A Moline parent told the Board of Education on Sept. 8 that district officials moved her daughter from an elementary life-skills program at Hamilton to a middle-school placement without adequate family notification or involvement, and she urged the district to involve parents in future program evaluations.

Tara Gonzales said her daughter Rosie had benefited from shared resources, therapists and specialized staff at Hamilton's life-skills program and that the family learned of Rosie's move by email; Gonzales said the email misspelled her child's last name and did not reflect a family-involved decision. Gonzales told the board, "She would say that she wanted to complete her fifth grade year in the elementary school that she started, just like her non-disabled peers." She said the move occurred to create space for other students and not because of a decision based on Rosie's individual needs.

Gonzales asked the district to increase transparency, invite parents and other stakeholders into program evaluations, and evaluate secondary life-skills classrooms to ensure they provide a comparable continuum of services and resources to the elementary program. She suggested the district convene a parent roundtable to share details of resources that are available at the elementary level but not at the secondary site.

Why it matters: Gonzales's comments raise concerns about communication, family involvement and continuity of services for students with significant disabilities. The parent said the district is the only local option for her daughter and asked that the district honor legal and moral obligations to consult families when making life-altering placement decisions.

Board response and next steps: The board did not take formal action immediately during public comment. Gonzales requested clearer processes for parent involvement and a comparative evaluation of elementary and secondary life-skills supports; she asked that the district convene a stakeholder roundtable including parents, teachers and specialists to review services and identify gaps.

Ending: Gonzales closed by asking the district to ensure families of students with disabilities have a seat at the table for future placement and program decisions.