Parents press Homewood SD 153 board for fixes to special-education services, documentation and communication

Several parents told the Homewood School District 153 Board of Education on April 7 that special-education services across the district are inconsistent, that individualized education program (IEP) minutes and benchmarks are delinquent or missing, and that poor communication is eroding trust.

Those concerns came during the board’s public-comment period, where parents described multiple unresolved cases and asked for a districtwide review of special-education practices and clearer communication protocols.

The parents said the problems matter because they affect students’ access to instruction and legally protected services. “We have followed the proper channels to get our issues resolved, and we haven't been able to do so,” parent Sarah Willis told the board, adding that she and her partner had documented “about 12 failings” in how the district handled a single child’s IEP and that they are considering state intervention and due process.

Other parents gave similar accounts: Sherry Foster said her child has regressed this year and that the current IEP repeated prior goals “with little to no evidence of growth or progress monitoring.” Lauren Roman and Jessica Lopez urged the board to convene a comprehensive review of special-education services, saying the district designated Willow and Churchill as “targeted schools” for special education without clear public explanations of what that designation means or what corrective steps are under way. Kelly Muller, a parent of a pre-K student with an IEP, said she has repeatedly asked for a daily communication note about her nonverbal child and that responses from staff have been insufficient.

Speakers repeatedly raised staffing and documentation problems: Jenny Farley asked how the district is recruiting school psychologists after it began outsourcing those assessments; several parents suggested forming a special-education parent committee so families can share information about services and advocacy.

Superintendent Dr. McAllister and other district leaders acknowledged the comments and said staff are following up with many of the families who spoke. The transcript shows the administration said it has conducted follow-ups with earlier speakers and that the district invites stakeholders to participate in existing committees; parents described that follow‑up as uneven and asked for more transparency about timelines and remedies.

The board did not adopt any new policies or make formal decisions related to special education during the meeting; several parents asked for a formal, districtwide review and increased parent involvement going forward. District leaders said multiple follow-ups are occurring and that some parents have already been offered committee participation.

Ending: Parents at the meeting urged the board and administration to prioritize measurable changes: clearer, complete IEP documentation; timely service minutes; a plan for converting contracted specialists to district employees where feasible; and routine, reliable communication to families. District staff said they will continue individual follow-ups and review options for broader process improvements.