committee-approved FY27 budget.
Somerville’s placement data shows many students with disabilities are educated in full inclusion settings. But the report makes clear that placement data does not tell the whole story. Students need more than a seat in a classroom — they need the staffing, instruction, interventions, planning time, and supports required to access learning and make progress.
Key findings from the report:
“This suggests that inclusion by placement is stronger than inclusion by instructional design.”
— empowerED Review, p. 80
“The consistency of this pattern across multiple grades and subjects indicates a structural issue rather than a cohort-specific or instructional anomaly.”
— empowerED Review, p. 80
“The data suggests that intervention efforts, while present, are not yet sufficient to disrupt accumulated skill gaps as students move into more cognitively demanding coursework.”
— empowerED Review, p. 80
The report also echoes concerns families and staff have raised about whether current systems are consistent enough to meet student needs:
“Some students may be present in classrooms primarily to meet service minute requirements rather than fully engaging in meaningful inclusive experiences within the general education setting.”
— empowerED Review, pp. 59–60
“Staff also expressed concern for families who may not be able to advocate effectively for their children and feel that some students may be slipping through the cracks when parents are not vocal.”
— empowerED Review, p. 59
This is why “no cuts” is not enough. The report identifies systemwide needs in special education, intervention, inclusion, MTSS, staffing, scheduling, communication, and service delivery.This budget will not solve everything.
But students need meaningful investment now — not just inclusion on paper, and not just avoiding cuts.
SEPAC'S ASK TO CITY LEADERS
SEPAC is asking City leaders to:
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Approve the School Committee-approved FY27 school budget.
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Protect the added $645,000 in salary/personnel funding.
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Continue transparent communication about how staffing decisions will be made and how student needs will be met.
Fund Our IEPs Advocacy Toolkit
Somerville SEPAC Summary of FY27 Proposed Budget
SEPAC’s parent-friendly summary of the FY27 proposed school budget, including key budget changes, approved and denied requests, and special education/intervention-related items. This document is intended to help families understand the public budget materials and should be verified against district source documents.
Somerville SEPAC FY27 Staffing Comparison
A SEPAC-created staffing comparison showing FY26 to FY27 FTE changes by school location and budget organization. This helps families see how staffing changes may appear differently depending on whether positions are listed by department or school assignment. Subject to change based on final budget and staffing decisions.
Fund Our IEPs: Campaign Overview
This campaign bridges the gap between district spreadsheets and the lived reality of our students and families. We are advocating for a budget that prioritizes human resources so that every student is viewed as a Full Member of their school community, with consistent support and specialized instruction.
Budget 101 for Somerville SEPAC Families
A budget is a map of values expressed through staffing and resource allocation. A Free Appropriate Public Education (FAPE) is a civil right and a moral imperative. This handout aims to help SEPAC families follow the process, understand common terms (like “level service”), and ask informed questions about special education funding.
SEPAC Letter Requesting Comprehensive Program Definitions, Inclusion Standards, and Placement Criteria
Beyond staffing levels, SEPAC is advocating for the right to be fully informed partners in the IEP process. On February 9, 2026, SEPAC sent a formal letter to district leadership requesting comprehensive program definitions, inclusion standards, and placement criteria for every specialized program (AIM, SEEK, SKIP, LB/LD, etc.).
Somerville Public School Budget Context on Staffing and Spending from DESE RADAR
This summary was prepared by Somerville SEPAC as part of our broader Fund Our IEPs budget advocacy campaign. As Somerville navigates a budget cycle with possible staffing cuts and difficult resource decisions, families need clear public information about how the district is allocating funding and staffing. RADAR does not answer every local question on its own, but it provides important public context for understanding how Somerville compares with other districts on measures such as per-pupil spending, leadership staffing, paraprofessional staffing, and five-year trends.
Our Advocacy Goals
Licensed Reading Specialist
Hire additional Licensed Reading Specialists specifically trained and certified in Orton-Gillingham (OG) or similar multisensory, structured literacy approaches. We demand targeted, intensive intervention for all students with significant reading gaps, including those with dyslexia and language-based learning disabilities. Specialized instruction must be accessible to every student requiring this level of support to reach proficiency.
Co-Teaching Expansion
We must fund the expansion of the co-teaching model across the district as a standard for inclusive education. This model allows students with disabilities to remain with their peers in the general education setting while receiving the high-level support they are entitled to.
Staffing for Full Membership
Ensure every classroom—from specialized programs like AIM, SEEK, SKIP, and LB/LD to general education—is staffed with a full team of educators and paraprofessionals. No student should be "othered" or excluded because a classroom lacks the human resources to support their needs.
Neuro-affirming & Inclusive Training
Fund robust, district-wide professional development for all staff on the full spectrum of disabilities—including physical, cognitive, developmental, and "invisible" disabilities. This training must move beyond "compliance" toward neuro-affirming practices that value and support all ways of thinking, moving, and communicating.
Specialized Math Instruction & Intervention
Hire dedicated Math Specialists and Interventionists trained to provide evidence-based, intensive support for all students struggling with numeracy, including those with dyscalculia and math-based learning disabilities. Our budget must bridge achievement gaps by ensuring that every student needing targeted math intervention receives it consistently and from qualified specialists.
Sustainable Service Delivery & Coverage
Secure enough FTE (Full-Time Employee) positions for SLPs, OTs, PTs, Counselors, School Psychologists, BCBAs and all special education staff to ensure 100% service delivery. This must include staffing levels that ensure that mandated services continue uninterrupted when staff are pulled for IEP meetings or evaluations.
Identification & Child Find (Baseline Compliance)
Allocate specific funds for evaluation personnel and materials to fulfill the district's legal Child Find responsibility (ages 3-21). We demand a budget that ensures comprehensive and timely evaluations for every student. Early identification is a vital civil right that provides the foundation for all future success; currently, we are failing to meet this baseline.