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Superintendent Cites High Special-education Compliance; Parents Report Students Still Missing Services
Summary
Dr. Blake told the council District 28 is meeting high rates of services for students with IEPs, but parents in public comment described children who have not received required supports and asked for follow-up.
Community Superintendent Dr. Blake told CEC 28 that District 28 reports near-universal compliance on special-education service delivery, but several parents said during public comment that their children remain without required services.
Dr. Blake said the district is "95% in compliance with special education students with IEPs" and that related services compliance was "97%". He credited principals, staff and central office teams and said the district is expanding co-teaching and special-class offerings and planning two additional bilingual kindergarten special-education programs for 2025-26.
At least two parents used the public-comment period to report individual cases they said remain unresolved. One parent, Haley Killebrew, said her daughter, placed in a private school, had an IEP that stipulated services should begin on Sept. 9 but that, three months into the school year, the child had not received school-based services. Haley said she had submitted paperwork and repeatedly sought help from district staff but had not received resolution and asked the superintendent and district staff to provide a direct path forward.
Why it matters: District compliance metrics are an important baseline, but parents and guardians said the district must resolve specific delivery problems quickly so children do not fall further behind. The council asked that families whose children are not receiving mandated services follow up through district contacts and CEC channels.
Details from the meeting Dr. Blake described district priorities: expanding behavior-interventionist training, increasing co-teaching classes, and adding bilingual special-education kindergarten programs in 2025-26. He framed the principal-superintendent conversation on retirements and staffing as the early step in a DOE-led posting and appointment process.
Parents asked for targeted assistance. Haley told the council she had engaged the council and had visited the district office and could not get the services for her daughter; the superintendent and district staff said they would follow up after the meeting. Another parent, Elizabeth (last name Zayba in the transcript), said she also represents a child with dyslexia and requested the district's intervention documentation and procedures; CEC staff offered to coordinate follow-up contacts with the district family-support staff.
Ending CEC 28 members and district staff said the council would take up individual follow-ups with families and directed parents to the district's family-engagement contacts and to the superintendent's office for case-level assistance. The superintendent said he would meet with the relevant SLT and families in a separate forum.
