Residents and staff urge East Lyme Board to keep high‑school library assistant, preserve MTSS position

Public commenters at the May 4 East Lyme Board of Education meeting urged the board to preserve two roles they said are essential for student access and equity: a high‑school library assistant and a half‑time MTSS (Multi‑Tiered System of Supports) interventionist.

Patny, who identified herself as president of the secretarial union, thanked administrators for their work on the budget and asked the board to “keep that position in the budget,” warning that without a library assistant the high‑school library would close whenever the librarian is absent and students would lose before‑ and after‑school access. “If someone is out for a sick day or a personal day there is no backup,” Patny said, describing the assistant as essential for software access, circulation and daily supervision.

Genevie Pudo, a resident who spoke during public comment, said eliminating the library aide would “threaten the accessibility of one of our most vital learning spaces.” Pudo described the library as “a sanctuary for research, a center for technological equity, and a supervised environment for independent study,” and said restricted hours would disproportionately harm students who rely on the library for a quiet place to work.

Sarah Nazaro, a literacy interventionist in the high school’s MTSS program, urged the board to protect a 0.5 MTSS teacher position still on the cut list, saying current rosters and projected fall enrollment mean dozens of students rely on MTSS supports. Nazaro said the department’s current roster ranges between about 90 and 100 students and that projections suggest 48 students will need literacy support at the start of the next school year; cutting the half‑time position, she said, would leave roughly 10 students without services and create an equity problem.

Other residents and staff reinforced that message, describing MTSS as early intervention that prevents more intensive—and costly—special education placements and noting interventions support students’ mental health and confidence as well as academics.

Why it matters: Speakers framed the library assistant and MTSS interventionist as operationally critical supports for broad groups of students—particularly those needing structured, supervised learning time or targeted literacy intervention. Board members heard consistent public concern that cuts to these roles would reduce safe study spaces, technology access and one‑on‑one supports for vulnerable students.

What’s next: The board is still finalizing reductions to meet a target discussed later in the meeting; public commenters asked trustees to prioritize these positions when selecting one‑time versus recurring cuts.