A significant topic of discussion was the inadequate classroom space at Deacy Elementary and Deacy Middle Schools, impacting multilingual learners and students needing additional academic support. Kelly Wilk, a member of the public, described the situation where multiple classes of high-need learners were shared in one room, creating a less than optimal environment for learning. She emphasized that elementary students had lost exclusive access to their library, which was now used for Spanish classes, causing disruptions and limitations. Wilk stressed that “it’s hard to learn in a room like that,” calling for the board to reconsider the EEL contract and address space issues to align with the district’s mission of promoting excellence.

Echoing these spatial concerns, another speaker at the meeting highlighted a recent incident where an elementary school fair had to be moved to the computer lab, displacing the computer teacher for three days. This speaker urged board members to personally investigate the classroom arrangements and speak with staff about these challenges. The speaker highlighted the urgency of the situation and the necessity of ample space and resources to facilitate meaningful learning experiences, calling for a reevaluation of the Yale contract.

Literacy instruction was another focal point during the meeting, as Amanda Gaunt, representing the Eve Parents for Improved Literacy Outcomes, provided data indicating that the district has not met state literacy targets for three consecutive years. Gaunt criticized the district’s reliance on the FMP benchmarking system, deemed ineffective by the state department of education, and called for the adoption of valid universal screening and progress monitoring measures. She demanded a more transparent and equitable approach to ensure struggling readers receive necessary interventions, especially in grades four through eight.

Chris Dianelli supported Gaunt’s comments, voicing concerns over the literacy curriculum’s ineffectiveness despite ongoing advocacy. Dianelli referenced I-Ready data, revealing that students in early grades were falling short in foundational literacy skills. She shared a personal account of her first grader’s decline in skills, attributing it to a lack of alignment with evidence-based literacy strategies. Dianelli urged the board to adopt a structured and evidence-based literacy program, publish literacy assessment results, and implement curriculum changes within a specific timeframe.

Tanisha Shardan brought attention to another issue, sharing her daughter Demi’s experience at Rice Elementary School. Demi, who has autism, is currently out of school due to inappropriate classroom placement. Shardan expressed frustration over the school’s inability to support Demi’s needs, including potty training and educational accommodations. She appealed to the board to empathize with her situation and ensure that students like Demi receive appropriate support, arguing that the current setup is unfair and hinders her daughter’s academic and social development.