001Miss Regal, the uh attendance, please. Mr. William Rhodess here. Mr. Donald Carpenter here. John Con here. Mrs. Vivian Demco. Dr. Laurel Erikson Parson here. Mrs. Tracy Magnado here. Dr. Shamine Paxa, I'm present. Mr. J. Santos here. Board President Mr. Cedric Debart here. All president. Thank you. Can I get a motion to approve the agenda? So moved. Second. Any discussion? All in favor say I. I. Opposed. The motion's approved. We had an executive session tonight. We discussed uh personnel and legal. Can I get a motion to approve the minutes for May 13, 2025? So moved. Second. Any discussion? All in favor say I. I. Opposed. Motion's approved. U recognition. Uh we have it team being recognized tonight. Um who is going to be the master of ceremonies for that? H Dr. Nicolaf. you don't get a
002chance to introduce them. All right, taking them taking charge. Good job, you guys. Name is Caleb. This is I'm Jaylen and Carter. We're in eighth grade. And tonight, we want to tell you about an awesome program called the Check and Connect. This program is all about helping students like us navigate through middle school. Every student in this program is paired up with an adult mentor, someone who supports you and guides you through the challenges of school. Your mentor helps you do your homework, make sure you stay on track with your assignments, and even spends time with you just talking or hanging out. They also keep in touch with your family to make sure everyone is on the same page so you get the best support possible. The Check and Connect program is more than just
003about grades. It's about having someone in your corner who cares and wants to see you succeed. It's all about building a strong connection so you know you're not alone in this journey through middle school. If you ever feel stuck, stressed, or just need a little extra help, your mentor is there to listen, guide, and cheer you on. The best part is you get to grow together both in school and in life. We wanted to share with you how much this program has changed our outlook on school and life in general. Because of this support, we feel confident and ready to move on to high school. Thank you. Thank you. Someone tell us. I don't know if this is on. It sounds like it's on. Yes. Doesn't sound like it to me. No, I don't think
004so. Um, could you tell us a little more about this program and or maybe the principal could step forward? Um, do we have data on this program or what's happening with it? This is the first time hearing with it. Who is your mentor? Who do you go see? Who do you what how does this work? Three of us because I thought this was an IT team thing. So, all three of us right here go to the librarian. Miss Lesnie, she's our mentor. Yeah. Most there's other mentees who have different mentors and it could be like a regular teacher, but usually it's just an adult. So, this is a program that's happening in the middle school. Yeah. Okay. Do we have any data on the success of that? Yeah. Dr. Nicolof, this is probably where you
005need to jump in. Um, so the the boys are are here tonight because they wanted to express their recognition of Miss Lesnie as the mentor, but the program that they've been a part of more broadly with um we have all of our related arts teachers and our two counselors who provide mentorship to students um on a number of different sort of measures. So what we look at are attendance, grades, and behavior measures. Um, and we have some very very positive data. Would love to share, you know, with with the board members in the community at some point. But I think it's really really special that some of our students um who have you guys ever spoken at any type of event like this before? No. Right. But they have really um Carter actually was it
006last year that you spoke to the team of teachers in a team meeting? Do you remember that? This year. So they've taken on some sort of you know leadership responsibilities in these ways which is really amazing. Um and I'm sure that uh in other venues they would be more than willing to share some of the exceptional data and improvements that have that they've experienced personally. um between attendance behavior measures and and their grades. There's been tremendous um improvement from last year to this year, which is, you know, why we're here. Um so, I applaud you guys. That was takes a lot of courage, I think, to to get up and speak to a room full of adults like this. Um they practiced, which was great, and you guys did a really good job. So, we're
007very proud of them and all of our mentees and especially great grateful to the mentors who have put in so much work around this program. Thank you. So, sh I'll transition now to our recognition of the IT team. Um, so I'm just so proud of the work that of course Miss Lesnney is also the adviser of the IT team and the what's so cool about manufacturing contest and works with uh a large number of students. There's a lot of students who are part of the IT team who participate in the activities. Not everybody can be a part of the specific team that does the what's so cool about manufacturing um contest, but as you know, she is an incredible leader for various student activities. And this is one of uh I would say a kind
008of cornerstone or has become a real cornerstone of student activities at our middle school. Um, as long as I've been here, they have uh ha gotten recognition at every competition, which is pretty incredible, especially because, you know, Saken is a smaller middle school compared to a lot of the schools in the Lehigh Valley. Uh, but Saken always gets recognition, wins an award at the what's so cool about manufacturing contest. And I think we said 11 years, is that right? 12. So for 12 years consistently they have been participating and competing and this year was the first year that the team from Saken uh made it to states. So that was a huge accomplishment and we have it that you know what's interesting about of course all student activities and and oftentimes athletics is that uh
009you know multiple children and a family will tend to participate. And so there was definitely some good competition going on between some siblings and uh one of them at the actual competi no when was it That's when they found out that they were going to states at the night of the competition. Uh, one of them was the most proud to be able to kind of, you know, shove that in his brother's face. That was that was really fun to see. Uh, but really these this group of students is awesome. They do such a good job. Miss Lesnie is an incredible incredible adviser, but it she doesn't do it alone. Mr. Austin has helped for years. This year, Mr. Schliker also helped. And their video was awesome. They got a really good company and just did
010an amazing job. So, I'm going to turn it over to some representatives from the team, but I just have to say to you all that I am extremely proud. Um, always have been when I've gotten to go to the competition, which is every year since I've been a principal there, but um, just very proud. Hello, my name is Amelia and I'm in eighth grade and this is part of our manufacturing team. As a part of the I team, we participate in a video contest called What's So Cool About Manufacturing. We were required to make a 2 to 2 and 1/2 minute video about why manufacturing is so cool. Each participating team was assigned a company to visit and tape for their video. We were assigned Allen organs. When the IT team first started this project
011in October, we had no idea what to expect. Throughout the course of this project, not only did we sharpen our technology skills, we learned how companies engineer and market products and how those skills are valuable in manufacturing. We also learned how to work together as a team using our iPads and a variety of different cameras and computers. We took countless pictures and hours of footage at Allen Organs. We use new editing software, which was a whole challenge in itself. We are glad to have this guidance to learn something new and exciting. All this effort was worth it in the end. We won outstanding creativity at the local competition and we even made it to states. We felt honored to have participated. Now every time we watch our video, we are able to be reminded of
012everything we contributed it to. Making this video was a unique experience for us as middle schoolers and we hope that it members in the years to come enjoy it as much as we did. This is a little bit of a video. K. That music wasn't scary enough. Come on. This music is almost perfect. Wait, I know a place we can move. We're here. Come on. This have been telling you about Allen organ. Hi, I'm Randy Bjorkin. I'm the advertising and media manager here at Allen Organ Company. And uh we're very proud of our facilities here. We have a uh what we call a vertical manufacturing process. The wood comes into our place, enters the wood shop, and that's where the console pieces are cut out and shaped, CNC routed or mortised if they need to
013and ready for building the Oregon. My name is Eric Weller, and I am a cabinet maker here at Allen, Oregon. We get material in the door. We work with our hands on various different types of machinery. We manufacture our own parts and then we use those parts to fill every Allen organ that goes out. The process continues as the organs are sent to sanding. Then they are screened in a finishing area. Keyboards and drawouts are then custom fitted to the organ. Lastly, the heart of the organ is made in the electrical department. This complex process takes teamwork and skill to create perfection in Allen organ. My name is Scott Roxbury. I am the production manager for Allen integrated assemblies. My job in sales all the electronic products supervising and managing our production manage all these
014circuit boards for Allen organs. What I think is cool about manufacturing the ability to take a bunch of parts random parts put it together and make something better. It's the creativity the the progression of that where it's going to go. Once the electronics are finished wiring harnesses are made and all the pieces are then assembled and put to the console. Lastly, the organs are tested to make sure they sound perfect and then shipped worldwide. I wish we could rewind, but we can. I'm the director. Rewind. I want your love. That music is perfect. Mr. Deathmore. Yeah. Yeah. Go ahead, Mr. Yeah. I I I just wasn't sure whether u uh the other kids who I don't know will uh be introducing them. So I I know a few of these kids and I have known
015them since they were uh they were little. uh Becket used this and uh Earl Laflam and Amelia Roberts and Alanor Reckler but uh there were two others that I didn't know. So uh can somebody say their names just come over here or Mrs. Lesie you come here so that they would people at home will also hear the names you just come to the podium please just Well, um the other two students, um Beverly Wood, she's in seventh grade, and Luca Shorb who is in eighth. Fantastic. And uh while you're here, I just want to say thank you for all you do. Uh you you know, we are we're blessed to have you uh here at the at Sen Valley. This is like there hasn't been a single kid that uh uh doesn't uh say your
016name as one of their favorite teachers uh once they've had you. So, uh, thank you. Thank you very much for all you do, uh, during the school day and after hours. I I really appreciate it. Thank you. Thank you. Thank you guys. That was awesome. One of my one of my favorite shows is How It's Made. So, I love like little slice of manufacturing stuff. So, those are really neat. Congratulations to to all of you. Okay, moving on. Um, we have uh no presentation tonight. Uh, we have our high school SGAA representatives report. Do we have a representative tonight? Nope. Okay, we're going to we're going to skip that. Uh, next we have the uh superintendent report. Uh, doc, Miss Lacity. And Mr. Dmar, I'm going to ask permission to move the superintendent's report to
017the conclusion of the meeting. Okay, great. We'll do that. Make a note so I don't forget. Okay. Next, we have uh courtesy of the floor to visitors agenda items only. Would anyone like to speak about items that are on the agenda? Okay, seeing no one, we'll move on. Can I get a motion to approve the presentation of the bills? So moved. Second. Any discussion? All in favor say I. I'm sorry. Oh. Oh, sure. So, it's hard to hear me. Um, I just wanted to ask about we have on page 304 a Liberty Mutual Insurance $10,000 bill. I was wondering what that was about. That's the district's deductible for a due process claim. Thank you. Okay. Uh, anything else? Okay. All in favor say I. I. Opposed. Motion's approved. Uh, can I get a motion to
018approve the treasures report? So moved. Second. Any discussion? All in favor say I. I. Opposed. Motion's approved. Okay. On to education. Uh we have no items for discussion. We have uh two items on the agenda. Um I'll we'll consider these together unless anyone would like to consider them separately. Uh I will uh read the two items and then ask for a motion. Uh item number one, school nutrition association Pennsylvania conference. Item number two, agreement extension. Can I get a motion? So moved. Second. Any discussion? Is this the conference that was on the agenda um before where it was like going to be unpaid and I asked why we couldn't pay it? Is that is that that one? Yes, this is the one that she was going to go to Texas. uh in talking to Kesha,
019she felt that that program down there uh was probably going to have different products, so she felt it was more prudent to go to this one. So, she changed. Okay. Thank you. All in favor say I. I. I. Opposed? Motion's approved. Okay. Um on to personnel. We have no items for discussion. Uh we have six items. I'm going to uh have us consider them as a group unless any would like to have one considered separately. I have a question about one with the Spanish immersion. Uh Bill, we can uh you can ask a question once we have a motion. Okay. Um I'll I'm going to read the items and then I'll ask for the motion. Item number one, school counselor. Item number two, elementary Spanish immersion teacher. Item number three, ESY paraprofessional resignation. Item number
020four, extended school year paraprofessional. Item number five, sound and lighting technician. Item number six, educational sabatical. Can I get a motion? So moved. Second. Discussion. Uh, I just had a question about the um C could superintendent, could you could you describe for me the um the hiring of the Spanish immersion teacher in in the context of um the broader discussion about the Spanish immersion program? And is this is this connected to any of the discussions that have been in the community about the Spanish immersion immersion program? In other words, connected to to some of the discussions about kind of the direction that that you know it it might have been going or um you know especially with respect to the recommendations from the consultant. Uh yes, I can discuss both parts and I'll actually have
021Mrs. Braxyer come to the podium as well because she can go into more depth about what the program uh will look like at the elementary level. I know this has been a discussion with her staff as well and parents. This particular hire um when we first initiated the Spanish immersion program, this has always been the intention that each year that it's growing and goes into the middle school that we would hire a teacher. Um this is one of those hires and this actually because of the changes that have taken place with the program uh in the elementary this particular teacher will be the kindergarten Spanish immersion um teacher. So Mrs. Braxmeer if you would like to talk about specifically the changes in the program that would be great. Sure. So um we I think the
022whole board knows that we had a very packed house when we were talking about with the Spanish immersion uh parents and the potential parents at the time. Um we we did go back and we spoke with the faculty as requested. Um we reviewed all the Cal recommendations. Uh we reached out to incoming K parents to to gauge their interest and there was a class full of students that were interested in the program. Um so there was after much much much discussion it was determined based on Cal's recommendation the the community feedback um that we do move ahead with a kindergarten program. So there will be an incoming kindergarten program that uh the incoming first grade program. So they'll both be new to the Spanish immersion world this year. And then second grade K through two
023will run the 9010 model. Um and then third and third and fourth grade will run the 50/50 model where they'll have SLA um science and social studies in Spanish, right? Uh uh Senor Reyes. Um and then the fourth, yeah, third and fourth grade will will run and then they'll have math and ELA in English. And then it will be moving into the the middle school with um one block of SLA and one block of um social studies Spanish and in or so I'm sorry social studies and science in Spanish and then that will proceed. Is this teacher somebody who could um if the program was structured um uh the way it had been, would this teacher be able to work in that program? This is how it has been in the past. So it it
024had run that 9010 um percentage in the first and second grade. So yes, it could she could and she is elementary certified as well. So even if it went 50/50 at some point, she would also be able to serve in that capacity. Thank you. Could you tell me? Sorry. Sorry to be delayed. Go ahead. Could you tell me um what is the enrollment? Like how many did you have? Yep. Um so, oh, I just looked at it when I left today. Um I believe in um going into kindergarten, I want to say it's at 23 plus or minus one. Um going into first grade, again, we're looking at uh 23. We have one family that that um right now They're in the process of moving but they're not positive. So that's that 22 23 number.
025And then I want to say second grade is at 26 um for next year. Uh third grade for that information. I just wanted kindergarten enrollment. Sorry. Okay. No problem. Yep. So we didn't have to eliminate anyone for we did not have to do um a wait list or we did not have to do a lottery at this time. Thank you. Mhm. Okay. Any other uh questions or comments? All in favor say I. I. I. Opposed. Motion's approved. Okay. On to facilities. Uh we have no items for discussion. Uh we have one item surplus obsolete. Can I get a motion? So moved. Second. Any discussion? All in favor say I. I. Opposed. Motion's approved. On to finance. Uh we had a finance committee meeting on May 14th and a summary is uh included in the packet.
026Um Mr. Bonenburgger, uh do we have any updates on the budget? No, the budget is on display and will be approved at the last board meeting in June if no other changes. Okay, great. Thank you. We have um we have eight items um under finance. Would anyone like any of these items considered separately? Okay, I will um I'll read the items and then I'll ask for a motion for all eight of them. Number one, behavioral health associates contract. Item number two, Melmark agreement. Item number three, Capstone Academy agreement. Item number four, school food service solutions agreement. Item number five, summer technology assistance rate increase. Item number six, athletic workers rate increase. Item number seven, athletic trainers room renovations. Item number eight, stadium weight room equipment. Can I get a motion? So moved. Second. Any discussion?
027thought it was our key. U Yes. I just wondered if the behavioral health associate is that who we um I'm guessing is that who we typically contract it with for mental health services or certain classes. I'm sorry. I'm not saying it the way I need to say it. BHA, this particular contract or agreement is for um our ebridge that we use for summer school and then throughout the school year for your remediation courses. Mhm. Um, also I just wanted to note that seven and eight are paid with uh are not coming out of our budget. Correct. They are coming from Lehigh Valley Hospital. Thanks. Yeah, that was my that was going to be my question. Yes, that's correct. So, SE se item seven and eight athletic trainers room renovations and the stadium weight room are
028being paid by the agreement with LVHN for athletics and things like that. That's correct. Is that Mark? Yes. Go ahead. So this is one of these numbers. I can't remember which one. I think it was the training room. Uh the previous number that we had seen was um twice or three times larger than this. So this is can either you or uh somebody explain what happened. Yes, we went out to bid uh for it and the bid came back at $330,000. So we then leveraged there's a cooperative purchasing group. We put it through the cooperative purchasing group. Um using the same specifications that were drawn up. Uh within those specifications it came at 220 and we still felt it was too high. We talked to the athletic trainers. Um part of it is they wanted
029um an area that was tiled wet room. Um they felt that that was not as much needed as area for the taping room and doing uh conditioning with the students and stretching. So that was removed from the room. uh put it back through KPN again. They revised their quote and that's where we're at with the $126,000. Thank you. Any other questions, comments? All in favor say I. I. Opposed? The motion's approved. Okay, on to community updates. Um Mr. Conte, anything on the Chamber of Commerce? Nothing to report. Um, Miss Magna, Saken Valley Foundation, nothing to report. Um, we don't have an update uh for Northampton Community College tonight. Um, Bethlehem Area VOTE. Um, yes, I just wanted to let the board know I won't be able to be at the next meeting. I know um
030when we were having votech discussions about having the voting power. So, if anybody wants to, they can come and be in my seat. for that meeting. Thank you. Yeah. Uh we uh we will be having our uh meeting next week and we haven't had a meeting since our previous board meeting. So uh there isn't really anything new there. Uh Colonial Intermediate Unit. Dr. Pakad meeting is tomorrow and I unfortunately have to miss it as I'm traveling. I'll let you know if there is any update next board meeting. Okay, great. Um Mark election. Okay. Uh Mrs. Regal, do you have the the totals of the of the ballots? Eight. Eight board members voted and they were all yes. Okay. So why don't we just simply motion to approve the ballots as as provided to uh the
031secretary. Okay. Yeah. Uh and maybe I could tell the public what that's explain. So generally under the law um the the the sending districts of an IU must vote on candidates from other districts who will then be on the IU board. It's it's just part of the school code. So, the the the candidates that were presented for vote by this board has nothing to do with any of these board members. It had to do with board members from believe Delaware Valley and maybe Nazareth. I I don't know where. There we go. So, I was wrong twice. Um, so that's what they're voting on. Okay. Can I get a motion to approve the ballots as read by Miss Regal? So moved. Second. Discussion. All in favor say I. I. Opposed. Motion's approved. Uh PSBA U. Mr.
032Carpenter, Mr. Santos isn't here tonight. Yes. Um so we already took care of our um nominations I believe for the governance issues. Um the only thing that I have to say is that there's a this is for board members. There's a webinar about um going over the different types of investigations that schools do. Um so that's a webinar. It's a free webinar. Uh, and the other thing is that they're continuing their sort of like foundational AI programming that's for administrators. Um, I don't know what this means, but it says now approved for act 45 credits. So, I'm assuming that counts in some way towards administrators, uh, necessary requirements. So, uh, that's the only updates from PBSA. Thank you. Um, any, uh, new business? I go ahead, Mr. Broom. Um, I have a prepared statement I'd
033like to read uh about uh about u the subject of teacher transfers. Go ahead. Um, in the last 10 days or so, I've received countless expressions of concern about the subject of teacher transfers. Um, I take those very seriously and I've read them very carefully. Um, I believe a few strategic and sometimes voluntary changes are inevitable in any district from year to year. But it's clear to me based on feedback from our teachers, from many parents and the explanations of our administrators that the that the volume of transfers proposed or in some cases, you know, widely perceived is itself a a big red flag. It's almost certainly not instructionally effective. I do not believe the massive numbers of proposed transfers are educationally in the best interest of our students. It's clear to me that this
034was badly handled. Yeah, that we can make some policy changes that affect the future rollout of transfers. And I believe that um uh at least at least one other board member uh has definitely made it clear that that he would like to see that. Uh and and I I concur. I believe that but I believe that the problems are deeper and more troubling than simply changing the policy uh which is policy 409 if I remember right. Um, and I think that we could have changed it last year and we we kind of missed it on that. And and I wish that I myself, I'm just speaking for myself personally. I I feel uh I'm tired of hearing blame being directed at teachers and parents um for the unhappiness that we're hearing. Um, our district leadership,
035and that includes me, needs to take responsibility for the for the enormous well of unhappiness that we're hearing. and we need to deal with it constructively, artfully and compassionately um with student success as a guiding principle. Thank you for letting me share that. Okay. Any other new business? Any old business? Okay. Uh moving on to citizens inquiries and comments uh on any topic. Would anyone like to speak? Good evening. My name is Laura McCarthy. I'm the president of the Sulen Valley Education Association. Tonight, many are here to raise questions. Questions about changes to classroom assignments and how they may affect their children. questions about data or rationale that inform those decisions and these are valid questions. Change invites scrutiny and rightly so. We acknowledge that decisions around staffing and assignments rest with district leadership. As
036a union, we've had ongoing candid conversations with Superintendent Velacity about how and when the association is involved with these discussions. We appreciate the dialogue and the effort to be inclusive, but we've also been cleared clear. It's not the role of the association, nor would it be fair to our members to determine personnel moves. We hope that leadership is working from a district-wide perspective guided by data and a commitment to meeting the evolving needs of our students. When staff members receive notice of reassignment, it suggests more than a collective collection of isolated decisions. It reflects a broader shift and with that shift comes a shared responsibility not just to implement changes but to support those impacted by them. We recognize the complexity of what lies ahead. Teachers are being asked to take on new grade levels,
037new subject areas, new buildings, and in many cases entirely new curricula. Accepting these changes, even if they may feel abrupt or unsettling, is only the beginning. Ensuring that they succeed will require strategic leadership and action. To that end, we urge the district to prioritize and provide structured mentoring for teachers entering new buildings or grade levels. Instructional coaching tailored to the demands of new content areas. Time for curriculum review and planning, not just in theory, but in practice. Training directly from curriculum publishers for those using new programs. the same quality of the preparation afforded to others who have implemented those tools before. Opportunities to collaborate with new teams, departments, or grade level partners. The kind of collaboration that builds the support system educators rely on to do their best work. Because what is at stake is
038more than just a staffing chart. These are transitions that affect classroom culture, instructional continuity, and ultimately student achievement. Research is clear. Frequent teacher reassignment, especially when it's involuntary, can disrupt learning. Even our most talented educators need time and support to adjust to new roles and expectations. These are not simply logistical challenges. They are instructional and emotional ones, too. We hope that these changes are grounded in a vision to strengthen instruction and improve student outcomes. But a vision without follow-through and strategic leadership will fall short. Now is the time for thoughtful implementation for investing in our staff so they can invest fully in their students. In closing, let's remember educational decisions and policies don't exist in a vacuum. They ripple outward touching students, families, and entire communities. How we respond to change with transparency, collaboration, and
039care will define not just the success of this moment, but the integrity of our system. Thank you. Thank you, Miss McCarthy. Amy Lenville, Banko Lane. Thank you so much for the opportunity to speak. Uh those of you that know me know I'm very very passionate about education. I started my career teaching in Sen Valley for many years. Over the years, I have had the experience of being a parent, a long-term sub, a building sub, uh and a day-to-day sub. So, I have been in just about every classroom in the district. Um friends with a lot of the teachers. Um so, I see a little bit of everything that's going on. There's a lot I want to say. I'm going to focus tonight on one word. I'm here this evening to ask you to consider thinking
040deeply about what our schools deserve. Leadership. I believe that Sen Valley School District has been lacking quality leadership for some time now. I feel very strongly that our schools specifically deserve strategic leadership. Strategic leadership means more than just managing day-to-day. It's about setting a clear vision for the future, making informed decisions, and guiding our schools through change with purpose and care. We need leaders who think long term, who solve problems creatively, and who motivate others to work towards a shared goal, especially when the path forward isn't always clear. Recently over teachers were addressed about changing subjects, buildings or grade levels. This was the same a few years ago when there was a massive change in personnel and then half of them were pulled back. Think of all the leadership changes. Now we are not only
041losing more amazing teachers like Miss Steel, our middle school principal, Miss Nicolov, and Pam Dobson who does curriculum and technology. All of this surely impacts our student growth and achievement. Our children deserve to choose their path and have the opportunities to discover their skill set with the support of a caring staff. Our leaders can foster that growth by providing the best teachers in the best teaching environment. But some of our best are leaving. They're not quitting their jobs. They're quitting their bosses. This community is filled with passionate people. Our children, our teachers, our schools as a whole will thrive in an environment where leaders demonstrate strategic thinking, where they actively encourage innovation, where they inspire a shared vision, where they foster a growth, a culture of growth and collaboration, ultimately leading to a more successful
042and engaging workplace and encompassing our community. Teachers are working here in positions they love. Parents here want to be involved in their children's education. They are passionate. But this leadership is doing the opposite of what we need. Relationships are being severed. The latest I heard, teachers may not write thank you notes. initials only in the [Music] yearbook. Is this leadership that you support? Greatness comes from passion. Take away the passion, lose the greatness. I am asking you this evening to please act with wisdom and compassion while making decisions for our school. Decisions for the children, the teachers, the administrators, and our community that embraces them. Thank you. Thank you, Miss Looking Bill. Good evening. My name is Jennifer Mson McCarthy and I speak tonight not only as a parent, but as a member of a
043community that believes in the transformative power of public education. I am here because I care deeply about the students of the Sen Valley School District, especially those like my daughter who are multi-racial and deserve to learn in an environment that is safe, affirming, and inclusive. But right now, that's not what they're experiencing. Over the past two years, my daughter has faced repeated racial harassment, racial slurs, demeaning comments, and a climate that too often tolerates or excuses such behavior. And while there have been symbolic gestures of inclusivity, posters, programs, and assemblies, they have not added up to meaningful cultural change. My family has raised concerns more than 10 times through emails and formal policy 249 reporting process. The response disappointingly thin. Strategic leadership isn't about operations or compliance. It's about having vision that centers people, students,
044families, and teachers, and builds lasting systems of trust and support. It's about engaging communities, not just symbolically, but significantly. And it's about creating the conditions where students and parents can speak up without fear, without judgment, and with confidence that their voices matter. That kind of leadership starts with partnership. Teachers, administrators, and families must be collaborators, not isolated stakeholders. Yet right now, we're asking teachers to do more. Manage academic recovery, lead cultural change, implement new programs, all while being shuffled between grades, buildings, and content areas. That instability undermines progress. We cannot expect teachers to lead transformation if they themselves are not supported, trained, and stable in their roles. What we're missing is a clear, sharp roadmap. Where is our local one, three, or fiveyear strategic plan? Not the statemanded comprehanded comprehensive plan, but a living, breathing
045leadership plan. One that's revisited and communicated transparently at every board meeting. One that shows how we're growing, not just reacting, in real time. Where is the strategy for addressing academic decline? For repairing and reimagining school culture, for re restoring trust. Strategic leadership also means asking and answering the hard questions. How are we training and retaining our educators? How are we embedding embedding character education in the culture of our schools? How are we helping students develop socially and emotionally, not just academically? What structures are in place to pre prevent harm not just respond to it? Because without a strategy strategy we are just reacting and reaction is not leadership. I am not asking for perfection. I am asking for transparency, vision and accountability. Not just from one leader but from an entire system. A system that
046recognizes strategic leadership as a shared responsibility. one that prioritizes meaningful engagement, stable support, and an unwavering commitment to student well-being. We don't need more slogans or isolated programs. No more window dressing. My child needs real systemic change. We need a culture shift because meaningful change takes all of us, but it starts with you. Thank you. [Music] Thank you, Miss McCarthy. Good evening. My name is Kelly Wood. I'm a parent of three children in this district and a woman's empowerment coach. I help women to reclaim their voices, especially in spaces where they've been overlooked, ignored, and quietly pushed aside. And yet, I debated having my husband read this comment on my behalf because it's widely understood that when women, especially mothers, stand in front of this board, were not always taken seriously. But I'm choosing to
047speak for myself because communication isn't just a leadership tool, it's a lifeline. And as of right now, too many of us are feeling like we're being left in the dark. Over 45 teaching professionals being reassigned, programs disappearing. There have been no official announcements from the district. Parents are learning about these changes through word of mouth. Rumors are filling the void. And when that happens, trust erodess fast. Some families are left wondering if board members personal agendas are what are driving these decisions. and we're forced to question not only what is happening, but why it's happening. We checked Parent Square, an app that was rolled out in a way that felt pretty reactive and very unclear, hoping for updates that often come too late, lack context, or never come at all. Yesterday, the district rolled out
048another it released its preliminary budget, a vague document with zero breakdowns, no narrative, and no attempt to explain the changes that we're seeing and how they connect to the numbers. This isn't just frustrating. It's a breakdown of trust. So, let me be very clear about what this community expects from this leadership. Strategic leadership means communicating clearly, listening deeply, and fostering real change. We want schoolboard members who are transparent, honest, and represent all of our children. We want leaders who welcome differing perspectives and create spaces where people feel heard, not dismissed. We need communication that is consistent, respectful, and two-way. And we need board members who are willing to speak the truth, not just maintain appearances or bow to their to pressure. Right now, too many of us don't feel informed. We don't feel included. And
049we don't feel heard. But look around this room tonight. The message is clear. Our families are engaged. We care. We're paying attention. And we will remember you communicated with honesty and who stayed silent. Thank you. Thank you, Miss Wood. Hi, my name is Jessica King, Alpine Drive. Good evening, members of the board, superintendent, educators, and community members. I come before you tonight not only as a concerned community member, but as someone who believes deeply in data-informed decision-making and accountability that leads to growth, not disruption. The decision to reassign 46 out of however many teachers, nearly one-third of our instructional staff, is a serious one. This move doesn't just affect employees. It affects students, families, and the entire school community. With that kind of impact, we must ask, what data supports this? We hear that these
050reassignments are part of a strategic effort to improve student outcomes. If that is the case, then I ask, what do our most recent district-wide results in reading and math show? and how do they compare to those of surrounding districts who also face pandemic related learning loss? Are we seeing lower than previously recorded achievement levels similar to regional trends caused by CO disruptions? If so, is the issue with individual educators or is it systemic? If surrounding districts are seeing similar drops, are we being realistic and fair in our response? Shouldn't we be asking how to support in recovery rather than shifting the burden? This isn't about avoiding accountability. It's about making sure we define it clearly. We expect our schools to use clear, measurable data to track student progress. If these teacher reassignments are a response
051to that data, then we should be able to see the connection. Which programs weren't working? What student growth metrics were considered? Were classroom environments, school leadership, or broader postcoid learning conditions factored in? We need transparency. If the district is confident that this was the right move, then be open about it. Publish the rationale, the benchmarks used, and the goals going forward. And if this is about shifting resources to meet specific student needs, then tell us what those needs are and how these changes are expected to address them. Finally, we must be clear that accountability means supporting improvement, not just moving people around. Were teachers offered professional development before reassignment? Are they being placed in roles that align with their strengths and experiences? What mechanisms are in place to evaluate whether these changes actually lead to
052better outcomes? I urge the board to commit to the following things. Share the comparative performance data in reading and math with the public. Explain how these reassignments align with trends seen across other districts postco. Provide a clear plan for how progress will be monitored and success measured. We are all invested in our students success, but lasting improvement comes from thoughtful, evidence-based decisions, not just bold moves. Thank you. Thank you, Miss King. Morgan Flag Deweiler, Apple Street. I have one son in the district. As someone who um was a former educator, I actually taught uh for 12 years in a neighboring school district. And I myself actually left that job due to the climate. I left my passion. I was so beaten down that my mental health suffered. I had a little boy at home and
053I gave all of myself to my students and time after time I hit a wall. So I know what my son's current teachers are going through. They don't feel heard. They don't feel seen. from knowing what happens behind the scenes in a lot of our classrooms and our schools and the faculty meetings. I understand this delicate balance of what happens. We know we have to get the scores, we have to get the data, we have to push the content and then in a world where everything is changing and as everything is uncertain, we're the ones who are there for the kids. We're the ones that are holding their hands when they're nervous or, you know, cleaning up after them after they, you know, pee their pants. You know, I laugh sometimes when, you know, our
054school nurses who, you know, what they have to do, but before they get to that school nurse, who is there with them? It's that teacher. It's the teacher that's keeping them safe. Aside from the data, aside from all of it, these are human beings who are dealing with our children. our most prized thing. Were these teachers asked for their input when they were going to be moved or is this a matter of teachers being moved because a handful of the teachers are not meeting the expectations? If that's the case, what is the plan for those teachers? And why why are you moving 45 of them if the problem is two? If the problem is five, right? You have them everywhere. You know, probably sitting next to some of your colleagues right now that you know
055that they're not always pulling their weight, right? That's a reality. I deal with it in my job now. But why are we not going to those teachers and supporting them? Why are we making 45 moves in a district that employs less than 200 teachers? Think about that. Think about the why and not the data why. Think about the students, the teachers, their emotions. We're asking our teachers not only to do all of the teaching, but we're asking them to do Alice drills. We're asking them to come to work every day unsure of what's going to happen. Why? And were they asked for their input? Do they have any voice? Do they have any seat at the table? If your answer is I don't know or I am unsure why or if your answer is no,
056we didn't ask them for input. That's a problem. That's a big problem. Thank you. Thank you, Miss Dwin. um here tonight to speak as a parent, purely as a parent. Nothing else. My views are my own. I have to say that. Um so I've been in the district for 14 years now. I have a child in each building as well as one who graduated last year. Some of these changes in the last few years, especially in regards to parent involvement at the elementary school level are ridiculous. As a mom of teens, I know it matters for my older kids to see me show up and support them. But I also accept that as they get older, they need to gain some independence. We only have so many years and so many opportunities to help in
057the elementary school. Why aren't we encouraging this? I've been around long enough that I can share stories of participating in the Mother's Day tease when my oldest was in kindergarten. Um, fathers went to Demick and they played in the park. They walked there and had Father's Day stuff. The kids would bring home flowers from the PTO flower sales. Parent volunteers were there for those. There were informative emails and even helping to fill the Wednesday folders. Those of you that have been around for a while, you know about those Wednesday folders. Okay, none of that happens anymore. I felt welcomed and wanted then and you don't now. If I wanted to go help in the art room, I have to give two weeks notice in order to get in there. We had art shows. We used
058We have them at the high school. Why don't we have them in the elementary anymore? They make art, too. So, in order and in order for now, like in order for us to come in, we have to have two weeks notice and we have to sign an NDA. Okay, that is ridiculous that we're signing an NDA to enter our child's elementary school. Ridiculous. I don't know why there's so many changes, but I am disappointed to it. I hope we're able to find a happy medium moving forward. I also hope that we don't blame all these decisions on the teachers. As it was alluded to in February, great schools rely on strong partnerships that include our families, teachers, and you all as leaders. The disconnect many of us feel have become a top- down problem. Us
059versus them. Our current schoolboard and administrators should welcome our participation. It's not just me. It's many who feel this way. However, many don't feel welcomed or heard, and they worry about retaliation to their children or outside organizations that they work with when they speak here, which adds to the lack of trust of feelings and apathy. I'm hopeful to see meaningful changes moving forward. It is proven that parent involvement helps better our students and shows our teachers that we support their efforts, too. I also want to bring up the fact that we are moving so many teachers around. We're taking an elementary teacher and putting her in high school. Just because they have that certification doesn't mean that that's where they should be. Thank you, Miss Kickline. Hi, my name is Katie Feden and I live
060at 1515 Betty Lane. Um, when I researched what made what makes a school district successful, there were several characteristics that repeatedly came up. High levels of communication and consistency. As a small district, this should be very easy. And yet, the school is falling short. Looking towards the future, we need to try new ways and adapt as needed to get them right, not just try and give up like last year's district events, the ACE program, or new curriculums that fell short this year. Moving teachers around, as has been done in the f the past few years, is extremely disruptive to the students and teachers. Parents and students build relationships with their teachers. a huge benefit of living in a so such a small community and one that we have all come to expect. Both my boys
061have had many of the same teachers and staff for the first few years we've lived here and everyone loved that. For example, Mrs. McCarthy is my son's middle school gifted teacher. She is being moved to a different area to teach and will no longer be there to support and teach my boys. My son is devastated beyond belief. Has the district informed parents and students that teachers are being moved around for the next year? No. We had to hear it from our children and other members of the community. Why is that? What is the motive for teachers to work hard if not for consistency in curriculum and roles? For example, as a nurse, I was assigned to a specific home unit and I became accustomed to working there. Knowing the different staff members, the physicians, the
062respiratory therapists, and my fellow nurses, I knew the flow of the unit, came to know the patients and their families. If I was floated to another unit within the hospital that was short, I felt like a fish out of water. If I had been floated to other units on a regular basis, I would have been very upset and quit working at that institution. It goes the same goes for the teachers here. Then when a teacher staff member leaves the district, who will do the job next? We need to think long term with our hires, treatment of our professionals and the district culture. We need to have a strong foundation to build upon starting from the administration and trickling downward. Each time someone leaves, a piece is chipped away from the strong foundation and over time
063it will crumble. We need to bring these pieces together and work together as a community to make our foundation stronger than ever before. In medicine, we we rely on factual data to help us make clinical decisions. Where's the supporting data for us? When this data is not transparent, it leads to and grows the mistrust, which is absolutely where we are today. Thank you, Miss Spain. Would anyone else like to speak? Hello all, Katie Wckler, Magnolia Road. um mom to four kids in the district. And like many here, I find it challenging to understand why so many of our teachers were reassigned for the upcoming school year. I've been in this room with same administrators and schoolboard members um in the fall of of 2023 discussing the significance of reassignments on staff morale, on extracurricular options,
064and it's very disheartening to see these same patterns repeating. Um today, for example, we honored the I team um but the suggested reassignment of Mrs. Lesnie to the high school would have threatened the continuation of that program. Uh she's been an adviser of what's so cool about manufacturing since the program began and her knowledge is integral to the program here at Sockin. IT team has been fantastic for my daughter. Um and I wanted to ensure that she and others continue to have that opportunity. So I'm grateful that her reassignment has been reconsidered. Um but I have to ask is is that enough? Um, as a parent of a current third grader, I'm concerned about how many moves I'm hearing about that impact fourth grade for next year. As you may know, um, our current third
065grade happens to be the biggest in the district. Um, their year has six classes per grade, whereas most I'm I'm sorry, their year has seven classes per grade and the rest of the elementary school has six classes per grade. And that means that they've always needed a teacher to swing down to their grade level, which is normal. And that's what happens when you have like population bubbles. Um, but it's hard when your teacher is new to being a classroom teacher or new to a grade level. Um, my son has had the swing teacher for two of his four years at Sakin. He has classmates who have had the swing teacher every year at Sen. Um, and it has an impact. This year, the swing teacher is Mrs. Lzowski. Uh, she's fabulous. She's experienced in a
066very nearby grade. Her classroom stayed in the fourth grade hall, so she was ready to move right up back up to fourth grade with them the next year. And as a third grade parent, it was great to know that there was a plan for consistency for those kids at long last. Um, so it was upsetting to hear that an experienced fourth grade teacher like Mrs. KD was being reassigned to the high school. My daughter had her in fourth grade. She was wonderful. Um, it's disheartening to hear that other very strong middle school teachers like Mrs. Basinetto and Mrs. Messinger are being reassigned to fourth grade. um cuz while they are great teachers, the transition from middle school to elementary school is is hard. Um so instead of starting fourth grade with finally having a cohesive
067team, they're going to have at least three teachers that are new to that subject and those curriculums and sometimes even that building. And it's hard to understand why that's in anyone's best interests. There are countless other moves I could speak to. Losing Mrs. McCarthy as the middle school gifted teacher, especially the year after we also lost Mrs. Levery as the middle school gifted teacher, is a big blow. Some of these moves admittedly make me happy um on a very personal level. Sorry teachers if it doesn't make you happy. Uh Mr. Stern, for example, my eighth grader loved this year and the chance of maybe having again in high school is a happy little possibility, but is that what's best for the district and for education as a whole? I'm not sure. So, in this room,
068we've discussed how past reassignments have impacted teacher morale, retention, community trust, and the student experience. So, I find it concerning that those conversations have led us right back to the same place. Thank you for listening. Thank you, Miss Wckler. Pam Silverthorn. I live on Chestnut Street in Helertown. Um I'm here as like Alicia said, I'm here as Pam Silverthor, not any other groups. Um first of all, I want to congratulate um Sen Valley School District for our recognition as a uh one of the 963 schools in the country for an outstanding music program. And I think that is is to be celebrated and lauded. Um, with that in mind though, um, I'm concerned that we're not hiring another general ed music teacher in the middle school. So, we're going to be having four teachers um,
069K to 12 teaching um, AP music, fundamental music, the four bands, the three choirs, general music, 100 lessons. Um, and that's that's a lot for four people to do. I really think we should reconsider the decision not to hire the fifth music teacher. Um, and I know that, you know, part of our excellence is our extracurricular um, music programs. And, and of course, that's not part of the teacher's assignment, but when you're thinking about the excellence of our music program, the marching band, Camarada, Chambers supports the excellence and why we got nominated or or recognized as an excellent music school. Um, and so I think about those four teachers who are doing a fantastic and amazing job in the music program, but even though that is a a cho a choice for them to do
070extracurricular activities, a person can be only divided so much. So, um, I I really would like to make sure that next year we hire a fifth teacher um for the music program. And anybody who's keeping tally, we do have seven PE teachers teaching gym. And none of those teachers have an additional performance um group to teach. So our music teachers not only teach music, but they do the most incredible I can't even imagine how they do it. Get 150 kids to perform in a choir. 100 kids to perform in an elementary uh choir. And then of course our high school um the marching band, the the choirs and all the bands, how they get them to learn music and perform music is a task that probably most of us could not do. Um so I
071really think in order for us to be lauded and continue to support our music and education, we really need that fifth teacher. Thank you. Thank you, Miss Silverthornne. Anyone else? Hi everyone. Michelle Lanning, drifting drive. I wasn't expecting to speak, but all you are so impassioned. Um, I'm speaking obviously to some of the same thing that many of the other people have come up here to speak about the teacher moves. First of all, I want you to all think back to your first time, your first year at a job and how effective you were. Each and every one of you. I'm a mom myself to three children. Two of them are still here at Sakin. One just graduated. I'm an educator myself. And I want to tell you that every move, whether it's just one
072grade level, is an entirely new job. And so, are we giving the children our best if we're giving them each of these moves as like a brand new teacher, completely new curriculum? How about the adviserss and the teachers that are doing all the extra in their placements? They can't do that. They have to learn a whole new job. They're maybe in another school. So, right now, we're missing out on a lot of extracurriculars that my child who just graduated had, but my two girls don't have. We don't have the European trip. We don't have ski club um remediation. It was aces, but I don't know what happened to that. Um I can go on and on and I'm sure I'm not speaking to most of them, but I'm just wondering, is this in everyone's best
073interest? Can we take a pause here and think about and maybe ask who first wanted to be moved to these different grade levels? It just seems like a lot that a third of your staff you're moving. For what reason? That's what we want to know. For what reason? Because it doesn't seem like it's because of test scores or I don't know different bubbles of of groups of students. We just want an actual answer. But I'd like you to pause and think about, is this the most effective use of your personnel? Now, I know you're not going to make everyone happy. You can never there are always going to be moves that need to take place, but do all of these moves need to take place? I know that you have to give a certain amount
074of notice. And again, it's just a suggested what you think a tentative placement for what I understand that you still have time to pause this and think about how everyone would be best utilized in your schools. I also am very concerned about the fact that almost every year there's been a new high school principal and why that has happened. But we keep losing people, good people. Instead of pointing fingers, let's start asking the questions. I know I'm again reiterating what other people are saying, but I'm hoping I I know many of you on this board and I know that you you really take to heart and you take it seriously your job here as schoolboard members. So, please just pause and think about Does all of this need to be done? Thank you so much.
075Thank you, Miss Lanning. Anyone else? Diola Lane. I meant to do this at the last meeting, but I didn't make it quite till the end. Uh, this week and next week, the eighth grade is going on their bike and boat trip, and the cost this year unexpectedly went up a good amount. Uh, and we weren't sure if we'd be able to go. Uh, but luckily, uh, thanks to the administration, Dr. Nicolof, uh, was able to, uh, work it. So kids are be able to go no matter uh sort of their economic situation. Uh as long as we can hold off on the rain a little bit uh we should have a good week. So I just like to to thank her and Mr. Zacharitas for for doing that and also just uh thank Dr. Nicolov
076for the last few years as the middle school principal and wish her luck as uh she moves on. So thank you. Thank you, Mr. Stern. Anyone else? Okay, seeing no one, we'll move on. Um, we've moved the uh superintendence uh report to this position. Um, Miss Velocity. Thank you, Mr. Demer. Um so normally I write the superintendent's report long before an executive session and a board meeting. Um and given the information and what has been shared this evening and what um the board and I have discussed in executive session, I can only say that the number that has been out in the community is not accurate. And let me explain. There are roughly 22 positions and movements that have been made. Please uh let our superintendent speak. Uh according to our policy, what needs to
077be reported is are our building level moves and those that are moved within the departments. the 45 moves plus whatever number I have also been aware of though I've not received any emails. Um but what I was made aware of in executive session and the number that's circulating out in the community is only by my assumption counting all of the moves that have been done within the buildings in terms of scheduling. These numbers are continuously flexing from now until the end of August or the beginning of August and has been like this historically for the years I've been here and previously to me. Um the schedules at the building levels have not been completed. though these numbers can of course change and that's prior to when schedules are released when the rollover of power school
078happens and when schedules and teachers are shared with uh parents across the district and that's usually in the second week of August um to the point that was made about the pause um the information that was shared in executive session and the discussions that have happened here uh and in executive session will be just that um I have no issue, I'm sure my administration, not knowing what those discussions were, have no issue going back to the table and talking about why these moves were made. I think there's an assumption that the moves were made because of problems or issues within staff. And I heed you not to think that. I don't believe that there's any move that was made of the 22 that have been reported. um that would have been reported to the board
079and would have been on a board agenda that have been made due to problem staff. Um it's quite the opposite. I think that our administrators have done a phenomenal job trying to optimize the staff that we have. So I am willing to go back and discuss this in more detail with the board uh if it needs to be open at amp meeting um open to the public to discuss why the moves were made the discussion from personnel. I don't think anyone has an issue with discussing building level goals or district level goals and why each individual move was made. Um, I trust my building administration to push what needs to be pushed in their building from a goal perspective and the moves that they make within their building. There's been deep discussions over the course
080of the last couple of years that have always circled around the um idea of furlowing staff and we have always taken the position that that is something that we will not do in Sen and because of that uh there are changes and shifts that occur. If that is something that we want brought back to the table, I'll be more than happy to bring that back to the table. My administration will bring it back to the table, but it's not something that we would recommend. there are changes that would be made to staff that have financial implications um hiring and that's something that we can discuss at this level from an administrative standpoint along with our board and we can readress all of the positions that have been moved but there are only 22 as I
081have said in executive session that would be formally brought to the board because of the moves outlined in the policy. Um, and that's as simplistic I can be as I can be. Any further explanation at this point, I think would not give credence to what has been shared publicly and the opinions that have been shared. And I'm willing to pause at this point and give the directive to the administration that we will go back to the table and address anything that we need to address or readress and share that publicly, whether it be at a board meeting or a committee meeting. Thank you, Miss Flask. Would any board members like to um make an Sure. Yeah. So, um just want to thank everybody here for coming out and uh and engaging in like a community
082process, right? This is very important. Um it's important for us to know what uh everyone's feeling and then it's important for us to know the issues that we have to uh communicate back, right? And so some of the issues that were brought up tonight are a communication issue, right? Some people just don't understand how the process worked or who had input into the process, right? And that's a thing that like we could communicate with. Some of them are more complicated issues about like what is the strategic plan and and how does that work and and what serves that and so that's something that we can work on as well. Um you this is going to be I can't I I did try to take really good notes uh from where everyone was talking so I
083I apologize if I was looking down at my screen here but I was trying to take really good notes. uh it's not going to be possible for me to to talk about every point here mainly because I don't have enough time and also um some things are just still up in the air. So um you know I think the important thing to hear at least from my perspective and every board member individually can have their perspective is that um you know we found out about this um I believe that the board here is going to investigate this in the sense that we're going to try to understand the process right some of the myself included are learning about how the process works right so we have to learn how the process works we have to
084learn the decisions that went into it. Um, it is true that when it comes to personnel like we're you're that's for the YouTube. Yeah. Oh, okay. Yeah. Well, I thought it went out. Sorry. Um, the public's probably never going to get a report where we tell you every individual teacher's name and give you a reason, right? Like that's not going to happen and we should all understand that that's not proper or professional to do. Um but it is reasonable to like go back on here and for this you know organization to uh I think produce some kind of of like actual thing that explains the whole process explains what the goals were and explains the like pros and cons of the decisions that were made. Um that didn't happen and I understand that and I
085take responsibility. Um I was partially blindsided. I think some people were. I think everyone kind of was. Um and so you know I think that we hear that loud and clear that that kind of communication is needed. Um and in the process of that you know if there are things that we need to adjust then we can work on adjusting those. If there's a change that would be more beneficial in the future, we can look at, you know, the best way to do that between the administration and the teachers and everyone, right? We can we can look at the process. We can adjust as needed with input from all the stakeholders. And so we can work on that. Um, I don't think unfortunately that probably anyone here is going to be able to give a
086satisfactory answer right tonight. I, you know, it's just the sort of the nature of it. Um, but we hear you and uh, you know, I think that we all of us up here are going to work on this and hopefully you will hear from this organization in a way that builds trust between all parties moving forward. Thank you all for coming though. Anyone else? Um, well, I just wanted to am I allowed to because on the superintendent report. Didn't don't we usually get a chance to Yeah. No, we're This is the This is the time when we can address things that came up in the public's comments. Okay. What about the superintendent's report? When do we discuss that? If if you want to make a comment. Um well, I I appreciate the work that the
087superintendent uh or that was explaining. Um uh but I also think that um we have to I mean literally read the room you know um this is symptomatic of of a problem. This does not normally happen you know there people are really mad and there's a widespread anger. Um, I don't think that's the way it's supposed to be, you know. Um, that if that's what you want, if that's what you want in a district, you know, that can be arranged pretty easily, you know, I but I I'm sure that that's not what the community wants, you know. Um, so I don't really understand um that. I mean, I understand that there are individual problems that have to be talked about um, you know, really carefully. I mean, it's personnel issues, but the fact that there
088are so many people who are so mad, and this is honestly, this is just the tip of the iceberg. This is the tip of the iceberg. Um, there's so much more anger out there than what's in this room right now. Um, to me, that's symptomatic of a problem with leadership. You know, we've got to do this. I mean there there are people and there are people who spoke who are extremely reluctant to speak about this kind of thing. I hope that's something that my fellow board members and uh the administration understand some of the people who spoke are not people who would normally be speaking out. You know that's I mean I was surprised actually it's at some of the people who came up. You know I was like wow. Um, so I'm I'm I'm
089really hoping that um we understand that this is not the way it should normally be. You know, anyone else? I I I just like to um piggyback a little bit on Mr. Carpenters's comments. I think that um e every year there is some turmoil around move time because for obvious reasons it's uncomfortable for all those individual teachers that actually get the move. Um unfortunately uh so so uh we we actually I I don't know if it was clear from others comments but we had a a a 90minute executive session tonight and we spent almost all that time talking about this the the topic that you're all here interested in and um it it's it's a it's a large complex um topic There are 20 22 names on the list that we were working with because
090these are the ones that that are at the superintendent level. The rest of the names uh as Miss Velocity mentioned are at the building levels. Um we yeah that yeah they all still matter. They all still matter. Um it's teachers that will need to uh prepare themselves to teach something different from what they taught last year. Um but as I was trying to say um each year this this kind of comes up, but this year um it has been a much bigger and um more emotional um event. And I think it it's really made it clear to me and I believe to most of my colleagues that we need to do a better job of understanding in advance what's happening so that uh we can uh you know we can make our imprint on it
091um and that we can be better prepared to speak with all of you when when when you start communicating with us. We get we get a handful of emails and I'm sure there are are plenty of of you who have uh you've grabbed a board member when you see them at the Giant or anywhere else and say, "Hey, what's the deal here?" Um because I know it's very emotional. Uh it's obvious tonight. And we're we're going to we're going to continue the process to understand uh what happened um this year, the the justifications for them uh each each one of the moves that are at the at least at the superintendent level and uh and then communicate uh with with the with all of you as a community um what we can say. Obviously, as
092as was said earlier, we can't talk about each individual one, but um we we do need to find a way to communicate with all of you about um what what needs to happen and and why so that you can better understand why it's happening. Okay. Um I don't before I go on to the uh announcements I just like to say that given the circumstances we need I believe we need to return to executive session after this meeting. I hope all of you can make it um because we need to continue the discussion. Um, for announcements, we have a a uh board meeting on June 10th, 700 p.m. here in this room and again on June 24th here in this room. Um, we've reached the end of the agenda, so our meeting is adjourned.