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Flynn parents and teachers press board to preserve K–2 and 3–5 special‑education pathways
Summary
Scores of Flynn Elementary parents, teachers and school psychologists urged the board to halt a placement plan that would move a K–2 learning‑disabled special day class and introduce an emotionally‑disturbed class, warning the change could fragment services and harm vulnerable students.
The Board of Education heard sustained public comment from Flynn Elementary families, teachers and school psychologists who asked the district to reconsider program placements that would replace a long‑standing K–3 learning‑disabled pathway with a K–2 class for emotionally disturbed students and thereby risk removing an existing 3–5 SDC for students with learning disabilities.
Speakers described the change as disruptive to students who depend on continuity and relationships. "We're concerned about the district's plan to phase out our long‑standing 3 through 5 special day class," said third‑grade teacher Sean Mansager. Parents and staff recounted students’ improved attendance and self‑esteem since placement at Flynn and urged clearer communication and collaborative decision‑making with families.
School psychologists and teachers said district reorganization had been announced without adequate consultation. "We would really like a timeline giving us notice of when and what the reorganization of our department would look like," said Patty Mann, a school psychologist. Several speakers said they had filed letters, petitions and met repeatedly with program placement staff but remained uncertain about final staffing and the impact on students’ IEPs.
Board members asked staff to follow up: Commissioner Norton requested staff circle back to school‑psychology staff because they reported anxiety about their status; Superintendent Garcia said the district is hiring a new director of special education and that timing may create an opportunity for further conversation.
Next steps: Staff were asked to meet with Flynn representatives and the newly hired special‑education director to clarify placement decisions and provide a timeline for families; the board did not take immediate formal action in this meeting.
