Three community members told the Wiseburn Unified School District board on May 8 that students — including kindergarteners — have been hurt by classmates with behavioral challenges and asked the district to review special-education placements, behavior intervention plans and training.

Those speakers said incidents at Del Aire Elementary and other sites included a very young child getting kicked in the abdomen and repeated unwanted contact and video attempts directed at a student. Donna Tucker, who described herself as a district alumna and a grandmother, said she has tried to explain the special-education due‑process path to a family and asked the district to be proactive.

"I was a student at Wiseburn School District. My children went here, and now my grandchildren are here," Tucker said. "There is a process to get help through in house at Wiseburn and also with the local SELPA. I do not wish to be judgmental ... but there is a process to get help."

The speakers gave examples and recommended practical steps. One volunteer asked that Del Aire be assigned an assistant principal or other on-site administrator because the campus is now TK through fifth grade and a single site leader is stretched thin. Another urged the district to re-evaluate where special day classrooms are sited, noting one SDC classroom this year was placed adjacent to kindergartners.

Mary Ann Avila, who said she has worked in special education for decades, described repeated behavior toward her granddaughter: "Since then, the young gentleman has followed her, tried to take videos of her, has asked to sit next to her, and now she has to advocate for herself." Avila said she worries that behavior that goes without effective intervention can escalate.

Speakers also raised questions about whether behavior intervention plans are being followed and whether classroom aides and behavior interventionists receive sufficient training. A volunteer said she has observed aides on phones or unable to keep up during transitions and asked whether contractors supplying aides are sending appropriately trained teams.

Under the Brown Act and the district’s public‑comment rules (Board Bylaws 93‑23, as referenced by the board), trustees did not reply to the remarks during the comment period. The board chair reminded the public that board members cannot respond to public comments at that time.

No formal action or staff direction was recorded during the public‑comment period. Board members later heard presentations on separate agenda items, including a draft district dashboard and a facilities update; the board did not vote on changes to special‑education policy or placements at the May 8 meeting.

The comments are likely to appear on the agenda for future discussion if families or staff request follow‑up. The district’s Local Control and Accountability Plan presentation and related local indicators were scheduled to return to the board in June, according to a staff comment during agenda adoption.