Glenview District 34 holds public hearing on draft special education comprehensive plan as withdrawal from True North advances to trustees

The Glenview CCSD 34 Board of Education on March 18 convened a public hearing on the district’s draft Special Education Comprehensive Plan, a required document the district assembled as it prepares to operate special education services independently after seeking withdrawal from the True North Educational Cooperative.

Superintendent Dane Deli said the district has been evaluating its capacity since 2018 and has been adding staff and services in recent years to serve students “in their home schools.” He told the board member audience that member districts voted on the withdrawal petition earlier and that 13 districts voted to allow Glenview 34 to withdraw while 4 voted no, which blocked the cooperative pathway; the district has approved a resolution to appeal that disapproval and will next seek review by the Maine Township trustees of schools.

Why it matters: the comprehensive plan is the district’s formal demonstration that it can provide a free appropriate public education under state rules and the Individuals with Disabilities Education Act if it withdraws from the cooperative. The plan documents programming options, related services, staff capacity and administrative procedures the district says it already provides.

District staff described the plan and its development. Kristen, Assistant Superintendent, said the plan was prepared under requirements in the Illinois Administrative Code and relevant portions of the Individuals with Disabilities Education Act and spans program descriptions, forms and administrative structure. She said the final draft was available at the district office and at the meeting. The district also commissioned an external evaluation by Dr. Christine Sapial, whom staff said found that District 34 "has the organization and structure to maintain a system of support that meets the needs of students with diverse learning needs."

Several speakers addressed the board during the hearing. Dan Vasanos, a former educator and parent of a 6‑year‑old with Down syndrome, said he and his family moved back to Glenview for the district’s inclusive approach and called the plan “an on‑ramp” to continue that work. "That does not define who he is as a person," Vasanos said of his son, adding he was "in full support of educating all kids in their home school." Penelope Hurtado, Spanish BPAC president and parent of two students in the district’s ILS program, and Shannon Hartinger, a school‑based physical therapist, praised the district’s in‑house services and growth in coaching and integration. Karen Hitzman, a district parent/community facilitator and former parent of students who used related services, described faster, more consistent service when the district moved therapies in‑house compared with prior cooperative delivery.

Officials noted a current cost to the district: Deli said the district continues to pay indirect fees to True North that are approximately $540,000 and that the fee has increased over time. He also reviewed the timeline of board actions and said the district will make application to the Maine Township trustees as the next step in the appeal process.

Board procedure: the board closed the public hearing by voice vote after public comment. No formal board action to adopt the comprehensive plan was recorded during the hearing; staff said the plan is available for public review and that further procedural steps tied to the cooperative appeal are forthcoming.

The board and administrators invited written feedback and public review; staff said they will continue follow‑up work on the cooperative appeal and any required filings with township trustees.

Notes: The district repeatedly described the plan as comprehensive (staff said it is roughly 600 pages). The draft lists program options including consultative services, resource and direct instructional support, and district programs such as the Instructional Life Skills (ILS) program and SOAR. Officials and commenters emphasized maintaining services in students’ home schools and noted improved continuity when services are district‑employed rather than delivered by an external cooperative.