Oct 15 2025
Board Meeting

▼Full Transcript Below

1. Public Comment
   ⏯ 0:8:40 – 0:39:52

   • • Jennifer Beyer (parent): Discussed middle school at Dickinson and need for more social emotional support.

     • Steven Fackenthall (General Music Teacher, Richey Elementary; President, Red Clay Education Association) Urged the Board to ensure transparency and broad communication.

     • Jenny Howard (parent): Urged the district to pause the new high school plan, citing limited community representation and top heavy district influence in the committee. 

2. Board Action Items - Attendance Zone Committee Proposal (Amendment), Discussion and Vote
   ⏯ 0:35:10-46:25

   • • Board Member Susan Sander made a motion to amend the original proposal to create an advisory group in place of a group that provides input; Mark Pruitt explained there will be several subgroups doing the work on the Innovation Plan and this committee will receive updates. The group will be listeners. 

⏯ 0:8:40 – 0:39:52 Click to hear all comments or Click a name below to hear individuals.

Jennifer Beyer: My name is Jennifer Beyer and I'm here tonight as a parent of a John Dickinson Middle School student who truly cares about not just academics but also the climate and culture within our schools, especially at the middle school level. Middle school is such a unique and critical time in a child's life. It's a period of enormous change socially, emotionally, and developmentally. Students are trying to figure out who they are, where they belong, and how to manage friendships and emotions that are often new and overwhelming. Because of that, the environment around them, the tone set by the adults in the building, the expectations for how students treat one another, and the support systems in place matter tremendously. What I've noticed, and what I've heard echoed by other parents, is that while our district does a strong and incredible job emphasizing academics, there seems to be less attention on the social emotional side of student life. I think that imbalance can really impact how our students experience school. When kids don't feel connected, safe, or supported, it affects not only their well-being, but also their ability to focus, learn, and thrive. I'm not here to criticize, but to advocate for balance, for a greater focus on fostering kindness, empathy, and inclusion. Things like advisory programs, social emotional learning opportunities could go such a long way towards helping students develop stronger relationships and healthier coping skills. Even small changes, consistent expectations for behavior, more communication between staff and families, and spaces where students feel heard can make an enormous difference. Ultimately, I believe that a positive climate and culture is the foundation of everything else we want to accomplish academically. When students feel emotionally supported and valued, the entire school community benefits. So, I'd just like to encourage the district and the board to look closely at how we can strengthen that social and emotional framework in our middle schools especially because our kids are not only learning facts and formulas, but they're learning how to be people and that's something worth investing in. I appreciate your time, your service, and your commitment to our students. Thank you.  

Steven Fackenthall: Good evening, Board. My name is Steven Fackenthall, general music teacher at Richie Elementary and president of the Red Clay Education Association. I'm simply here to talk about the attendance zone and restructuring committee vote that is on for you tonight. I am hopeful that if this were to pass that the committee and the district are overtly transparent in their discussions and decisions that are being made because those decisions and discussions are being made are for staff and community members that are going to be most impacted. I am hopeful not only are they going to be overtly transparent in their discussions and decisions, but seeking input from the staff and the community most impacted in every possible way. I know that there were some admin that went over last week during one of their faculty meetings. I appreciate that. I'm hopeful that every avenue of transparency in decision-making, discussions and seeking input will be made for those mostly impacted by any decisions. I really appreciate your time. Thank you. 

Jenny Howard: I'm here tonight to discuss Red Clay's new high school plan and the growing concern that it's being developed for the community but not with the community. The committee behind the plan was top heavy with district administrators, parents, and community members made up barely a third of that group. And the imbalance is clear. The proposal doesn't reflect family's priorities or what's best for all students. Many families still don't understand what this plan means for them. Parents are confused, frustrated, and losing trust. Now, we're hearing that CAB Calloway, and Conrad students who already have access to selective programs and additional resources, will also have access to the innovation center. If that's true, why would any parent choose Dickinson or AI? Plans like this only make our schools more divided and our system less equitable by further concentrating opportunities in certain sought-after schools. The same pattern shows up in transportation. The district's own rules aren't applied consistently. Some choice students are granted hub stops or routes outside their feeder zones while others are denied that same access. And these inequities start early. For example, every non-title one school has its own full-time talented and gifted teacher serving K-5  students, while title one schools share one teacher across multiple buildings. Those students lose out on early enrichment opportunities that others take for granted. With that being said, I urge the district to pause this plan and rebuild it with transparency, fairness, and authentic collaboration. That includes creating a real family engagement plan, one that gives parents, students, and community members a meaningful role before decisions are made. Red Clay families want to be partners, not spectators. Equity means access, transparency, and opportunity for every student. Thank you for your time. 

⏯ 0:35:10-46:25

Vic Leonard: Switching that around, I think this next one would have some comment.

Hugh Broomall: It is recommended that the Red Clay Board of Education approve a new committee to be named the Thomas McKean Innovation Center Working Group as submitted.

Jose Matthews: So moved to approve.

Susan Sander: Second.

Vic Leonard: Thank you. It's been properly moved and seconded. Any discussion?

Susan Sander: Yes. I would like to amend the committee as originally stated. In light of the fact that we need to get information to families, educators, and the community in general about the proposed McKean Innovation Center, I propose that we change this from a "committee" to the "Thomas McKean Innovation Center Working Group."

My reasoning is that I’d like information reaching families in real-time as opposed to going through the series of commitments it takes to serve on a formal committee. I would also like to propose that the working group is made zoomable and open to the public, so information is disseminated in real-time to families.

Hugh Broomall: How about I ask Mr. Pruitt to share a little bit about how the advisory working group is going to work and how they’re going to be transparent?

Mark Pruitt: I’ll offer some context. This is exciting and meaningful work, but there needs to be flexibility. We began with an internal steering committee of 12 district administrators. They are overseeing what will be 16 subgroups over the next two years. The leaders are putting together time-bound benchmarks, back-mapping from August of 2027 with key action steps needed to launch. Once that finalized working draft is ready, we will put together subgroup teams. These groups are very different: 

the move of Adult Education from AI High School to McKean

a communications subgroup

a facilities subgroup

a DIAA athletics/extracurricular subgroup

and a funding subgroup.

The makeup of each will look different. For example, the Adult Ed transition will look different than student services. We are also pivoting existing groups, like the Student Superintendent Advisory Committee, to get their feedback on the transition. Additionally, we are putting together this advisory working group of experts. We’ve already engaged with the Department of Labor, Goldey-Beacom College, University of Delaware (Demography), ChristianaCare, DelTech, the Department of Education, Rodel Foundation, Wilmington University, and Emerging Delaware. We want them to join an overriding advisory working group. We have to meet them where they are; we might not get 16 experts to a Tuesday night meeting at 6:00 PM, so we may have them present to the teachers and parents on the committee instead. Either way, we will update the Board bimonthly.

Vic Leonard: I have a few questions. One, will these meetings be open to the public?

Mark Pruitt: We can certainly make them open to the public and put them on Zoom.

Vic Leonard: Yes, we’d like to do that. And we’d like Board representation at these meetings as part of the deal.

Devon Hynson: Where did you get the members for these subcommittees?

Mark Pruitt: We have not established the subgroups yet. There are six key working groups. The first step is establishing the benchmarks by back-mapping from August 2027. Once done, we will reach out to small groups to do the work, primarily within the workday.

Susan Sander: We are proposing that there be Board members and representatives from the nominating districts on this working group so we have active listeners. We realize this is not a group giving input; it is a listening and communication group.

Mark Pruitt: I think it’s important to note that when we meet with experts to negotiate legal terms for clinical space or apprenticeships for students, that won't happen at 6:00 PM. But a progress report on those steps can happen at 6:00 PM.

Vic Leonard: Mr. Pruitt, a main question I get is: what is the benefit to students and how do we determine curriculum or pathways?

Mark Pruitt: In 2022, we looked at a labor market analysis of jobs over the next 10 years. We have great CTE (Career and Technical Education) pathways; McKean is our flagship for that. We will move existing pathways from AI High and Dickinson there. We’ve identified growth in allied health, healthcare technology, cloud security, AI, networking, and clean energy.

Susan Sander: Technology is going to be changing things. Our career pathways will need to be updated as technology changes so students can find jobs.

Jose Matthews: Point of clarification: I want to make sure that if approved tonight, we have a period for public comment at all of these meetings.

Susan Sander: Thank you, I appreciate that. Yes, definitely - a point during the working group meetings where public comment is available.

Vic Leonard: Is there a motion to approve the amendment first?

Devon Hynson: So moved.

Susan Sander: Second.

Jose Matthews: That was for the amendment. Now we go to the motion for the working group itself.

Vic Leonard: Is there a motion to approve the recommendation for a working group?

Beth Twardus: So moved.

Susan Sander: Second.

Ms. Stevens: Unanimous. Motion carries. 

📄AMENDED Proposal for Thomas McKean Innovation Center Working Group October 15, 2025 For convenience, the full text of the proposal is typed below. 

Proposal

The Thomas McKean Innovation Center Working Group

The Thomas McKean Innovation Center Working Group is responsible for supporting the Red Clay Board of Education and District Administration in transitioning Thomas McKean High School into the Thomas McKean Innovation Center. The Working Group will provide expertise, input, and advisory recommendations from community partners, families, educators, and students to ensure the Innovation Center is responsive to the needs of the district and community. The group will serve as an advisory body rather than a traditional board committee. 

The Working Group

This Working Group serves to assist the Board of Education with communication between the administrative personnel leading the Innovation Center transition and community advisors providing professional expertise. Community partners will serve in an advisory capacity, strengthening collaboration between the district and external organizations, and ensuring that the transition reflects workforce needs, educational priorities, and community values. 

Working Group Goals: 

• Provide progress reports to the Board of Education regularly (bimonthly – every other month). 

• Ensure alignment with district goals, workforce development needs, and community expectations. 

• Offer advisory feedback on: 

  • Facility redesign and program development. 

  • Workforce and career pathway programming. 

  • Staffing transitions and professional development. 

  • Student enrollment, transportation, and support services. 

  • Funding strategies and sustainability planning. 

  • Timeline and launch of the Innovation Center. 

• Support inclusive community engagement by bringing forward input from families, students, educators, and external partners. 

• Deliverables: 

The Thomas McKean Innovation Center Working Group will provide the Board of Education with: 

• • Bimonthly reports on transition planning and implementation. 

  • Timely, public-facing updates for families, educators, and community partners. 

Final recommendations to guide the successful launch of the Thomas McKean Innovation Center. 

Scope of Responsibilities:

The Working Group will act as a communication and advisory platform, not a governing committee. Its responsibilities include: 

• • Providing feedback to district leadership to ensure best practices are followed. 

  • Advising on alignment between academic programming, workforce pathways, and community needs. 

  • Ensuring input from community partners, families, and students is considered in board and district decision-making. 

  • Serving as a bridge to strengthen collaboration between the school district and external organizations. 

The Working Group will meet every other month (bimonthly), beginning in October 2025 and continuing through October 2027. Additional meetings may be scheduled to address transition milestones and ensure timely communication with the Board of Education. 

Expectations of Members: 

Working Group members are expected to: 

• • Attend meetings consistently. 

  • Contribute perspectives and expertise relevant to the transition. 

  • Interact respectfully and collaboratively with other members and stakeholders. 

  • Communicate information within their networks to promote understanding and engagement. 

Community partners serving as advisors may choose to conclude their participation at any time, while district and board representatives will be appointed in accordance with Red Clay policy. 

Expectations of the Life of Working Group: 

The Thomas McKean Innovation Center Working Group will operate from October 2025 through October 2027 to guide the innovation center's planning, transition, and launch. It can be extended if additional advisory support is needed.

📄Proposal for Red Clay Attendance Zone and Restructuring Review Committee September 17 2025 For convenience, the full of the proposal is typed below. You can also view the original PDF document using the link provided.

Red Clay Attendance Zone and Restructuring Review Committee Proposal

• Charge Statement: The Red Clay Attendance Zone and Restructuring Review Committee is responsible for requiring Red Clay District personnel, tasked with developing a plan to satisfy the proposal agreed upon by the Attendance Zone and Programming Committee and voted upon by the Red Clay School Board, to present progress reports to this committee to assure understanding for all stakeholders affected by this plan and to monitor financial, personnel, transportation, and student issues associated with this plan. 

The Committee: 

This committee serves to assist the school board with communication between the administrative personnel charged with the Attendance Zone and Restructuring and ensure community involvement in the proposed changes. 

Committee Goals: 

Provide progress reports to the board on a regular basis (bimonthly – every other month) regarding the plans for the realigning of the attendance zones, MYP programming at Skyline, proposals for school choice, staffing changes, transportation plans, funding, Innovation Center progress, and launching dates. 

Deliverables: 

The AZ and Restructuring Review Committee will provide the board with all proposed recommendations and ensure information is available for all stakeholders including Red Clay community members, families, and educators. 

Scope of Responsibilities: 

The AZ and Restructuring Review Committee will act only as a communication platform for the board to keep the board aware of the changes proposed by the administrative personnel, and to ensure best practices are followed and input from community stakeholder is communicated to the board. 

Timeline: 

This committee will meet every other month (bimonthly), unless deemed necessary to meet more frequently, beginning with October, 2025 and ending in October, 2027 (to ensure any additional information is communicated to the board. 

Expectations of Members: 

AZ and Restructuring Review Committee members are expected to attend meetings, voice views, act responsibility, interact politely with other members and community. Members shall not miss more than 3 meetings in any school year (July – June) time period. Board members on the committee are selected in accordance with BP 9004 and community members can decide at any time that they wish to end their service on the Committee. 

Expectations of Life of Committee: October, 2025 through October, 2027.