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Parents raise concerns about special-education transitions and staffing at Homewood SD 153; district pledges follow-up
Summary
Three parents told the Homewood School District 153 board about problems in special-education services at Churchill and Willow schools, citing a recent injury, perceived staff qualification gaps and busing problems; Superintendent McAllister described recent PTA outreach and promised continued follow-up.
Three parents used the board—s public-comment period on Feb. 3 to describe problems they say students with Individualized Education Programs (IEPs) face in Homewood School District 153, focusing on transitions between Willow and Churchill schools, staff qualifications and transportation.
Parent Sherry Foster told the board that her daughter, who has a documented developmental delay and an IEP, was returned to class with a broken finger and that she was not notified by school staff. Foster said she later learned substitute and nursing coverage for children with communication barriers do not follow a consistent, documented protocol and that she believes some staff assigned to special-education roles lack required qualifications.
Foster asked whether teachers who lack special-education credentials are given mentoring, whether a —master teacher— model exists to support them, and whether the district is providing the necessary tools for those staff to succeed.
Two other parents, Kate Atkins Trimnell and Mallory Cannon, described similar concerns. Atkins Trimnell said she removed her son from the district years ago after inconsistent special-education supports and said she intends to give the district a letter describing practices she hopes administrators will use. Cannon, who said her child attends Willow, asked the district to provide a recurring parent support meeting space where families with students who have IEPs can meet with special-education staff.
In response, Superintendent McAllister said the district—s PTA recently held a special-education meeting attended by roughly 30 people and led by district special-education staff, and that the administration is reviewing how to expand outreach and parent education. McAllister said staffing challenges in special education are widespread and that Illinois offers alternate certification programs for new special-education teachers. He added that the district provides mentors to new teachers and that administration plans to use feedback from the PTA session and the public comments to guide follow-up.
The board did not take formal action on the public comments. The superintendent said administration would continue engagement with parents and consider earlier, recurring meetings for families of students with IEPs.
Community members in the meeting emphasized communication needs during transitions from Willow to Churchill and asked for confirmation that bus attendants and substitute staff understand routines for students with communication barriers.
The board acknowledged the comments and indicated staff will continue to review processes, training and parent engagement options. No timeline or specific next steps were announced during the public-comment response beyond a pledge to continue work and to plan additional outreach with families.
Closing note: Several speakers described the emotional and educational impacts of inconsistent special-education supports; the board and superintendent committed to continued engagement but did not adopt new written policies or vote on changes during the Feb. 3 meeting.
