Teacher raises concerns about cuts to special-education instructional classes; district outlines audit-driven implementation steps

A Belvidere CUSD 100 special-education teacher told the board April 21 that removing "instructional" science and social studies classes at middle school would narrow the district’s continuum of special-education services and that the decision was made without consultation with classroom teachers.

Jen Hunter, identified as a teacher and special-education team leader at Belvoir Central Middle School, said her team learned in February about a plan to remove small-group instructional science and social studies in sixth grade for the 2025–26 school year and to phase out those classes in subsequent years. Hunter said the change would remove a level of support for students with severe learning or intellectual disabilities and argued that the special-education audit repeatedly calls for a "full continuum of services." She said the removal was proposed without classroom visits, observations or conversations with teachers, students or parents and that teachers were told—without supporting data—that students "don't have disabilities in science and social studies." Hunter asked for inclusion of teachers and building staff in decisions that affect instruction.

District special-education staff responded that the audit’s recommendations are being implemented through multiple workgroups. A district special-education administrator explained that the intent of recent middle-school planning was to increase student access to grade-level general-education instruction through co-teaching, not to eliminate content. Under the described approach, some students currently in self-contained classrooms would instead have access to co-taught science and social studies classes with both a general-education teacher and a special-education teacher present.

The district also described ongoing professional development for LEAs and special-education staff, expanded functional behavior analysis and behavior-plan training delivered internally, and a planned IEP-writing rollout and department professional-development calendar. The board indicated the special-education audit (a 32-page report referenced in discussion) will be provided to board members and included in new-member orientation materials.

Separately, the board approved a 2025–26 administrative contract for a 12-month director of special education, Brett Vossberg, by roll-call vote. Board members and staff welcomed Vossberg to the district; he was present in the audience and briefly thanked the board.

"If they need it, they get it," Hunter said, quoting the teaching philosophy she said guided her career. Her remarks requested that teachers who know students best be included in decisions that change service delivery.

District staff said they would continue to solicit teacher and building-level input as they refine special-education program placement and supports and that additional details, meeting notes and the audit document would be provided to the board.