▼Full Transcript Below

1. Public Comment
   ⏯ 19:02 - 1:04:13

   1. • Aziza Rajab (McKean student): Presented a poem titled "Don’t Close Our Doors," expressing the emotional connection students have to McKean High School and the fear of losing their school identity.

      • Morgan Dukes (Mckean staff member/alumni): Questioned the level of community engagement and urged the Board to pause the plan

      • Traci Dobrowolski (McKean parent): Opposed the conversion, citing the success of the special needs population at McKean and the potential negative impact on seniors 

      • Najma Landis (Board member): Thanked the Board for allowing her to serve and vowed to listen to community in her full term.

      • David Hogan (McKean staff, reading for a student): Concerned with transportation time, the loss of established relationships, and the sense of unfairness in targeting McKean over other high schools.

      • Lindsay Williams (McKean staff, reading for student): Compared attendance statistics between McKean and AIHS, citing McKean's strong community should be preserved.  

      • Beth Wile (McKean staff): Supported the vision of an Innovation Center but formally requested a phased transition. 

      • Shaun Orr (McKean parent): Expressed concerns about transportation, and impact the change would have on his son's mental health in his senior year. 

      • Adrien Fields (Red Clay Para Association): Questioned the status of Meadowood's future including students' medical and therapy needs. 

      • Karen James (McKean parent): Cited concerns over the high cost of adding ADA compliance at AIHS, potential transportation-related safety risks, and the negative impact of travel time on students' legal IEP requirements.

      • Andrea Arena (McKean parent): Opposed the Innovation Center plan due to a lack of budgetary transparency and a documented plan of action; noted that the Meadowood and autism programs were not included in the original decision-making process.

      • Melissa Wile (McKean staff, reading for students): Shared "soapbox stories" from McKean students expressing fear that the transition will destroy school culture, sever teacher-student bonds, and disrupt students' mental stability.

      • Jessica Kradjel (McKean staff): Requested an extension of the 2027 transition timeline, arguing that the current pace is "needlessly urgent" and risks cutting corners.

      • Mike Cole (parent): Described McKean’s special education program as irreplaceable and argued that dismantling this specific team would be unethical.

      • Gianna Howard (HB student): appealed to the Board on behalf of a peer to consider the student impact of moving Meadowood out of McKean.

      • Jenny Howard (parent): Expressed solidarity with the Meadowood families and teachers; urged the Board to support a motion to pause the plan and provide a full accounting. 

      • Brenda Steffon (Friends of AI): Requested specific details on why McKean was selected, called for information on transportation and retrofitting costs.

2. Superintendent Report
    ⏯ 1:08:52 - 1:23:10

• McKean Student Representative Ryan Reamer showcased the McKean's diverse successes during her presentation. 

• Superintendent Dorrell Green announced a new pilot program at Dickinson and AIHS, Workforce:Skills and Experience Seminar.

• Superintendent Dorrell Green shared slides on Mid Year Academic Achievement Board Workshop

3. Board Presentation
    ⏯ 1:28:36 - 1:23:10

19:02 Aziza Rajab: Don't Close Our Doors by Aziza Rajab. Have you ever thought of your own present or past hoping that the memories would last? Memories will only be left in McKean. My oldest age registered will only reach 16. Only because we have the longest sheet. Laughter will echo the empty halls bittersweet. Where future’s extended and lessons took place far more precious than any database. We are the artists, thinkers with futures bright. The vets and builders shine in the light. Each classroom holds a whisper sharp and clear of dreams that some may leave in drear. To shut these doors to dull our ambition will only cause us to start a petition. Having us end our graduation queue dims the hopes of McKean and our crew. We stand as one, a voice that will not cease. For this is our school, our home, and our peace. Let wisdom guide, let vision see worth of our routine, of every student and every staff member in McKean. Don't let our announcements end with our doors closed. This is the place where our big dreams get recomposed. So open your ears as the district hears anything but our voices. Keep these doors open so we have our own choices. Thank you.  

20:52 Morgan Dukes: Hello. Morgan Dukes. I'm a current McKean staff member and alumni. School Boards exist for a very specific purpose: local governance, to ensure that our schools remain responsive to community values, student needs, and the laws that guide public education. In other words, School Board members serve as the bridge between the school system and the community that it serves. And that matters because public schools do not belong to a committee. They do not belong to an administration and they don't even belong to a board. They belong to the community. They belong to the families who entrust you with their children every single day. They belong to the students whose futures are shaped inside those walls. And they belong to the taxpayers that fund them, the educators who serve them, and the neighborhoods that rally around them. Because of that, when decisions are made about schools, about programming, structures, closures, or redesigns, the people most affected deserve more than an update after the fact. They deserve a voice in the process. Community engagement is not a procedural step to check off. It's not a survey with low participation. It's not three minutes at a microphone once plans are already in motion. Meaningful engagement requires early involvement, clear information, honest dialogue, and the willingness to adjust course when concerns are raised. So, I want to ask a direct and respectful question tonight. As individual board members, what have you done to engage with the community that you represent to determine their thoughts, feelings, and concerns related to the McCain Innovation Center initiative so that you're informed and able to speak on their behalf? Have you spoken with the families that will be affected? Have you met with the students whose opportunities may change? Have you listened to the educators who will be responsible for implementing these decisions at union coffee opportunities or meetings offered with school staff? This is not about resisting change, but durable change is built with a community, not delivered to it. That's why I urge you to recommit to authentic engagement and transparent communication. Charge the district with pausing this plan and re-engage the community through structured surveys. Well publicized town halls and direct outreach to families and staff give stakeholders the opportunity to fully understand the proposal and provide informed feedback. That feedback can inform the district's future plans and ensure that whatever direction is taken reflects the priorities and concerns of the communities it serves. If our school truly belongs to the community, then the community has to have a real seat at the table before decisions are finalized, not after. Thank you.

24:06 Tracy Dobrowolski: Hello, my name is Tracy Dobrowolski and I'm speaking on behalf of my son Braden who is a sophomore at McKean. He has autism as well as an intellectual disability and anxiety. He is in a setting B with a shared para. We picked McKean because of the high special needs population. Braden is thriving at McKean and has made friends and plays sports through their unified sports program. We oppose the Innovation Center for some key reasons. Pulling kids out specifically during their senior year and having them make new friends and acclimate to a new building. Busing kids during the day for a career path is more time on a bus as far as safety and on the road and wasting more academic time. Collectively, we all worry about the kids' mental health. Yet getting kids to change schools and start new, especially as seniors, fosters more anxiety. Unified sports and best buddies are amazing at McKean. And why change it? Mrs. Schnicker is working hard to be inclusive and be a place where our kids can be social and have fun. Braden has been stressed about this since hearing about it. He actually heard about teachers talking about it. It was never talked to us about it or talked to anyone else. Please think about the kids that are already thriving at McKean and won't be yet able to graduate from there. Why are we making McKean who was already successful change? We have kids that don't always fit in, but at McKean, they do. Please don't take that away. Braden wants to graduate a Highlander.  

26:07 Najma Landis: Hello everyone. I just wanted to take a moment to thank you for allowing me to serve for a full term as my seat was unopposed in the recent nomination process. So I vow to continue to listen to voices of my community, our Red Clay community, and I hope that that communication continues in the coming weeks. Thank you.  

26:55 David Hogan: Good evening to the Board. I'm reading on behalf of a McKean student. Protect McKean. Imagine being sent to a country where you don't know anybody. That's what it feels like to switch schools from McKean to a different high school. Today, I'm talking to you about McKean High School and why it should not shut down. McKean High School located in Delaware is about to get shut down because the Red Clay Consolidated School District wants to change McKean High School into an Innovation Center. Every student who goes to McKean is very sad and disappointed at how the school has to shut down. As a McKean scholar, I have heard many stories and talks about how McKean is a really good school and that it shouldn't get shut down. I am a McKean student and everyone else who goes to McKean will be greatly affected by the switch. All McKean students and teachers would have to switch to either AI High School or Dickinson High School where all McKean staff and students would rather stay at McKean. McKean as a whole has developed a strong foundation in terms of learning and in relationships between students. Why would McKean get shut down instead of any other school in Red Clay? And how did they decide which school gets shut down? And why was McKean chosen? These are all questions that McKean students, staff, and parents are asking, but they're not getting the answers. It's just a pure waste of time to switch schools since students will be on the bus for hours on end, and the expenses are not just worth it. Every school in Red Clay is getting better over time. And this goes especially for McKean because McKean overtime has had fewer fights and more students keep showing up to school. So it doesn't make sense for McKean out of the three high schools to get shut down. If McKean wasn't getting shut down anymore, there would be three high schools in Red Clay that every student would go to each one that was happy and staff especially also would be happy. Cost of certain stuff would be lower and students would be able to learn effectively and efficiently without having to waste time going on a certain bus for hours and wasting time. If you and your parents do not want McKean High School to shut down, you should sign the petition to keep McKean High School alive and you should be vocal about why McKean should not get shut down and stay open. You should also tell how you feel about the school shutting down on the internet. To summarize, McKean High School should not shut down because it is very important to a lot of people, including students, teachers, and parents. Therefore, shutting the school down is not reasonable. McKean as a school should continue to develop and help kids learn new subjects. Thank you.

30:10 Lindsay Williams: I'm Ms. Williams. I am a staff member of Thomas McKean High School and I am reading a statement written by McKean student Moses Goldborn. My name is Moses Goldborn and today my topic and issue is McKean closing down and the aftermath of it closing down. Thomas McKean is closing down because they want to turn it into an Innovation Center for future purposes. Also, McKean closing down is going to cause a lot of problems for students, teachers, and those who work there. For example, students moving schools can be catastrophic for them.They can lose their friends and the other people they have friendships with. Also, sources online state that students that transfer to high school while in the middle of it, school can cause disruption in their academic performance and can cause potential behavioral issues. Also, instead of closing down McKean just like that, you can look at the status of other schools. For example, AI DuPont would be a school to look for at for stats and compare them. One good comparison would be attendance. If you compare both attendances from schools, you would see that Thomas McKean has a higher attendance stat than AI DuPont. When I first transferred to school for the first time, it wasn't very comfortable. I had to get used to the environment and other stuff, but not everyone is used to that. When someone transfers school, suddenly it's not very healthy because not everyone is used to being in a new environment all of a sudden. And this rapid change can cause mental and physical problems for them. If Red Clay Schools wants to rethink their decisions about closing McKean down, it would be good because the students and staff of the school would have a better peace of mind. Also, if they can find an alternative route, that would be good. Also, for example, shutting AI DuPont down and transferring their kids to John Dickinson and McKean High School because overall AI DuPont has the least attendance and it would be better for them to transfer instead of good attendance school transfer students getting transferred. A special action that we could do is to create a voting poll for everyone to vote and decide what action comes next instead of just picking a school at random. Thomas McKean is a really good school with a welcoming community. Also, McKean offers a lot of career pathways that the other schools don't offer in their career pathways. McKean offers a lot of after school clubs and sports for students and some of the after school clubs and sports are not at other schools and this can affect the children if they love doing a specific sport and love to be in a specific club. Thomas McKean has built a great environment for their students and it would be unfair to them if that just gets taken away from them just like that without a complete overview of the consequences of it being taken away from them. Also, it is not fair that Thomas McKean is facing the consequences for attendance issues with the other schools. Thank you very much.

33:33 Beth Wile: Good evening, members of the board. My name is Beth Wile and I'm a teacher at Thomas McKean High School. I want to begin by saying that I support the vision of creating an Innovation Center that provides students with meaningful career pathways and industry certifications. Expanding opportunities for students to be prepared for both college and workforce is an important goal and I appreciate the district's efforts to expand opportunities for our students. My concern is not with the vision, but with the timeline for implementation. Transforming a traditional high school into a district Innovation Center serving multiple schools is a complex transition. It requires coordination of transportation, scheduling, facilities, staffing. When changes of this scale move too quickly, schools often spend the first several years solving logistical challenges instead of focusing fully on student success. We currently have a strong career CTE program and we look forward to expanding those programs into a district-wide Innovation Center. It's an exciting opportunity, but it requires careful planning to ensure that systems are fully developed before implementation. Research has shown that large school design efforts are most successful when implemented through phase transitions rather than immediate restructuring such as grade level phase-in and begin with a freshman and a pilot pathway then years two through four expand on them. Grandfathering current students complete existing programs. The innovation model begins within new cohorts. Pilot pathways we can launch new programs that are being discussed. Traditional courses remain temporarily while labs and facilities are completed. We do need some work to our building for these new programs to start. We also need a new roof to the board, just so you know. A phased approach allows time to ensure transportation and scheduling are aligned. Prepare teachers for new certifications and programs. Ensure facilities and labs are ready for students. Without these systems in place first, students may face barriers such as lost instructional time or limited access to programs. For these reasons, I respectfully encourage the board to consider pausing the current timeline and implementing a phase transition plan that allows these critical components to be addressed before full implementation. The vision of the Innovation Center is exciting. Its success will not depend on how quickly we open it, but on how thoughtfully we build it. Thank you for your time and your commitment to our students.  

36:55 Shaun Orr: My name is Shaun Orr, representing my wife and I. My wife and I have spoken previously about how converting McKean into an Innovation Center would impact students, specifically students with special needs. We discussed concerns with midday transportation and how that could cause undue stress and anxiety for students who already struggle with transitions and the resulting loss of instructional time. We talked about the obvious inequities present by shutting down one successful high school by leaving two application-only magnet schools not only untouched but also vying for the opportunities presented by the proposed Innovation Center despite their already abundant and specialized resources. McKean is more than a brick and mortar building. It is a culture that has been built over years of collaboration between the community, Red Clay Consolidated School District and students. A culture built on equity, inclusion, and compassion. What my wife and I haven't spoke about is how this proposed plan impacts our child, currently a sophomore at McKean. This plan would occur during his senior year, a year that is supposed to be celebrated with his classmates over the last four years. Instead, if this proposed plan moves forward, he and many other students will need to pick a school to attend, learn how to assimilate into a new school culture, and attain a diploma from a school that he spent only one quarter of his high school career. He struggles with meeting people. This change may force him to revert and return back into his shell. The trust and comfort that took years to establish will be taken away. If Red Clay is committed to this proposal, consider alternative plans such as a graduated transition that allows students to finish their high school careers at their school of origin and allowing teachers and staff to give greater input in any proposal. One successful school should not be pillaged to save another school. Thank you.

39:25 Adrien Fields: Good evening, Adrien Fields from Thomas McKean, Red Clay Para Association vice president. My understanding is that the current plan doesn't include the uniqueness of the Meadowood student. So my question is what will the confirmed status of the Meadowood program and its students who attend McKean High become? Will this population be able to remain in an equipped supportive environment that includes all their medical issues minus the rigor of daily additional travel that deducts from classroom time that includes moving all their therapies and medical issues in travel. Thank you.

Dorrell Green: You might want to do that now.

Vic Leonard: Ok. Excuse me one second. We need to make a motion to extend the public comment. Do I have a motion to - 

Najma Landis: Najma Landis, I move that we extend public comment so that everyone who signed up has had a chance to speak. 

Devon Hynson: Second, Devon Hynson.

Vic Leonard: Thank you. All in favor? Any opposed? Motion carries. Thank you. Sorry. Sorry. 

Najma Landis: It’s alright. Thank you for doing that. 

41:05 Karen James: Good evening, distinguished board members. My name is Karen James and I am the mother of Natalie, a sophomore in the Meadowood special education program based at McKean High School. My husband and I are both concerned about the intended move of Meadowood students and staff to AI High School in the fall of 2027. Given the lack of planning for the special needs challenges when this decision was made, we urge you to consider allowing the Meadowood program to remain in McKean if and when it becomes an Innovation Center. For those who may not be aware, the Meadowood program serves those Red Clay students with the most severe intellectual disabilities, those who require constant supervision from teachers, paras, occupational, physical, speech therapists and behavior intervention specialists. These are students like my daughter who is 15 years old chronologically but is only 15 months old developmentally. She has a rare genetic syndrome and cannot walk or talk nor do most anything on her own. She wears a diaper and cannot feed herself or communicate effectively. She has not truly achieved academic skills at any level. Her IEP is 45 pages long. Natalie and students like her will be much better served if Meadowood remains at McKean versus AI based on three things. A sufficient budget, safety concerns, and equal access. It will cost the district and perhaps ultimately taxpayers thousands and thousands of dollars to make AI High School compliant with the American with Disabilities Act, including installing ramps, upgrading the elevator and stairlift as well as creating an accessible bathroom and ensuring there are adequate turning radiuses throughout the building for all mobility equipment. The safety and liability risks are high considering what may happen when the Meadowood students, many of whom have behavioral challenges, are bused back and forth from AI to the new Innovation Center in order to pursue a career path of their choice, giving them equal access like their general education peers. Keep in mind if the Meadowood students are not allowed to attend the Innovation Center once they are based at AI that would essentially become a form of discrimination against the special ed population. In addition, the transportation when this busing occurs will consume many unproductive hours during the week, hours that should be spent in the classroom. If too much time is spent in transport, it will jeopardize students being able to meet their IEPs, which are legal documents.

We encourage you to tour a Meadowood classroom at McKean so you can see for yourself the provisions already in place to meet the high level of need the Meadowood students have, including taking particular notice of the physical accommodations that are available at McKean that simply do not exist at AI.

Lastly, if you find the budget and the plans for this move do not realistically meet the needs of the Meadowood program, we hope you will urge the administration to keep Meadowood intact at McKean, at least until such time all the above compliance and program supports can be secured. Then we can be assured that the Meadowood students' IEPs are fulfilled and that the Individuals with Disabilities Education Act, or IDEA.

44:38 Andrea Arena: Good evening, distinguished Red Clay board members. I'm speaking to you as both a concerned member of the community and a mother of a nonverbal child with disabilities that currently attends the Meadowood program within Red Clay. He's being very patient in the back of this auditorium. If you are not already aware, as Karen pointed out, the Meadowood program is a specialized program in Red Clay that serves students with intellectual and developmental disabilities in kindergarten through age 22. Both the Meadowood program and the autism program are housed within McKean High School. I stand before you as a member of the public at large to communicate that we are not in agreement with the Innovation Center idea due to there being no plan of action, no budget, and no public transparency regarding the inevitable increased taxes and costs to every single family in this district. The Innovation Center idea was voted upon with nothing in place, no tangible plan nor a proposed budget. The cart before the horse scenario to a T.

In addition, students, parents, and community members were misled when the Board stated they would allow discussion and community participation regarding the Innovation Center, but instead voted quickly before giving the public appropriate opportunity to learn more, voice our concerns, and be a part of the actual decision. With no plan or budget to date, the taxpayers, we the people will indeed be paying for this Innovation Center idea to include but not limited to bus transportation during the school day to and from the Innovation Center. Additional insurance costs to cover all of that busing. Over 67 hours of missed educational instruction per student due to that busing. An additional nurse on staff to accompany medically complex students from the Meadowwood program to and from their feeder school on the buses. Additional safety issues that will require specialized training and the list goes on. To further the point, special education, specifically the Meadowood program and the autism program were never considered in any part of this decision from the very beginning. There was no one from Red Clay on the original committee to ensure that this fragile community be considered. More importantly, there are still no concrete plans for both the autism program and Meadowood program currently housed within McKean High School in regard to the Innovation Center idea. McKean and its students and staff should not be collateral damage in an attempt to revive a struggling school with the Innovation Center idea. It makes no sense logically or fiduciarily. In summary, we are requesting the Board votes to stop. Reverse the Innovation Center idea due to the following reasons: There's no plan of action. There's no budget. There's been little to no public transparency throughout this process. And there's been no public transparency regarding the inevitable increased taxes and costs that will be incurred by us. We're looking for the members of the Board to make the decision to stop the Innovation Center idea. And we're looking to you, the members of the Board. We voted for you, each and every member of you. And you're responsible for making decisions on our the public's best interest. We thank you for your immediate action. 

48:06 Melissa Wile: I'm one of the school psychologists at McKean. As a school psychologist, I tried to be a voice for students who may be not able to come up to this microphone. In this instance, a group of students was asked to write a soapbox story in their civics class about  McKean Innovation Center. I'm going to read snippets of some of their work. Josini Seda wrote, "The halls of Thomas McKean hold more than lockers and classrooms. They hold years of memories and traditions and opportunities that have helped many generations of students. Turning the school into an Innovation Center wouldn't simply change the building's purpose. It would remove a vital institution that contributes a lot to our community. McKean became a haven for its students thanks to its welcoming environment and culture as well as the opportunities the school offers. McKean will greatly be affected by this change. But this year's ninth and tenth graders and the first year students next year will be affected the most because after they have settled in and gotten comfortable at the school, they will have to go through the process all over again at a different school. The culture at our school is what makes people want to come here, not just the classes or teachers. Jacqueline Guadama Lopez wrote, "The school district is trying to change McKean, and we need to make an impact to show them how important it is they don't make that change. One reason why I believe this change should not be made is the large effect this action will have on the students. Students that have to switch schools could get thrown off and start to do bad education wise and some will not be able to make good relationships with completely different people. Imagine you already understand hallways, understand what you're doing in class, and understand the teachers’ teaching ways, but out of nowhere you're forced to restart all those understandings. Imagine how inconvenient and stressful that could be for you. I have great bonds with teachers. surprisingly because I'm a very introverted person and have trouble speaking out and not losing focus, but it's mostly due to how friendly and welcoming the teachers are. Another reason I enjoy going to school is because of the career paths. I've always wanted to work with either children or animals, and at McKean, I'm able to figure out which one I enjoy better and which one fits me personally. I hope that the school board doesn't go forward with this change and us students don't have to go through even more stress than we already have. And lastly, Aiden Russell wrote, "Though it may seem like nothing but a simple replacement, this change to our school poses various threats to the mental stability of students. Friendships and social interactions may be a valuable coping mechanism for students under stress. I can say so because it's helped me from time to time, which is why I believe these bonds are so important. What the school board is trying to pass threatens us with the possibility of tearing those bonds. Having to make students pick between their social bonds and their education seems cruel. Red Clay plans to take such drastic action without giving us a say and is leaving us with insufficient information to put our trust in. We need more answers that will reassure us that the threat it poses to students and staff is not of concern. We must show them that we do not want this change and that we want to save McKean. Thank you.

51:23 Jessica Kradjel: Hi everyone. My name is Jessica Kradjel and I am also a school psychologist at McKean High School where I've worked for the last 10 years. I'm speaking tonight on behalf of Red Clay's high school students whose school experiences and educational programming will be significantly disrupted by the high-speed timeline of the Innovation Center transition. The timeline to dissolve all three comprehensive Red Clay high schools and turn them into two comprehensive high schools and the Innovation Center seems needlessly urgent and quick. There are many details still to work out related to every aspect of school life. The master schedules and offered classes, schoolwide expectations, academic and behavior supports, special education, athletics and clubs, transportation, CTE pathways, not just for the Innovation Center, but also for the two comprehensive high schools that will have to make changes to create these new school communities. In all of these details, I worry that the experiences, needs, and concerns of the students themselves are taking a backseat to our district's plans. I love working with high schoolers. The final four years of school are incredibly impactful in shaping who our students become. Our Red Clay teenagers on the brink of independence, grown-up responsibilities, and adult decision-making deserve our best plans for the Innovation Center transition. I urge us to consider extending the timeline for the Innovation Center so that all aspects of this change can be fully thought out and thoroughly planned. To meet the current launch date of fall 2027, I fear that corners will need to be cut, details will be missed, and plans will be incomplete. If the transition is challenging, it's our Red Clay teenagers who will struggle through that chaos. As a school district, our students should always be our first and most important priority. We owe it to them to take our time so that all of the Innovation Center committees can create strong, meaningful, and organized programming for our students. I believe that more time is required to adequately meet that goal. Thank you.

54:43 Mike Cole: Good evening Members of the Board. My name is Mike Cole and I'm here on behalf of my daughter, Molly, and for that matter, all the special education students that go to McKean. Tonight, I want to speak about what makes McKean's special education program not just important, but irreplaceable. Special education at McKean is far more than compliance with federal law or just checking boxes on an IEP. It is woven into the culture of the school. It has been forged through years of hard work, dedication, and a unified vision into a truly exceptional program. McKean is the home of Best Buddies and is the Unified sports hub of the district. It is home to events like Special Olympics, Rock Your Socks, Spread the Word Day, and the incredible Bake and Brew program recently featured on Channel 6 News broadcast to the entire Philadelphia market. McKean students benefit from resource level language classes, functional math and reading classes and community-based learning experiences with business partners developed over many years. McKean also houses the STEP program and provides strong transition support to prepare students for life after high school. All unique to McKean. So all of the these initiatives exist because McKean has a team of teachers, administrators, paras,  counselors, and staff that are all aligned and deeply committed to the mission. A team that has been built and trained over many years to be collaborative, supportive, and effective. The people, these people are McKean's greatest asset. And once dismantled, this team cannot simply be recreated at two different schools. If these programs could easily exist anywhere, we would already see them thriving at AI and Dickinson. And we do not. My daughter Molly is a testament to what this environment makes possible. She has grown academically, socially, and emotionally. She belongs and she is accepted. She has friends across both special and general education. And her experiences have shaped her confidence, her community, and her future. Inclusion at McKean is real and it is working. To transition McKean into an Innovation Center is to erase the best special education program in Newcastle County. And as a parent, I believe doing so would be irresponsible and unethical. So I urge you, do not dismantle what is working. Protect this community. protect the culture and the extraordinary program. Our most vulnerable students deserve nothing less. Thank you.  

1:01:16 Gianna Howard: Hi, my name is Gianna and I'm in 7th grade at HB. I'm also a member of Best Buddies and Unified Champions at HB. I'm here because of Danny, a student in the Meadowood program at McKean High School. He's also here with us tonight in the back. I met Danny last year through the Best Buddies program. Sometimes when Danny saw me at school, he'd say hi. One morning, we got dropped off at the same time and we walked into school together. Danny and I had played games together at Best Buddies. I don't see him anymore, but I've thought about him since I heard about the Meadowood students because they are going to be moved because of the Innovation Center. Danny knows his teachers. He knows the hallways. He knows the faces around him every day. For a lot of kids, starting over is hard. For Danny, it can mean losing everything that makes schools feel safe. His mom and other Meadowood parents are here tonight because they're worried and their voices should be heard. I'm in 7th grade, but I know that when a decision affects someone's life, you should think about them first. Please think about Danny and stop the high school plan now. Thank you. 

1:02:52 Jenny Howard: Good evening, President Leonard, Dr.Green, and members of the Red Clay School Board. My name is Jenny Howard. I stood at this podium many times on behalf of Red Clay students and families, and tonight I'm running for a seat on this Board. I'm stepping forward not only as a former Red Clay teacher and student advocate, but as a committed member of this community. I believe in transparency, accountability, and success for every student. But tonight, I'm here first and foremost to stand with the parents, teachers, and students who are speaking out against this plan. Meadowood serves some of our most vulnerable students, children with profound disabilities who depend on this district to see them, protect them, and prioritize them. Displacing that program is not Innovation. It's a choice, and this community deserves a full accounting of that choice before any vote is taken. I urge this board to support Board Member Landis' motion tonight. Take the time, ask the hard questions, and listen to the families in this room. To the Meadowwood families here tonight and the Red Clay teachers and students, I hear you and I stand with you. Thank you for your time.  

1:04:13 Brenda Steffon: Hi there. Thank you for giving me the time to speak today. I am a parent in the Red Clay School District. I'm a 1988 alumni of an AI DuPont High School and I'm also a board member on the Friends of AI, a group, a community that was founded by our late band director Mr. Paul Parets in order to have some accountability for keeping public secondary schools alive,  healthy and well filled. So I bring tonight, after having many conversations, we're a very active board in discussing with various board members here. We ask questions, we poll the community and we have questions that we would like to see if the Board would address tonight. One is can you go into detail in order to have transparency with the community at large on why McKean High School was chosen as the Innovation Center and what were your reasoning for doing that? We'd also like to highlight that there is a sensitivity with the Meadowood program and that should be greatly had communication with the families involved in the logistics of moving that population and having that deep dive with that community because it seems like there's a lot of medical needs, transportation needs and that needs to be a very thoughtful conversation. And then as well as for the communities that might be merging with the different high schools, there is definitely going to need to be an access point for students to have a space to express their emotions and to have a space on how they can feel a part of a new organization. Historically, Delaware is a state that runs on “where did you go to high school?” as one of the top meeting questions. And I find this really really triggering at this point because we are here showing up for the community at large. Regardless if you went to AI, McKean or Dickinson, we are here supporting the aspect of secondary comprehensive public education as a fiduciary duty not only as a committee but also as participants and taxpayers. So the last question I have is in regards to the financial metrics of this. I know that in March, can you say when we will have that information on the logistics of the cost of transportation on any retrofitting that needs to happen? How can we ensure that as taxpayers? What is going to be our burden? I appreciate your time. Thank you so much.  

⏯ 1:08:59 Ryan Reamer: Good evening. My name is Ryan and I'm the junior class representative at Thomas McKean High School. Thank you for the opportunity to speak tonight. I'm here to share some of the programs, achievements, and opportunities that make our school such a strong and supportive community. McKean is well known for its incredible CTE programs. The current pathways here are automotive technology, early childhood and education academy, audio, radio, visual technology, animal science, culinary and hospitality, marketing, communications, engineering, technology and plant science. These three to four year programs help students acquire certificate certifications that make them desirable new hires and set them up for future employment.

As a member for three years, AVID is definitely one of our most impressive programs that McKean has to offer. AVID provides top tier college and application knowledge and support. Starting in AVID 9, we learn about options after high school, time management skills, and overall prepare for a school and a career after graduation.

At Thomas McKean, we offer a wide range of athletics across fall, winter, and spring seasons, giving students many opportunities to get involved throughout the school year. Among our athletic programs, two teams have really shown this year. Our football team had a strong season last fall, advancing to round 2 of playoffs after beating Conrad 22 to 21. Our wrestling team continues to dominate, winning the Blue Hen Conference and securing six titles in the past seven years. Let's go, Highlanders. Unified Sports are such a staple in the McKean community. In the 2025-2026 season, we had 20 athletes and partners. This year, our unified basketball team made it all the way to semi-finals. Unified is no longer just a sports team, but it is a family. The bonds formed through McKean's Unified program are like no other. A pivotal moment of my high school career was joining and becoming captain of the Unified cheer team. My teammates Anna, Ava, Natalie, Molly, Tova, and Lexi are forever my go my girls, and I cannot wait for another season with them.

McKean offers many clubs that encourage creativity and build community. Clubs such as the art, theater, creative writing, and Latin dance club celebrate culture and expressiveness. I'm a proud member of the National Honor Society at McKean. Since my induction last year, we volunteered at school events and programs such as Special Olympics. Despite the cancellation of this year's polar bear plunge, it's such a big event in our community that we still participated by plunging in the McKean swimming pool. McKean raised the most money out of every single school that participated, raising almost $20,000. 32 plungers were a part of McKean's team this year, including students, teachers, alumni, and staff.

In level three of the plant science career pathway, students begin learning about the art and business of floral design. We build, price, and then sell our arrangements through the McKean horticulture shop. Working with flowers has honestly been a highlight of my year as I've discovered a new talent and passion that I wouldn't have anywhere else. McKean is one of the only schools in Delaware that offer floral design classes. We've worked on projects such as weddings and the bouquets for teacher of the year. We also offer seasonal and holiday themed bouquets and arrangements made and sold right through our classroom.

After a year with no production, the McKean Theater was booming these past couple of months with the production of Beetlejuice Jr. 30 students participated in this performance. 90% of those participants had never even been on stage before. This production was a wonderful showcase of not only the arts at McKean, but also the bravery and ambition of our students. It's clear from our academics, arts, and athletics that Thomas McKean is a school worth supporting and sustaining.

As we look ahead, we have an exciting line of upcoming events. On March 21st, we have the Rock Your Socks for Down Syndromes Day, March 23rd is the blood drive. Autism Awareness Week is from April 20th to April 24th. The Best Buddies Friendship Walk is April 25th. The Special Olympics Unified Soccer Tournament is April 30th. Prom, which I'm planning, is May 15th. Avid Field Day is sometime in May. The spring concert is May 21st.

The senior awards and senior picnic are June 4th and graduation is June 6th. These events reflect a school community that is active, inclusive, and constantly moving forward. Thomas McKean is a strong, committed, and passionate community filled with wonderful athletes, artists, and students. Thank you so much for your time, and I hope this gives you a better understanding of what makes our school such a strong community and one worth continuing to support. It's a great day to be a Highlander.

⏯ 1:21:47 Dorrell Green: We also want to highlight Workforce:Skills and Experience Seminar. It's a pilot course. Red Clay's workbased learning team is developing a pilot course for 11th grade students at AI DuPont High School and The John Dickinson School. This course is Workforce:Skills and Experience Seminar will help students explore career interests and post-secondary pathways. Again, this being a pilot would ultimately be an opportunity to expand this across all of our secondary schools. The curriculum is aligned to the Delaware work-based learning standards and focuses on key employability skills as it's aligned to our Portrait of a Graduate, really ensuring that our students, most often we say soft skills, I think it minimizes that. We're looking to hardwire our students to be workforce, career, college ready upon graduation.

So successful completion will serve as a prerequisite for students to participate in work-based learning emerging experiences through future planning, uh, should we go there. 

⏯ 1:22:44 Dorrell Green: I do have just some slides. I won't go into it, but it's available for the community to look at if you are bored and want something to read and you're going to go back and actually pull up my presentation. 😊 It's highlighting the Board workshop around the midyear academic achievement that we had last week. The presentation is loaded in there as well as the video recording and the supporting documentation.

📁Student Rep - McKean High School update

📁Strategic Plan KPI Updates Winter 2026

📁Board Workshop : Mid Year Academic Achievement

📁Board Presentation - Reimagining Secondary Education Updates

🌐Attendance Zone Restructuring & Review Committee Webpage

📁Attendance Zone Restructuring & Review Committee Rolling Slides

📹 Attendance Zone & Restructuring Review Committee February 5, 2026 Recording

📋 Attendance Zone & Restructuring Review Committee February 5, 2026 Meeting Minutes (draft)

▼Full Transcript Below

1. Public Comment
   ⏯ 0:7:26 – 0:15:43

   1. • Morgan Dukes (McKean staff member & alumni): Emphasized that dismantling a successful comprehensive high school does not solve enrollment challenges;

      • Mary Cole (parent): Urged the board to consider the human impact on students

      • Jenny Howard (parent): Raised concerns about equity and district-wide planning; 

2. Board Committee Report
   ⏯ 1:27:27 

   1. • Board Member Susan Sander provided an update on the Attendance Zone and Restructuring Review Committee that met February 5, 2026 including upcoming dates and meeting topics. 

3. Board Discussion
   ⏯ 1:37:22 

   1. • Board members debated the role of the community in Innovation Center committee meetings.

⏯ 0:7:26 – 0:15:43 Click to hear all comments or Click a name below to hear individuals.

Morgan Dukes: Hello. My name is Morgan Dukes. I'm a McKean staff member and alumni. I want to be really clear. I don't claim to have the perfect solution to our enrollment challenges. It's a complex problem and it deserves a lot more thoughtful and collaborative work. But what I can say is that dismantling one of the district's comprehensive high schools that is performing well is not the answer. You don't fix one problem by creating another. And repurposing a stable, successful school does not strengthen our system. It destabilizes it. What is most troubling is not just the plan itself, but how consistently the concerns about it have been ignored. Staff, parents, community members, and students have spoken out repeatedly. They've shown up to meetings. They've emailed. They've shared thoughtful questions, real fears, and practical concerns. And yet, those plans have gone unanswered, not addressed, not incorporated, just acknowledged, and then set aside. Public schools are already losing students. Trust is fragile. Families are paying attention. Right now, parents with children in elementary and middle schools are watching this process unfold. They're watching how concerns are handled. They're watching whether voices matter. And many of them are asking a very reasonable question. Is this a district that listens to its community? If the answer appears to be no, they will choose to leave public education. That's how enrollment declines accelerate. Not because families reject public education, but because they lose faith in the process behind it. Finally, I want to address a hard truth. A plan without buy-in will fail. It doesn't matter how detailed the rollout is. It doesn't matter how enthusiastic district leadership or board members might be. If staff don't believe in it, if students don't support it, and if families don't trust it, the plan won't succeed. Implementation requires cooperation, morale, and shared purpose. You can't mandate those. They have to be earned. Right now, buy-in is not just low, it's actively eroding. and continuing forward without addressing that reality risks wasting time, resources, and goodwill that this district can't afford to lose. I urge you to pause, reflect, and reconsider the path forward. Engage the people who will be most affected. Strengthen what is already working. And remember, sustainable solutions are built with communities, not imposed on them. Thank you. 

Mary Cole: Good evening members of the School Board. I come here tonight before you not just as a parent, but as an advocate for stability, security, and fairness for our children. In the fall of 2027, Thomas McKean High School is set to be restructured into an Innovation Center. While I understand the intent behind this change, I need you to understand what this means for students like my daughter and for so many others. My daughter will be a senior that year. Instead of celebrating her final year with the teachers, the counselors, the coaches, the friends who have supported her for three years, she will be uprooted and sent to a completely different school. New teachers, new administration, new sports teams, new support staff. And for her and for many students, this isn't just a change. It's a disruption of everything that gives them confidence and security. Students with special needs and learning disabilities thrive on consistency. They need to feel safe and supported to succeed. McKean has given my daughter that environment. It has molded her into a confident, independent young adult. To rip her away from that in her senior year would be devastating. It could set her back tremendously, not just academically, but emotionally. And this isn't just about my child. Every student deserves a chance to finish their high school journey where they started, surrounded by the relationships that they've built with the teachers and counselors, coaches, and peers. These bonds aren't just connections. They are lifelines. They are what help our kids grow into strong, capable adults. Senior year is supposed to be a celebration, a time to reflect on years of hard work and look forward to the future. Forcing these students to start over in an unfamiliar environment during this critical year is frankly unfair. It would be a sin to tear them away from the place that they call home. So tonight, I'm asking the board to consider the human impact of this decision. Please work with the district to create a transition plan that allows current McKean students, especially those entering their senior year, to graduate at McKean. Grandfather them in. Give them the stability that they need and deserve. Because when we prioritize their well-being, we set them up for success not just in school but in life. Thank you for listening and considering the impact this will have on the current students of McKean High School. Thank you.

Jenny Howard: Hi. Good evening members of the School Board and Dr. Green. My name is Jenny Howard and I almost wasn't going to speak tonight but at the last second I thought you know what - I need to say this so that you all can understand. Over the past two years my questions have been dismissed or reframed as adversarial. And I'm aware of the chatter, but I want to remind everyone of something I said the first time I spoke. I'm here for one reason and one reason only and that's the kids and that means all of the kids which is why I want to talk about the fiscal and structural implications of the proposed McKean Innovation Center. We're discussing major redesign of three comprehensive high schools but we currently have five high schools in this district - two of which are selective magnet schools with enrollment criteria that many students can't access. Those two schools consistently offer the broadest range of sports, extracurriculars, advanced coursework, and CTE pathways. So, if we're talking about structural change, why are we not examining the full high school ecosystem? Why are only the comprehensive schools being restructured? If we're serious about equity, shouldn't we be evaluating whether resources are equitably distributed across all five high schools, not just redesigning the ones that serve the highest need populations? This isn't an attack. It's a systems question. And before moving forward with the innovation center, I really think we need to see the full fiscal impact analysis, a comparison of per pupil expenditures across all five high schools, and a clear explanation of how this plan advances equity districtwide, not just structurally reshuffles three buildings. And finally, I just want to say to the parent that just spoke about the bus concern back in October, the Director of Transportation promised that there would be some type of portal or Google doc or some method to contact transportation and get a written response back to them back to the parents because parents have transportation concerns all the time. It is very difficult to call transportation. Most of the time someone doesn't answer. When they do answer, they are very short. Obviously, they are busy and it is not the best way to get in contact with somebody from the transportation department. There needs to be a system and we were promised that and parents are still waiting for that. So, we're just asking for more transparency across the board. Thank you for your time tonight. 

⏯ 1:27:27 

Susan Sander: I can give that report. This was our initial meeting. As you know, this committee was approved of just recently. So we had our initial meeting. We went over meeting norms. Basically be respectful of everybody's points of view, be respectful of time. We went over the committee's charge from the Board, which Mr. Pruitt reviewed. We went over the history of how we got to this point which was appreciated by a lot of people who were on the committee just to have a refresher on the entire history of this Attendance Zone Restructuring Committee. We then went over the team and the topics. I believe the steering committee information can be found on the website so I'm not going to go into a lot of detail on that. We did go over the calendar and I do want to bring that up to the Board. It was proposed that we have a meeting on March 25th, which is a Wednesday. The reasoning for the days of the week is though that we would not be heavily concentrating our time on just one day of the week in case that was a conflict for parents and administrators and people that serve on the board. 

So we have a Wednesday, March 25th. We'll go over communications, student services, the Meadowood program, attendance zones, and school choice. 

May 28th is the next scheduled meeting. Thursday and that will go over finance, facilities, transportation and staffing. 

August 25th, which is a Tuesday, we will go over professional learning, the my to skyline program, nutrition, and state community supports.

last meeting is scheduled for October 28th, which is a Wednesday, when we will go over the McKean Innovation Center rollout and student life activities and athletics.

And the one of the reasonings for these dates is going to also coincide with Board Meetings. So, we will do every other month that the board will be meeting.

⏯ 1:37:22 

Jose Matthews:  I just had a comment overall, just a public service announcement for the committees. This is always a reminder to the community that our committee meetings are open to the public and we encourage participation. The reason I mentioned this specifically I know that there's been concern - about the amount of what's being referenced at least - community engagement for the McKean Innovation Center. We had the AI Task Force which was open and available to the community. We had the AZ Committee and now we have this committee. So I just want to reiterate and I can't stress enough that everyone's welcome. But looking at the minutes... I can't tell how many people were in attendance from the public but there were only two public comments so… 

Susan Sander: In person, we had, I believe, two adults and two children. On Zoom, I cannot, I don't have that information. 

Jose Matthews: Right. So I just want to stress, you know, if the concern is that there isn't ample opportunity for engagement I just can't stress enough that this is your opportunity. This is your chance to engage and participate and have your voice heard. So I just want to just stress our welcome for those who would like to participate. 

Devon Hynson: I did want to note though, that remember we had a disagreement about what role the community can play in those committees. It was decided that those are just informational sessions where they don't really get an opportunity to participate. I hear you, but the way that it's set up now is that they don't have that opportunity. 

Jose Matthews: With the public comment. 

Susan Sander: The public comment and discussion is allowed definitely. We're not putting any holds on discussion. I believe questions can be asked to the committee. The committee members are able to respond. So I don't believe that I also just---

Beth Twardus: I was one of the people that was online and I was able to join virtually and I really appreciate I had some questions going into it and they were actually answered. 

Susan Sander: Oh, good. 

Beth Twardus: Through the presentation, the spreadsheet was really helpful as far as like the questions of what the District is thinking of and having shared that screenshot of the spreadsheet. Yes, the District is thinking of like that was really helpful to be engaging. Even though I didn't give public comment or I wasn't there in person, that information is being shared and I think that's what Mr. Matthews is getting to is that it’s a way that that information is out there for our community members.

Devon Hynson: Am I imagining that we had this discussion the previous month? Do I have to go back and pull the tape? I imagining that? Do you think? 

Jose Matthews: No, I don't think anyone's sharing that. I just, this discussion is more so to reinforce that the meetings are happening. They are public. People are welcome to attend.

Devon Hynson: I think we would have to repackage the ask because previously it was understood that there wasn't an opportunity for engagement. So what I'm saying is if we're saying now we do want you to come, we do want you to engage, we do want you to participate - then that's a new ask. 

Jose Matthews: If it wasn't stressed before, I'm making the stress now to make it. 

Devon Hynson: Ok.

Susan Sander: The next meeting is March 25th. 

Vic Leonard: Will you be available on March 25th? 

Devon Hynson: On what? 

Vic Leonard: You're on that committee, right? 

Devon Hynson: Oh, yeah. Absolutely. If the community is allowed to engage. Absolutely. Yeah.

Vic Leonard: You weren't at the last one, right? The first one.

Devon Hynson: Because the community wasn’t allowed to engage. Let me be clear. If our position now as a Board is that the community is allowed to engage, I would be more than happy to participate. 

Vic Leonard: Okay, thank you all. 

🌐Attendance Zone Restructuring & Review Committee Webpage

📁Attendance Zone Restructuring & Review Committee Rolling Slides

📹 Attendance Zone & Restructuring Review Committee February 5, 2026 Recording

📋 Attendance Zone & Restructuring Review Committee February 5, 2026 Meeting Minutes (draft)

▼Full Transcript Below

1. Public Comment
   ⏯ 0:8:07

• Jenny Howard (parent) Expressed concerns that the current district plan lacks equitable programming across all schools

• Gianna Howard (student) Argued that it felt unfair that feeder students will need to travel for learning while magnets schools have it in their building

• Jillian Howard (student) Pointed out the inequity and unfair barrier to Cab auditions regarding access to training, as only certain Red Clay elementary schools offer chorus 

2. ⏯️1:21:01

• Brenda Steffon (Friends of AI) Emphasized the importance of transparency for all taxpayers regarding the financial impact of the plan

3. Questions from meeting:

• Najma Landis: When you say enrollment will be "distributed equitably," what does that look like in practice? Are we considering special populations, or is this strictly a numbers game based on neighborhoods?

• McKean Teacher: If students have a strong preference for one school over the other (e.g., Dickinson over A.I.), how will you decide who gets in? Is the enrollment fixed, or is there flexibility?

• Vic Leonard: Are the pathways at the Innovation Center strictly data-based and tied to market opportunities?

• Morgan Dukes: Was there actual data collected from students regarding their interest in these specific pathways?

• Doreen Wojciechowski: Which schools were polled for student feedback? Were students from the MYP (Middle Years Program) at Dickinson included since this affects them too?

• Najma Landis: Which specific CTE programs overlap between Dickinson/A.I. and the current McKean offerings?

• Najma Landis: What happens to the physical space at Dickinson (like the auto tech section) once those programs move to the Innovation Center?

• Doreen Wojciechowski: Will the pool at McKean stay as is? (Pruitt confirmed it’s "too valuable" to change and will remain a shared resource).

• Doreen Wojciechowski: Is the goal of adding more AP classes at A.I. and Dickinson to make them more competitive so parents don't "choice out" to charters or magnets?

• Najma Landis: Is there a professional learning plan to train staff on how to mesh the cultures of these formerly rival schools?

• Najma Landis: Are students actually members of the planning workgroups, or is it just administrators?

• Morgan Dukes: How are counselors supposed to handle course selections in the next month when the master schedule for the Innovation Center hasn't been built yet?

• Najma Landis: Will the board presentations happen in the "off months" when the committee isn't meeting?

• Najma Landis: Why isn't the committee meeting in June and July?

• Vic Leonard: Will these meetings be recorded and made available to the public?

• Najma Landis: Can we get better microphones for future meetings so the audio on Zoom isn't a struggle?

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⏯️Mark Pruitt:  All right. We are going to bring our first meeting to order. And it goes without saying that this weekend I had a cold, was under the weather. As of about Monday or Tuesday morning, everything back to 100% except my voice which had a delay. And so bear with me. If you've never heard me speak, we may have met yet officially. This is not how my voice always is, but this is how it's going to be tonight. So my name is Mark Pruitt. I am the senior director of secondary education here in Red Clay. I am going to be facilitating us through this series of meetings. For the time we have members of the district, members of the public on here. But before we even go through introductions, Dr. Green, our superintendent, was at a meeting, stopped by before he got to another event here. I'm going to let him welcome us.

Dr. Green:  I just wanted to take the opportunity to thank members of the public and community for answering the call that the board put out to have members of the community and our staff engage in this important work. You know, this is transformational work that we're looking to do for the district. And so having the committee and oversight and working with our board and district to get this all-important work done is important. There are a lot of things that all of you could be doing and the fact that you're giving time to continue work is important. So greatly appreciate it. I do have to go. Fortunately for me, I get to go watch the middle school championship games, part of the job and responsibility. So I will give you an update because AI middle girls are in the championship. I’m sacrificing that to be committed to this work. But thank you all again for your work and looking forward to continuing.

⏯️3:54 Mark Pruitt:  Right at this point we are going to take a little bit of time to move forward. I believe two slides left. Agenda, which is in writing, so next slide. I think we introduce ourselves, do we? Oh yeah, right there. I'm sorry. Yeah, that slide right there. So why don't we start with the members that are on Zoom this evening. A couple of them, obviously sickness is going around, sick children, those types of things. So we’ll start off by introducing ourselves, our role on the committee, principal, teacher, I work at this school, I'm a parent, or I'm in the community in the Red Clay community. We'll start with our three folks that are on Zoom if they can hear me.

Beth Jefferson: Miss Godwin might have to interpret.

Kaitleen Troller: Hi, my name is Kaitleen Troller. I am a district student services coordinator. And I am one of the RCEA members on the committee.

Georgia Matoulas: Thank you. I am one of the parents on the committee. I have two students in Red Clay and I actually work as a Para in Christina.

Kristi Geschwindt:  Hi, I'm Kristi Geschwindt. I am a sixth grade English teacher at Skyline. Also one of the RCEA members. I do have two stepsons in the district as well.

Mark Pruitt:  Anyone else that you notice online? Okay. Obviously we'll follow up. There's a few folks not here. There's 18 of us all together. The committee is assembled according to school board policy. You're going to meet a few of those school board members here momentarily and we'll start.

Mark Pruitt:  I introduced myself, Mark Pruitt.

Heather Godwin:  I'm an education associate in the student services department here at district office. I'm representing district office.

Brian Mattix:  Brian Maddox. I'm principal of HB duPont Middle School.

Cristina Kalesse: I'm Cristina Kalesse. I'm the principal of Alexis I DuPont middle school 

Doreen Wojciechowski: I'm Doreen Wojciechowski and I have an 8th grader at MYP.

Anthony Gray-Boulden: I'm Anthony Gray Boulden Dean Cab Calloway School of the Arts

Najma Landis:  Hi everyone. I'm Najma, here representing the school board and I am a teacher.

David Hogan:  Good evening. David Hogan. I'm a teacher at Thomas McKean High School and one of the members of the committee.

Morgan Dukes:  Morgan Dukes. I'm one of the special education coordinators at McKean High School and I'm an RCEA rep.

[Inaudible]:  I teach at McKean high school. I'm a [ inaudible ] and I'm a [ inaudible ] coordinator.

Allison Hunter:  So I'm Allison Hunter. I'm a parent representative. I have one fifth grader at Linden Hill. I have a high schooler who goes to Delcastle and went to Linden Hill and HB. And I also am a teacher in Christina School District.

Susan Sander:  Susan Sander, school board member.

Mark Pruitt:  I would like to introduce our school board president who is not one of the three members by policy on the committee but Mr. Victor Leonard is the school board president.

Victor Leonard:  Hello.

Mark Pruitt:  Okay. The agenda everyone has that in front of them or has either seen that via email and we get paper copies here. Next slide. Now we're to public comment. Public comment from 6 o'clock to 7:30 in the evening can be difficult. People are getting off of work, coming late. So my rule with public comment is you can give it now, you can give it at the end, you just can't give it twice. So you're going to get your three minutes now, max three minutes now or at the end, but not both. We will start in person this time. Is there anyone in person that would like to give public comment? Miss Howard, you are up.

⏯️8:01 Jenny Howard: Hi everyone.I actually don't really have anything prepared today. I just wanted to say I do have some concerns about the plan as it's described. I also hope that everyone who's making decisions, not everybody has actual stake in the game, that they don't have kids in school maybe, but just consider that there are some in the us that do. I actually have two of my kids here and I thought it would be nice for you guys to hear from them since everybody I'm sure is sick of hearing from me. Seriously though, it's not that I don't support innovation. I definitely do. I just want to make sure that we are doing what's best for all of our students and making sure we have equitable programming and not having to necessarily go get the programming. So I think you're gonna go next.

⏯️9:30 Student 1:  Hi, my name is Gianna.

Jenny Howard:  You guys might know Gianna because she's on one of the Red Clay wrestling videos. We have to promote girls wrestling while we're here. Go ahead.

Student 1:  Hi, my name is Gianna. I'm seventh grade. I feel like the people who are making decisions for us are not taking into consideration what I like. I like my feeder school but I don't want to go there because I want the same opportunities as my friends. I don't think I should have to ride a bus in high school in the middle of the day to be able to study animal science just because I didn't want to see at fair that the district wants some kids to travel to opportunities and other kids to get the same opportunity in their building. I told my parents I'm not going to AI and doing the 20 minute shuttle bus drive to an innovation center. None of my friends like this idea either. A lot of them are applying to charter, magnet, or going to a private school. If I don't get into Conrad, I'm not really sure what I'll get. Not only does Conrad have the most advanced sports team, but they also have the only all girls wrestling team in our school district. Girls wrestling is really important. Last year there were only two girls on the team at my school, including this year we grew to six girls, but this is just another example of how we don't get equal opportunities across schools. This plan doesn't open any new doors for me as a student. If I don't get into Conrad, my only hope may be getting a scholarship to apply to school. The students want equal opportunities for the program. This doesn't feel equal to me. It feels like more of the same just with a different name. Thank you for your time.

Mark Pruitt:  Thank you. Would anyone else like to give public comment in person?

⏯️11:37 Student 2:  My name is Jillian and I'm fourth grade. I want to tell you about how stressed I am about this year. I went to all of the open houses. I've always wanted to be a singer. And when I recall, I have to study really hard to audition. My school doesn't have chorus but one of my best friends goes to and she has it at school. I feel like this really isn't fair for the kids who don't get it but who have to try out versus kids who have it. I just want the grownups to understand how unfair this is. The middle school vocal audition requires the following: one, warm up exercises. Two, pitch matching. Sing back the instructor. Three, sing from memory. Be prepared to sing a song. Four, sing measures of a Broadway show. Five, singing exercise in three notes and rhythm. This is a lot for someone who doesn't have it first. My grandmother is going to get me extra money for classes. Please consider.

Mark Pruitt:  Thank you. Very well done. Would anyone else like to give public comment in person? Do we have any public commenters online?

Beth Jefferson: I have asked them to put their name in the chat and so far no one has. Stephanie has joined us.

Mark Pruitt: Okay. Thank you. All right. Meeting norms. We can add to these or adjust these. There are norms. Pretty standard here. You know, one is keep the vision in sight. When you come to a committee like this, there’s a tendency to have a lot of discussion, make right turns. We want to be tight with our time. So we want to make sure we know what our purpose here is. You’re going to see that momentarily. Respect various points of view. We’re not all going to have the same point of view at all times during these meetings. We don’t all have the same perspective. That’s how the committee is designed. So it’s important to know. I’m also sending these slides out first thing in the morning. What I’ll do every time is send the slides, send the video of the recording, and anything else pertinent to our meeting that night. Assume positive intent. Assume everyone’s here for the right reason, doing what they think is right by kids, right by our school district. And we’re going to be respectful of time. These are our draft norms. I’m going to open it up. Would you like to add anything or edit anything? Be respectful of time. 75 minutes. 7:15 would be our goal, with a hard stop at 7:30. So they are the draft norms that I’ve offered up at this point. Would you like to add or edit anything to our norms that we’ll be working with going forward? If you want to email between meetings, something like that, that’s fine. All right. The charge of this committee: I kind of broke it down into four points.

One is to receive progress updates. This is a public committee that is to receive progress updates from the district.

Secondly is to provide assurance that the reimagining secondary education plan is executed as approved by the school board. The board approved this plan in July, and we have a responsibility of assurance here.  

To voice your perspectives and ask questions of the school district.

And to provide updates to the Board of Education. Whenever we have one of these meetings, there’ll be two board meetings in between. These are every other month. One of those meetings will be a board update. One of the board members will do that. Then I’ll also communicate to them when I have a little more than their usual updates. I may be asking you from time to time to present to the school board at one of their monthly Wednesday meetings. If you have questions, feel free to just jump in. “Hey, question.” I do have three slides built in to stop for perspectives and questions. You do not have to wait for those slides. Can everyone hear me?

Beth Jefferson: So Mark, I’ve got a couple requests online. Speak up a little bit, and the other members that are here speak up just because of the microphone.

Mark Pruitt:  Please let them know that I’m doing the best with my voice. I am notorious for having a booming loud voice. Not tonight.

Vic Leonard:  Mark, I just want to say that I'm on the board not on this committee. I see we have two board members here. Any online or not? If Mr. Hynson is not, then I want to exercise my right to speak up as a board member here. 

Mark Pruitt: I think three of you are here. That's fine.  Would you like to join us up here? 

Vic Leonard: Sure, and unless Mr. Hynson comes.He might come. 

Mark Pruitt: I think he deserves to have a seat as to what I watched at the meeting, but in his absence, I think that’s fine with me. I do apologize to anyone online. I usually have no problem being heard, but it is going to be a little bit of a challenge tonight. All right. So the first thing we’re going to take a look at is a little bit of a history as to how we got here. If you go to this website or you can go back. You can go back as well. We’re not going to go to that website right now. That has every artifact, slide, data request that the committee looked at between January and July of 2025.

The second one, which is also on that website, is a rolling slide deck. We will do the same thing with this committee. That slide deck from January to July is, I believe, 180 slides — with the opening slide from January being slide one, the opening slide from the February meeting being slide 30 or whatever it was. If you want to look at that, you can. If we got into that work now, it would take us four meetings to even get through those slides. So feel free to take a look at those, educate yourself about a lot of the data and a lot of the things that the previous committee considered. Now let me show you a few slides that I think consolidate and summarize what the board looked at and why they made some of the decisions they did.

In November of 2024, the Board of Education established the committee I’ve been speaking of, which was the Attendance Zone and Programming Committee, to evaluate enrollment, programming, and attendance zones of Red Clay secondary schools and to make recommendations to the school board at the July 2025 school board meeting. In doing so, they charged us with considering strong and balanced enrollment across our schools, the impact of attendance zone changes, alignment of those boundaries to existing K–8 attendance zones when possible, and equitable access to quality education for all students. That is what the committee was charged with in November when they began meeting in January. The committee met from January 21st through June 17th. You see some meeting topics there. Also during that time, they held a community meeting, student focus groups, and a community survey that allowed for stakeholder engagement and feedback.

I’ll stop. Any questions or perspectives at this point? Next slide. So the committee between January and June really came up with three key findings. Four if you include the University of Delaware. One is that our feeder patterns for kindergarten through 8th grade were changed in 2015 and align very well. What that means is they are vertical in nature. Three elementary schools feed into a middle school. Our high school attendance zones had not been changed since 2002. The result is this: the colors on the map are the middle school attendance zones, and the green boundaries are the high school attendance zones. So there is no sense of vertical community from K through 12. I’ll give you an example. AI Middle School, which is in the purple. It’s a large geographic area because there are not a lot of homes in the vast majority of it. It’s Centerville.  Large farms, golf courses, that kind of thing.

So a school with 450 students in it feeds to all three high schools, right? McKean High School in the center area there receives students from all four middle schools. That was something that stuck out to the committee originally. Next slide. The second one is the fact that we simply have many more seats at the high school level and at the middle school level, but I’m focused on the high school here. Many more seats at the high school level than we have students to fill those seats. Back in 2003, we educated about 4,800 students in our high schools. There were six high schools then. Now we educate 5,000 students. Only 200 more. But we do it in seven high schools. We added two high schools without having a crowding need. Over time and I’m speaking on behalf of a lot of that committee’s discussion. What it resulted in was only 295 vacant seats in the district in 2003, to currently 1,051 empty seats in the district in our high schools this year.

When I talk of our high schools, I’m talking of three comprehensive high schools, two magnet high schools, Conrad and Cab, and two charter schools which are chartered by our school district, give preference to Red Clay students, and are in fact enrolled mostly by high school students, mostly Red Clay students. Compounding that problem is the fact that Delaware school choice law requires schools to accept students to capacity.

What that has resulted in over the last 20 years is an enrollment loser. It’s actually been each of our three high schools over that time.

Most recently:

AI High School — 1,400 students in 2011, 550 students today.

Dickinson High School — 1,100 students at its height, was down to a little less than 500 students in 2014.

McKean High School — 1,300 students at its height, was down to less than 700 students at its low point about 15 years ago.

That is a real summary of a lot of work from this committee, a lot of work from our tech office, and from the University of Delaware. We took a look at census data and demography data.

New Castle County is going to be losing students in our school districts over the next 30 years. Between 2020 and 2050, the Red Clay School District is projected by the UD Center for Applied Demography and Survey Research to go from 15,000 students to 12,000 students.

That’s not about us alone. That is about the entire county doing the same thing. Every district in the county doing the same thing for the most part with tremendous growth in Kent County and lower canal Delaware, such as Middletown and Appoquinimink School District. Families are simply traveling south to about hundreds a year.

Vic Leonard:  Mark, question. That UD study, was that just public school kids or all kids in the county also?

Mark Pruitt:  That is their estimates through their research for Delaware public schools. So it’s all public.

Vic Leonard:  Does that include the privates or the charters?

Mark Pruitt:  I believe they had charter schools statewide. I don’t think there are enough students to make a prediction with one charter school. There are various reasons - those schools could go out of business or not have enough students. A large majority of that is based on geography. Where people live, where parcels are, where parcels are being developed, ages of the people that own those homes. Are they aging out of those homes? Are new families living in those homes? Are new homes being built in the area? Questions?  

Now I’m going to show you the plan. For those of you who click on that one. Beth, thank you. This is a website launched by the district in December, a month ago. It gives a lot of information. If you look on the left-hand side. We’re not going to go through all of it here. If you stop there for a moment. On this website it gives a message from Dr. Green, the committee’s work, and a case for change. But I’m going to start with the plan. If you could click on the plan. Board’s charge. Go ahead. The committee came up with three core principles.

One was to create alignment of attendance zones. Create straight-line feeder patterns that align high school attendance zones with existing middle school attendance zones. Clean up that problem that I showed you a few slides ago in our maps for K–8 versus high school. Secondly, balanced enrollment. Distribute students equitably across high schools. The committee understood the importance of enrollment as it relates to programming. It was important that however many students were in the K–8 feeder patterns, and however many schools were in K–8 or 9–12, that they were distributed equitably.In addition to alignment of attendance, we have balanced enrollment. Making sure we are distributing students equitably across the attendance zone high schools. Our third goal is program equity. To ensure that all students, regardless of high school, have access to high-quality academic and extracurricular programs.

Najma Landis:  Can I ask a question about that? Can you scroll back up?

Mark Pruitt:  Absolutely.

⏯️31:13 Najma Landis:  So for the balanced enrollment where you say distributed equitably, what does that look like? Or how is the team that’s working on this currently envisioning that?

Mark Pruitt: So the initial committee that we looked at reviewed a lot of data in terms of how many kids feed into any one of our current three high school attendance zones. Dickinson and McKean had a lot more students that could potentially feed into their attendance zone than did AI High School. They thought it was important that whether we went with three zones for high school or two or four or five at the middle school level, that they were equitably distributed.

Meaning if there are 1,000 potential kids who go to high schools in Red Clay, that each of the three schools would get 1,000 each. So it’s equitable in terms of numbers.

Najma Landis:  And not really considering special populations? Or that term is used in this context — that is not equal because it’s a neighborhood, but we’re going to do the best we can to create balanced attendance?

Mark Pruitt: Balanced attendance.

Najma Landis:  Thank you.

Mark Pruitt:  Two significant changes — and I am going to let Heather read through.

Heather Godwin: The program change number one is really about our Thomas McKean Innovation Campus. Thomas McKean High School will be reimagined as the Thomas McKean Innovation Campus in August 2027. The flagship campus will provide career and technical education programming, industry-standard credentialing coursework, and early college credit opportunities through expanded partnerships with the business community and local colleges and universities. As part of this change, the number of comprehensive high school attendance zone schools will be reduced from three to two — AI DuPont High School and the John Dickinson School allowing for increased enrollment and more robust academic and extracurricular offerings.

The medical program at McKean will relocate to AI DuPont High School to align its attendance zone with grade-level peers at HB DuPont Middle School.

Short shuttle bus transportation will be provided from AI and Dickinson to the McKean Innovation Campus.

Our second program change is around the IB program — International Baccalaureate Middle Years Program — at Skyline Middle School.

To allow for increased high school enrollment at Dickinson, the MYP middle school program will relocate from Dickinson to Skyline, allowing for more balanced enrollment across the Red Clay middle schools.

Mark Pruitt: Thank you. If you could just go back a page. No, go back. It was still on the website. Go back. Go up to the arrow in the upper left-hand corner. There you go. Now go to the case for change if you want a summary of the case for change. That part allows for context as to why the decisions were being made.

⏯️34:38 Doreen Wojciechowski:  In regard to the MYP program, will Skyline be strictly an honors program, or will it be split like high school where they’ll offer the IB program but there will also be regular as well?

Mark Pruitt:  It will be a choice option similar to Dickinson High School.

Doreen Wojciechowski: Okay. And secondly, will they be transferring the teacher group from the current IB program to Skyline?

Mark Pruitt:  That’s our hope.

Heather Godwin: Yes, that’s our hope. They created that program.

Mark Pruitt: We absolutely want them. That’s what we want. The reason I say that with some reservation is because there is a middle school teacher — I’ll give you an example — who may teach in the middle school program at Dickinson, but they used to teach at Dickinson High School before that program started. They’re also the football coach. Their loyalty might be to the Dickinson school more than it is to the MYP program. So I can’t say we’re going to pick. We’re going to work with their union and allow them opportunities to go over there. Other questions?

You see relevance, feasibility, impact, just summaries. And a cost analysis summary as well. If you could go back again. Comprehensive high school experience. This page tells you a little bit of Dickinson’s history and what Dickinson will be, particularly with its college readiness, which is the International Baccalaureate program. Each school will have a specific career readiness component at the McKean Innovation Campus, but also a college readiness component. The International Baccalaureate program at the John Dickinson School and the Early College Academy program at AI High School. Scroll down. Career pathways and clusters. There they are - seven career clusters. There are programs of study that will be offered at the school available to both schools. Any student who attends either the Dickinson home school or the AI home school.

Now you can go back to the slide. Questions? Impact and equity. Innovation Center. The committee, in terms of equity, looked at a lot of data. 

Equity. Does everyone have an opportunity to get what they need?

These are comprehensive schools. These are not magnet schools where someone is interested in performing arts and therefore that’s all they offer. Or in Conrad’s case, life science, and all six of their pathways are in life science.

These are comprehensive schools where 13- and 14-year-olds are starting their high school experience and just want a quality education, want to be ready to go to the next step, meet their goals upon graduation.

The McKean Innovation Center will provide access for all students in career pathways, work-based learning opportunities, and industry-standard credentials.

Also, these changes - increased enrollment at home schools at Dickinson and AI will allow for a broader range of elective offerings at any given time.

School enrollment drives staffing and resources.

When one of the schools has been under-enrolled — and there has been an under-enrolled school for the last 20 years — what you see is fewer elective courses, a smaller number of advanced coursework offerings, and athletic teams at the varsity level that can’t finish the season.

You saw that when Delaware Online reported that Dickinson or AI did not finish the football season. More importantly, when we talk about athletics, it’s a practical example — the number of junior varsity and freshman teams that are zero or three in any given period. I’m a student. I live right next door to one of these three schools. I might like to try football, but I don’t necessarily want to play starting linebacker on Friday night after three weeks of practice as a freshman. You need developmental programs that teach the sport so that kids are put in a good position to be successful during their sophomore, junior, and senior years. And more extracurricular programming - clubs, activities, those types of things.

Questions? Comments?

Vic Leonard:  The pathways that we decided on for the Innovation Center, they’re data-based, right? Through study of market opportunities?

Mark Pruitt:  We are bringing over — McKean is certainly our flagship school in terms of career technical education. We believe it’s the flagship in terms of career and technical education in New Castle County. Those programs will remain there. There’s been a lot of investment there.

In addition to that, we’re picking up the pathways at AI and Dickinson that don’t overlap and bringing them and their teachers over to the McKean Innovation Center.

Then we strategically, through labor market analysis data, identified additional computer networking pathways, cybersecurity pathways, more allied healthcare programs, nursing programs, medical assisting programs, renewable energy. Those are programs that are built through labor market analysis.

⏯️42:08 Morgan Dukes:  Was there any data collected based on student feedback related to interest in those pathways? I know that we had student focus groups. I didn’t know if the students had expressed interest in those pathways in any of those meetings or if their interest was kind of —

Mark Pruitt:  I would have to check. I don’t want to put Mr. Mattix on the spot, but Mr. Mattix held focus groups where our seventh and eighth graders were brought in and asked questions regarding their interest in pathways.

Brian Mattix: They identified those pathways. Some of them identified pathways that existed at other schools. That was easy — we can offer what is already offered. Then there were a few that were outliers. Cosmetology always comes up. It’s always a popular one for students. But the labor market analysis report doesn’t support cosmetology. It’s hard to make a living wage with that skill set. If you can hustle, but sometimes you’re working two jobs. That comes from the labor market analysis.

Doreen Wojciechowski:  Back up to that comment. What schools did you poll for your students? When you asked for student feedback, was it from the schools that were going to be affected?

Cristina Kalesse: So I'm AI Middle, so it was AI Middle.

Doreen Wojciechowski: Okay, so AI Middle School. The students were polled from just AI Middle?

Cristina Kalesse: No. I’m only the principal of AI Middle, so I know my students were polled from there.

Brian Mattix:We pulled from all the comprehensive middle schools. I didn’t poll kids from Cab or Conrad Middle because they are not a comprehensive middle.

Doreen Wojciechowski: But Dickinson?

Brian Mattix: Dickinson is not a comprehensive middle. 

Doreen Wojciechowski: But it would still affect those students, wouldn’t it?

Mark Pruitt:  Yes. It would affect those kids who may choose to attend the comprehensive high schools.

Doreen Wojciechowski:  The whole point of the IB program is to feed them into the high school program for that IB pathway. So that would be different.

Brian Mattix:  My committee wasn’t about IB. It was only about the career pathways. It wasn’t really a committee. It was student focus groups. It was charged for career pathways only.

Doreen Wojciechowski:  I get that. But some of the students in MYP are also going to go to Dickinson regardless of the IB program or the high school. I was just curious if they were included.

Mark Pruitt:  All of the CTE programs at Dickinson  - if they made the choice to go to Dickinson as their high school, all of those high school CTE programs will still exist.

Doreen Wojciechowski:  I was just wondering if they got feedback from those students.

Mark Pruitt:  It was 15 or 20 students across the district. It was just a sampling focus group.

Brian Mattix: Dickinson High students were part of the high school focus group. We had middle school focus groups and high school focus groups. Because Dickinson High is a comprehensive high school. They were part of the that.

Mark Pruitt: It's also important to note that we career and technical education programs of study need to be approved by the Department of Education because they get federal, they get state funding and federal funding. They will not get approved and we cannot prop up a professional football or a professional baseball pathway because that's what our kids are interested in, right? It's a connection between the labor market and the public schools to meet needs where there's gaps in the labor market.

⏯️46:12 Najma Landis:Can you let me know which of the CTE programs that do overlap from Dickinson and AI currently offer at McKean?

Mark Pruitt: Oh, I mean I wouldn’t want to misspeak. I can get those for the next meeting. Because they overlap - I hope I didn’t make it seem as though- We’re not bringing a new program. We’re bringing a person over, but we’re not bringing over a new program. We’re just bringing over a second teacher for that program.

Najma Landis: I guess my thinking was like if say auto tech was on  - I know there’s an auto tech section of Dickinson. So, what would happen with that space then at Dickinson since the program’s moving to?

Mark Pruitt: That space would be that obviously that would probably open up that space for something different. That is not on our plans immediately because that is an older space for one. It’s a small space. It’s a local pathway. McKean has gone to the state model which gets them more funding and keeps their program updated. Dickinson did not do that. And so it’s a small space, many, many years old.

Brian Mattix: But yeah, that’s a good question. Obviously both AI and Dickinson spaces that pathways exist in, if those pathways aren’t going to be there, they will be repurposed. Yes. But that’s phase two.

Vic Leonard: We did that automotive at AI, also, at one time a few years back. That’s now a construction program. So they repurposed that. 

Mark Pruitt: Also it's worth noting that Mr. Mattix did not do all this work as the principal of HB last year. He’s a longtime principal. He was McKean High School’s principal for nine or 10 years. He worked at the district office supporting Science and CTE programming and he did a lot of the audit work for this. And then he wanted to be back with the kids and is now principal at HB. So if you’re wondering why I’m deferring to the HB middle principal, it’s because he did something else last year.

Any other questions while we’re here? While we’re here, absolutely.

⏯️49:02 Doreen Wojciechowski: The pool at the McKean. Is that going to stay as is? Because I know different schools feed into that pool and use it all.

Mark Pruitt: Oh yeah. It is too valuable. High school pools are too valuable. That pool is used some days 7 a.m. to 11 p.m., and first priority is our Red Clay School. We got two of them. We got one at Cab's campus as well. All of our schools split those two.

Doreen Wojciechowski: Oh, great. Okay. And then my second question, I did see a slide about adding AP classes at AI and Dickinson. Is the goal to make those two schools enticing to parents if they don’t choice them out? Because you still have the choice factor, right? And so a lot of parents are going to want to have something for their kids that are coming out of like that are a little more competitive than maybe the Conrad, the CAB, or Charter. So, are we trying to make those two schools be a little more competitive with our AP courses?

Mark Pruitt: So, I think we’re trying to create programming so that any student - if they choose one of these two programs - which is really a three-school program including the McKean Innovation Center - they can get any [inaudible] at one of these schools. However, then there’s equitability. I’ll give you an example as it relates to college readiness. We talked a lot about career readiness. So, it would be equitable but not the same.

So, the IB program, with having more students in that building, will allow us to have more students in the IB program, therefore more offerings for students. But right now, Dickinson’s high school size is I think about 750, give or take 25 students. That’s a very small high school.

Can we talk in terms 

[lost audio 51:00 - 52:47]

Mark Pruitt: so right now there are three geographic boundaries. This is going to offer two geographic boundaries for students. 

⏯️52:55 McKean Teacher: So the question actually, was that if mostly people want to come to one school instead of the other  - because I heard from my students they don’t want to go to AI, they want to go to Dickinson and that’s maybe their choice, so how will you consider - 

Mark Pruitt: I understand your question now. We will allow choice up to building instructional capacity. So if there are seats, there will be some seats remaining. Red Clay students get first preference to those. So if you’re a McKean feeder student — I’ll do it the other way — if you’re now in Dickinson’s feeder pattern but you want to go to AI, you fill out a choice application to do that. But we will only admit students up to capacity.

McKean Teacher: So it’s not fixed, like if they want they can get that?

Mark Pruitt: You’re talking about your kids right now that are in ninth or tenth grade, right? That’s different. I think that’s a unique circumstance that we need to consider, right? Students that are currently in ninth or tenth grade at McKean High School. We certainly need to communicate with them, but our goal would be to get those students where they want to be for their junior or senior year. I always look at this in terms of sixth grader or eighth grader.  Like we’re going to have students come in. You can be an eighth grader and apply to AI, and if you’re a feeder, we will certainly allow for choice up to building capacity. But you’re talking about a difficult situation for a group of students. Thank you. Any other questions? By the way, this meeting is an introduction and sort of grounding the work here. 

The work. This committee has a responsibility to hear from the district, weigh in on the work that the district’s doing to make sure that we are, one, doing what the school board asked us to do, and that we’re transparent about what we’re doing. I’m a member of Dr. Green’s cabinet over here at the district office. We divided this. This is a major undertaking to do what we’ve been asked to do, and we’re up to the task.

The work we did early on this year, August, September, was trying to determine where we needed to do this work. What you see are planning areas or topics where we thought work needed to be done over the next two years. If you go back to September, that includes adult ed to McKean education program being picked up, moved from AI to McKean High School. Athletics and activities. That’s evolved a little. Now we’re talking about student life, right? Athletics, activities, clubs, our students going, particularly for the McKean students, so that they continue to get what they need.

Communicating the plan. Whether it be a website, whether it be an email blast, whether it be a board update. Facilities. We’re looking at turning an old band room at McKean into a construction classroom. There’s work that goes along with that. Financial implications of the work that Dr. Green is doing. The Innovation Center itself.  I’m in my first subcommittee on I believe February 23rd to begin that work with some teachers.

⏯️57:23 Heather Godwin: Master scheduling and logistics. That’s going to be a difficult one. Making sure we know how to get kids where and when. There’s a lot to consider there. Meadowood moving to AI High School. There are a lot of logistical things that we need to talk about there. What that will look like with staffing, with facilities. A lot of things that kind of go into that, but will affect other communities as well.

Moving MYP Skyline, like we talked about earlier. Professional learning. There are going to be a lot of things that we need to prepare our staff for when we merge these three schools into two. We need to talk about what that’s going to look like, what types of things we can support our staff with to make that transition really seamless. We have public and private support -

Mark Pruitt: I’m going to jump in here. Professional learning. I’ll give you three examples of professional learning and training. One is MYP to Skyline. While the majority of those staff members will go over to Skyline, certainly a couple teachers at Skyline were fill in. We need to make people change in the IB philosophy.

Another one is Meadowood going from McKean to AI DuPont. What are their needs? How do we include them in our program?

A third one. I believe Dr. Bond, who’s leading this work, believes this is just as important. We’re taking two buildings, the brick and mortar of Skyline, the brick and mortar of AI, and the brick and mortar of Dickinson, and we’re meshing two staffs together. The team building involved in that is going to be absolutely critical.

That is not to be - we need to talk about IB certifications and making sure we have inclusive training for Meadowood students and some other things. The importance to our staff that they feel included and they’re not just a one-off transfer that now has to fit into a new culture. AI is going to almost double in size. It’s going to be two schools. So to student numbers, if you go to AI now, I would argue that it’s going to look very different two years from now.

Najma Landis: Is there also, I’m sorry to jump in, but with the professional learning, is there also a plan with that to train staff on doing similar work with students and meshing those? I just think McKean and Dickinson, they were rivals. So then they're going to be some of the -

Mark Pruitt: They are. 

[laughing]

Heather Godwin: Here’s how I’ll respond. The students was one of my biggest concerns. Right now we have three separate identities. Each school has their own identity, their mascot, their culture. I’m part of the Ramily, I’m a Tiger or a Highlander. We all have these things that we carry with us, and when we try to squish these all together, there’s going to be a lot of difficulty. So the amount of work we need to do to work with staff on creating a culture that feels welcoming to all of these different groups - that is one of my main priorities, honestly, because I think that’s going to be so critical.

⏯️1:00:41 Najma Landis: Do you think - and I know it looks like the work group has already been formed - are students a part of that work group?  I think there’s an opportunity for student leadership in taking the role of how they can. 

Mark Pruitt: Students are going to be involved. They're going to be involved in at least two of them. But I’m going to back up a little first. I’ll back up and say we’ve got a Ram speaking to a Highlander here. You guys are getting along. That’s great. But I’ll say to your question. What about students and making sure students feel included from the beginning. The only time you’re listening to me is this meeting. I mean, I oversee a couple committees and I’m sort of maybe the facilitator of Dr. Green’s team behind me here. But starting next month, you’ll see a slide shortly, you’re going to get updates from Dr. Celestine and her team about the work they’re doing with special ed or from Dr. Bond about it. And you’re going to be able to say when any of these committee members say, “Well, what about training to make sure the students feel included?” I can assure you, like we’ve done for the last four months, is your perspectives. That’s good, right? Like, no, we’re on that or we missed that. Got to pick that up. I think that cannot be undervalued by this group as we move forward here after a couple of months getting together. I think it’ll make a little more sense here by last.

⏯️1:02:23 Vic Leonard: Mark, I just want to say I know we’re going to be doing a lot of things now and 2027. How are we going to show this to the public? And I know that’s one of the criticisms right now. District not putting enough out there so the public’s aware of what’s going on. Do we have a plan to make that -

Mark Pruitt: There is cadence. I mean, I think no matter what you do to communicating, there could always be someone that says we want more. But we’re going to give board updates. Alternating those board updates. So if a board update is every other month, then an email blast is every month. We have meetings set up to the McKean and Dickinson communities where we’re going to hear from them. We’re going to get specific letters out to all of our students when their attendance zone actually changes. That includes K-12, right? And have them an opportunity to weigh in on that before board votes on it. So there’s a pretty extensive communication plan that you’re going to see.

Vic Leonard: I’m not concerned with communications at Board, but I know 25% of the public that pays taxes are families in the district. 75% percent are other taxpayers who don’t have kids. Getting it out to them, that’s the issue I think we’re seeing here.

Mark Pruitt: It may be worth - I’ll tell you, when I started teaching, everybody, every parcel in the Red Clay used to get a hard copy of a Red Clay newsletter once every - I think twice, two or three times a year. We’ve lost that group. That 75% that doesn’t have kids in the school. So that’s certainly worth bringing up at these meetings. Obviously, you’ve got another paper to do that as a school board member. Same with. We will be talking about it.

And then additionally, so that’s the district office staff that’s facilitating that work. And if it has a yes over here in this column, it has a work group associated with it. Invites have already gone out for athletics and activities, the Innovation Center, Meadowood, MIP Skyline, professional learning, everyone. The only one that hasn’t gone out yet is master scheduling and logistics. Now, that work probably starts the beginning of September next year. Yes. That’s why we’re here. That’s why we’re here.

Najma Landis: Is the plan for each of these planning areas to have a work group, or are some of them that don’t currently have a yes not —

Mark Pruitt: I don’t want to speak for folks whose name is next to each one of those. It wasn’t our choice as to whether you want one or not. But I’ll say this: a lot of the work being done is maybe not as extensive as some of the other groups. But adult ed at McKean. Dr. Broomall’s got to work with the adult ed staff, which has two full-time staff members. Got to come up with four classrooms. We’ve got to have them a foyer at McKean where they can get directly into the adult ed area. So a little bit of retrofitting of the foyer. If someone would like to be part of work, help Dr. Broomall do that work, that’s fine. But I would guess that Dr. Green and Dr. Broomall on that example would make out that work.

Another one - transportation. Transportation is just a lot. It’s a lot of data entry. It’s a lot of using software of where students go. If someone would like to weigh in, but they’re not making decisions. It just seems to be transportation in nature. But we’re open to having that and we want to be as transparent.

⏯️1:06:38 Heather Godwin: Well, I think something like staffing changes really, that would be appropriate to have a work group for staffing because there’s a lot of pieces that go into that as far as seniority and roster.

Mark Pruitt: Well, the other thing is we’ve already met with RCEA twice about staffing. We’re going to meet with the Para union about staffing. So they already have a draft of our path forward. They’re marking up that path forward, going to give it back to us. But when you talk about a work group, I’m guessing a couple more yeses will be added in there. But the work group for staffing changes is RCEA or the Para support meeting.

⏯️1:07:13 Morgan Dukes: You said the master scheduling group isn’t planning to start meeting until next year?

Mark Pruitt: I don’t want to speak for —

Morgan Dukes: Okay. Just because I know that our school counselors are starting to do course selections in a month or so with our students. I spent 90 minutes this morning with Ms. Leer because some of the questions are about how we schedule students for next school year within our comprehensive high schools to make sure that they’re set up to be successful.

Mark Pruitt: We went through all that today. I think in this logistics question, when you create a master schedule, right, you’ve got to create the McKean Innovation master schedule first, right? And then kind of build out around it. That’s the kind of thing I’m talking about, these unique situations. I’m meeting with key people, and no one is more key than the longtime master counselor. I’ve known her forever. So, yeah, but yeah, she said, “Hey, we got to figure out some things.” And I was over there today.  

So, action planning. This is a document that we are using to do our action planning. It’s a screenshot of a couple of screens here. I’m not going to read every action item on here, but currently if you are Dr. Bond, you are responsible for every action item logged into this spreadsheet related to MYP Skyline. Okay. It then compiles into one spreadsheet that allows us to sort it by date, and so you can see the work we’ve done beginning in September running through December 15th.

And again, you’re going to hear more about this from Dr. — any one of those folks that was here, you’re going to hear that from at the next meeting. I’m sort of including me, but I’m setting the stage for it.

But you see program move support meeting with Laura Lane. Laura Lane is the Mid-Atlantic director of IB in the United States. Hey, we’ve got to pick up a school. We’ve got to move our program that’s been certified at Dickinson and move it over to Skyline. So that work, we had to make sure that we’re on top of this work here.

Moving down here, contact the University of Delaware attendance zone and demography about attendance zone demography. You’ll see on the next slide a guy named John Laznic because I started to get lazy with my typing. You have meeting number three with John Laznic. That is the guy who has all of the data related to where people live, how old they are, when they’re aging out, because we cannot make a mistake in changing attendance zones. So you’re going to see that on the next slide. As a matter of fact, he had a meeting number two last week that Dr. Sean Snyder attended, that's our tech department. Okay. And that takes us down to December 31st up to date.

You saw on the first page those things were complete. Everything is either in progress or complete here. Some things are going to run behind. Some things we change dates. Some things we change dates because it seemed appropriate to change the date.

And then I’ve got two slides here of where we’re going between February 1st and June 1st, with the same sort of setup. You’re going to get answers to these things from the folks leading this work, probably if it’s a committee, bringing someone from their committee with them where I’ve already heard at least two things, maybe three, where I’m like, it’s good. That’s the nature of getting a charge from a school district, giving half the page that’s voted on, and now starting to put leaves on that tree. It’s just the nature of work.

Next slide. Question about that?

I’m welcome to go back to that and let you parse that out. My intent was just to show you how we’re doing the work. We’re going to just go to the next slide here.

Mark Pruitt: You’ve got to refresh that. That’s been up the whole time. Get out of -  go to the URL line and hit refresh. We set this up at one o’clock and we weren’t finished yet and it sat open the whole time. Here you go. Now, there you go. I like the handwriting. All right, that looks a little better than me taking a picture of my handwriting for a slide today and then copying it on there. This has been set up since about noon today. In here, logged on — that was why the one slide I said where’s that other slide? It’s because we didn’t refresh when we came in here. Okay.

So, this meeting January. Here’s our cadence unless the group would like to change it.  We’re going to meet every other month, right? Zoom is an option. I am going to keep them in person. I think you get a lot more done in person, but that’s my position. Totally understand if somebody’s going to jump on Zoom.

So what I do is January 27th was a Tuesday. March 25th - it’s always the fourth week of the month, every other month. And so that nobody who may have to go to their kids’ basketball games every Tuesday night or have a church event every Wednesday night — that way you’re not jammed up every two months. So the cadence will go fourth week of every month, Tuesday, Wednesday, Thursday. That March 25th is correct. That Tuesday is not correct. March 25th is a Wednesday. And I’m going to send this out tomorrow. I’ll send you out invites tomorrow. So you’re going to have the slides tomorrow.

⏯️1:13:56 Najma Landis: Okay, I’ll try a question. I’m sorry. So then the idea that the presentations to the board will be in the off months? So the committee meets in March, so then in April there’ll be a presentation to the board?

Mark Pruitt: I think that’s ultimately up to the board, but that is how our draft cadence is set up with Alva Mobley.

Najma Landis: And then I noticed that there’s June, July, and then August. Is there a reason why we didn’t stick with the every other month for the summer?

Mark Pruitt: It’s hard to get people here. The drop off is just so significant. I took the liberty. This is just a draft. I can take the foot off the gas for June and July, coming back in August. But we certainly can adjust.

⏯️1:14:44 Vic Leonard: Are these meetings going to be recorded and posted?

Mark Pruitt: Yes. This one’s being recorded. We’re going to post that so the whole public can see that. That’s correct. We did with every meeting from January to June. We’re going to follow the same format.

Najma Landis: Is it possible for future meetings to have mics? One for you and then one to pass around for people’s questions? You know how Zoom is, sometimes it can be...  at least having that type of audio, 

Vic Leonard: not having it in that room over there, because here we don’t have much problem, but over there from our other committees —

[Unknown] I have a suggestion. With the way that this is laid out, if we are going to do the board updates every other month, maybe it’ll go in like opposite order. Only because, for instance, if student services goes in March, there’s not going to be a whole lot to say yet. There’s going to be a lot more in October. But then if we don’t hear from the Innovation Center in October — you know what I mean? If we maybe did the opposite order, that way you’re getting an update here, but then near the end of this you’re getting the update at the board meeting. That way you kind of hear it at the beginning of — you know what I’m saying?

Mark Pruitt: I agree. 

Vic Leonard: I think we may have some requests. 

Mark Pruitt: I think the board would want, just from having this set up two meetings, that these are always after that month’s board meeting. So every one of these meetings is going to be after that month’s board meeting. I think that the best fit is to bring it in, which will tend to be about three weeks later, with an update. But it’s up to you. I think we have time.

Vic Leonard: I think that makes sense. So we can have any questions, we can discuss it in public at the board meeting, then it can go maybe onto the agenda. But either way, we’ve got some time on that.

Najma Landis: Can I just clarify? So the presentation would be at the March meeting, and then maybe you would address the questions that were brought up in public comment?

Vic Leonard: I think that's how it would go. Because we get feedback from constituents. We will make sure that they’re heard.

Mark Pruitt:  So, just so you know, next month - and I sort of set these up in importance - I thought folks would want to know what the communication cadence is going to look like over the next two months. So we’ll have Mobley here at our next meeting. Student services. We’ve got more questions about student services, whether it be a Meadowood student or whether it be a student simply that has anxiety or has a behavior plan, concern modifications. What’s this transition going to look like for my kid? That has been by far the most questions we’ve got. Whether it’s staff or some parent questions about that.

So we’ve front-loaded Dr. Celestine, not only for student service support, but also an update on the Meadowood changes. And then attendance zones and school choice will also be coming up in April and May. I’ll have Mr. Sean Snyder here talk about our work with the University of Delaware and our plans.

[Unknown] Yeah. No, I’m looking at the flow. I think what I said was not a good Well, no, I like this how I’m looking at it. It makes sense because the things that we’re not talking about until August and October aren’t necessarily the most immediate need. I would want to get feedback on those initial groups so that we have more time to take this into consideration before we’re meeting. So I can see how the other groups could wait a little longer.

Mark Pruitt: If we feel strongly about something, it’s not a problem to get somebody here. We have to work with state folks on this, but they’ve got a committee. I’m going to try to get them to bring a teacher leader with them as well.

Najma Landis: And you said these slides will be posted for the public to see before we leave for the weekend?

Mark Pruitt: Yes.

⏯️1:19:11 Najma Landis: So like the areas and each of the district admin that’s covering each — if someone has a question, do you want them to put it through the question thing on the website on the reimagining secondary education?

Mark Pruitt: Yes. Yes, it goes straight to there, not to the people. I think that’s the best thing. Alva has done a nice job of farming those out. So far, since it’s gone live in December, I think we’ve gotten eight emails. I’ve answered three or four, Dr. Celest two or three. So she kind of forms a map by topic.

[?] If the state and community support that’s being presented on in August — is that the public and private support that Dr. Green is working on, is that worded differently or is that like a separate survey or something?

Mark Pruitt: No. That’s Dr. Green heading that work. That’s everything from putting together an industry advisory board that will give us feedback on an allied health classroom. Is this what a college-level allied health classroom should look like? To raising funding through public-private partnerships. And it’s why you don’t usually see something that detailed with Green next to it, with the superintendent standing next to it.

Next slide. Public comment. Would anyone like to give public comment? For all of you in the public back there, would any of you? Is there anyone?

I’ve asked her to unmute public comment. Brenda Steffon, you can go ahead.

⏯️1:21:01 Brenda Steffon: Hi, thank you very much for allowing me to have a public comment here. First of all, my name is Brenda Stefan. I am a homegrown Delaware raised and educated adult. I went from Greenville Highlands, Greenville, AI Middle, AI High School. I’m also on the board of the Friends of AI, which has been a passionate group of alumni spanning over 50 plus years of alumni, to be a part of the work of our late band director Mr. Paul Parets and to be a voice for not only our school but our community.

And so as a part of that, I also want to say thank you to Mark here and everyone involved for setting up all these direct transparent ways for us as a community to be a part of this. This is really great to see.

I want to also agree that we need to continue this communication not only for the people that are impacted by this school. I have a second grader, so I have some time, so to speak. But I am a taxpayer, and there are people who are not in the school system either by choice or no longer have kids in the system or have chosen not to have kids who want to know where their money is going, particularly we’ve had a very charged year in regards to these tax increases. So I think it’s very important for continuing to be very transparent and to communicate to a larger audience.

And with that, a question to pose: Will there be future discussions on the impact that this could have for taxpayers, particularly in this county? I know that may change with some other things coming down the road.

But as an alumni, I want to say to fellow other public schools, McKean and Dickinson alumni here, staff as well at these high schools — your alumni is a great resource. Please, please tap into that. And if you are alumni, be there. Support your schools. Support your admins. I am so lucky to have had an opportunity to get to know the staff at the high school now, and there are some wonderful educators out there who are doing good work. So please, please, please be a part of that.

And think about that when you think about these rivalries. There is no rivalry when it comes to we’re here for having an option that is fiduciary for the government to provide a comprehensive, equitable public high school education. And that’s why we’re all here. Thank you very much for the time.

Mark Pruitt: Thank you Brenda. Does anyone else have public comment?  Next slide. Okay. Next meeting topics that we just went through: communication, student services, Meadowood transition, and attendance zones and school choice. And a motion to adjourn. Motion to adjourn?

Brian Mattix: Motion to adjourn. 

Vic Leonard: Second by Mr. Leonard. 

Mark Pruitt: All in favor? Anyone want to keep going would be a no. Thank you so much for coming out. Thanks for your service.

🌐Attendance Zone Restructuring & Review Committee Webpage

📁Attendance Zone Restructuring & Review Committee Rolling Slides

📹 Attendance Zone & Restructuring Review Committee February 5, 2026 Recording

📋 Attendance Zone & Restructuring Review Committee February 5, 2026 Meeting Minutes (draft)

▼Full Transcript Below

1. Public Comment
   ⏯ 0:3:30 – 0:15:43

   1. • Morgan Dukes (McKean staff member & alumni): Questioned the Board’s commitment to community engagement and repeated public opposition to the Innovation Center plan

      • Jenny Howard (parent):  Raised safety concerns about district transportation, cost for Innovation Center routes and the Board to be guided by community input. 

2. Superintendent Report
   ⏯ 0:24:45

   1. • Superintendent Dorrell Green announced that the newly formed Attendance Zone Restructuring & Review Committee will meet and that information about the Innovation Center has been shared.

3. Board Committee Report
   ⏯ 0:39:30

   1. • Board Member Susan Sander provided an update on CBOC that met January 20, 2026 and mentioned transportation costs for Innovation Center. 

⏯ 0:3:30 – 0:15:43 Click to hear all comments or Click a name below to hear individuals.

Morgan Dukes: Hello, I'm Morgan Dukes, McKean alumni, current staff member. First, I would like to point out that I really appreciate that we have a student from a comprehensive high school as our student representative on the Board this month. This is the first time all school year that that has happened. Previous student representatives include students from both of the magnet schools and both charter schools. But I know that we're continuing to ask - why our comprehensive high schools are struggling with enrollment and perception as our district is planning an innovation center focused on student equity. When students from comprehensive high schools aren't at the center and they're not heard, not prioritized, they receive the message that they matter less and that's not fair. I'm here to ask a really simple question. What happened to the commitment to community engagement that this Board itself acknowledged was needed before moving forward with the innovation center? When this proposal was first discussed, Board members openly recognized concerns about community feedback. The district acknowledged that the survey, meant to gauge support, had low participation and that some respondents did not fully understand what the committee was recommending. Ms.English voiced concerns about whether the reported support was reliable and even asked for further discussion of a motion that would have allowed more time to gather feedback from families and stakeholders. Mr. Matthews then stated that passing the motion didn't mean engagement would end, saying, quote, "We are always going to engage with the community and it's an ongoing process and that it was this Board's responsibility to ensure that communication and engagement continued." That was the expectation set publicly. Yet today, no additional community feedback has been gathered and there's no clear plan to do so. So, I ask you, What's the Board's plan to engage the community now? Will families, staff, and students be meaningfully included before irreversible decisions are made? Through all of this, the community hasn't been silent. At Board meetings alone, public comment opposing this plan has occurred 20 times, delivered by 15 different individuals, including parents, staff, community members, and even a student. That doesn't include the communications that have occurred via other avenues for outreach to Board members. Yet, nothing has changed. So I ask, why has nothing been done? How many more voices are needed? How many more meetings have to pass before public concern results in action? If this Board is serious about equity, transparency, and trust, then engagement has to be intentional, timely, and inclusive. The community is speaking, students are watching, and the question is whether the Board is prepared to act. Thank you. 

Jenny Howard: Hi, good evening. I'm here again to talk about the transportation policy and to present you guys with some facts. So, in just two months, Red Clay buses recorded 600 stop arm violations statewide. An estimated 900 cars pass stopped school buses loading or unloading children every single day. It's not a minor issue and it's a national safety crisis. Um I know that we are continuing to invest in the stop arm cameras, but that documents the dangerous behavior after it happens. There's also been no transparent cost comparison showing whether investing in safer doorside stops on major roadways would prevent these risks in the first place. I attended the DOE transportation committee meetings and they stated that districts have the authority to make doorside stops which are obviously the safer way to go. Another fact that really does matter here, Delaware requires every school bus to have an external PA system so drivers can audibly instruct students when it's safe to cross. I have never once seen a driver do this. And again, districts, not the state, control the bus stop placement. So, my serious concerns are about prioritizing cost and efficiency over student safety. 

I also have serious questions about transportation to and from the innovation center. How many students are expected to use it? How many buses or routes will be needed? Will there be new routes? What are the trade-offs? What will this create elsewhere in the transportation system? Finally, I just want to remind the board of something fundamental. You were elected to represent the community. That means listening to the people who live here and who trust you with the decisions that shape our daily lives. When families take the time to show up, like myself, I'm not here to cause you problems or make noise. It's because I'm here to make a difference. And that is the core of public  education governance. So your responsibility is not only to hear the voices, but to let them guide your decisions. This community needs a board that is responsive, transparent, and grounded in the lived realities of the families that you serve. Please remember who you represent and ensure the community is part of the process. Thank you.

⏯ 0:24:45

Dorrell Green: Next week, the newly formed Attendance Zone Restructuring Review Committee that the Board established last month will meet. Again for those of you, you should have received - whether it be text messages, emails, phone calls - regarding the website and information regarding plans around the Innovation Campus. We also have various work groups that have been established and we'll continue to do this work as we move forward.

⏯ 0:39:30

Susan Sander: We began with approval of the minutes. Dr. Ammon did give a response to a public comment that had been previously asked regarding transportation costs for the innovation center. That amount is dependent on several factors which are still to be determined. However, there will be an answer provided in the spring. 

• 🌐Attendance Zone Restructuring & Review Committee Webpage 

• 📋Citizens Budget Oversight Committee January 20, 2026 Meeting Minutes