ASDB COVID-19 Mitigation Plan
ARIZONA STATE SCHOOL FOR THE DEAF AND BLIND
OPENING AND OPERATING SCHOOLS DURING COVID-19
2021-2022
March 14, 2025 Public Comment Submissions
Submission #1
| REQUEST TO ADDRESS BOARD | |
| Select One | |
| Agenda Item | |
| Name | |
| Susan Jeffay | |
| Choose One | |
| Arizona Resident | |
| Date | |
| 03/07/2025 | |
| Subject | |
| Importance of the ASDB Agency For Deaf Children | |
| Comments | |
| I have held an Arizona Certificate for the Deaf and Hard of Hearing K-12 for 40 years and have worked at both Phoenix Day School for the Deaf (PDSD) and the Hearing Impaired program in the Peoria Unified School District , so I am qualified to give an insight as to why the PDSD/ASDB programs at both locations are imperative for the education of Arizona’s Deaf children. The school for the Deaf has unique methods and qualities I never saw in the public arena. All teachers are trained to communicate in the natural language of the Deaf which is American Sign Language: the proven bridge to English. Numerous studies have been done throughout the United States which prove that this method is more effective than how, historically, the Deaf have been taught. Many children arrive at PDSD with no sign language, no hearing aids and no communication at home. That means sign language needs to be taught in order for the student to learn English. Interpreters in the public schools are only to translate what the teacher says. Their certification does not allow them to “teach.” Therefore any child entering a public school needs to have a base language, and many do not. Those Deaf children growing up in public school had very limited language, and no depth of understanding of age appropriate concepts This was seldom true at PDSD as teachers took the time to explain things in depth, using not only ASL but lots of visual aids and hands-on activities. The segregation the Deaf child feels in a classroom of hearing children is heartbreaking. They often are alone at lunch or on the playground as no one can communicate with them. Extracurricular activities or dances at the School for the Deaf are all inclusive. Think of the conversations between athletes as they are in the locker room or field. Many Public high schools have incorporated Sign Language as a subject, but it doesn’t mean that a Deaf student will be invited to the prom. I’ve attended many graduations and proms at PDSD and I can tell you the entire school understands every word. Teachers at the schools for the Deaf are also educated in Deaf Culture which public school teachers are not. There are no Deaf teachers as role models as there have been at both ASDB/ PDSD Public school teachers are faced with a myriad of other disabilities as well as an overcrowded classroom. It is extremely difficult for teachers to make the accommodations stated in the students’ IEPs when the student needs further explanation or modifications. It may be a financial decision to close PDSD/ASDB but I beseech you to reconsider the impact it will have on the current and future Deaf students. If you really want quality of education for the Deaf students, and contributing members of society, then please vote to reinstate the schools in both Tucson and Phoenix. Sincerely, Susan Jeffay ToD/HH | |
Submission #2
| REQUEST TO ADDRESS BOARD | |
| Select One | |
| Agenda Item | |
| Name | |
| Kareina Lee | |
| Choose One | |
| Current Staff | |
| Date | |
| 03/07/2025 | |
| Subject | |
| 6.1 Contract | |
| Comments | |
| Being offered contract, however would like details to what we are being offered. | |
Submission #3
| REQUEST TO ADDRESS BOARD | |
| Select One | |
| Agenda Item | |
| Name | |
| Dan McAlees | |
| Choose One | |
| Current Staff | |
| Date | |
| 03/11/2025 | |
| Subject | |
| Budget | |
| Comments | |
| 1) Freezing of teacher positions 2) My students are MDSSI and in each of their IEP’s is states having an educator qualified for MDSSI 3) Filling positions by “placing non-qualified” individuals is against the students’ IEP | |
Submission #4
| REQUEST TO ADDRESS BOARD | |
| Select One | |
| Agenda Item | |
| Name | |
| Megan Mogan | |
| Choose One | |
| Arizona Resident | |
| Date | |
| 03/11/2025 | |
| Subject | |
| Proposed Budget Cuts Undermine and Contradict ASDB’s Strategic Plan | |
| Comments | |
| ASDB’s Strategic Plan for 2021-2026 commits to excellence in education, student development, organizational culture, and resource management. As a former staff member, I have had the privilege of working alongside leadership to uphold these pillars in years past. However, the proposed cuts to teacher stipends, salary step increases, professional development travel, and a hiring freeze directly contradict ASDB’s mission and threaten educational quality, staff morale, and student success. Pillar 1 prioritizes engagement, collaboration, and trust-building among educators, families, and stakeholders. Freezing salaries and cutting stipends undermines teacher morale, eroding trust between leadership and staff. Research consistently shows that stagnant wages and lack of professional growth opportunities lead to high attrition rates, disrupting student-teacher relationships and overall stability. Pillar 2 focuses on early language acquisition, academic achievement, and social-emotional development, all of which require qualified, well-supported teachers. Eliminating professional development and freezing hiring will prevent teachers from staying current with best practices in accessible education and assistive technology, reducing instructional quality for students who are deaf, blind, or have extensive support needs. ASDB’s Pillar 3 aims to foster a climate of continuous improvement and a diverse, thriving workforce. However, salary freezes, stipend cuts, and restricted professional development devalue staff contributions and make it harder to recruit and retain diverse, high-quality educators. The hiring freeze and stagnant wages contradict Objective 4.1, which calls for attracting and retaining the most qualified personnel. The result will be declining job satisfaction, increased attrition, and difficulty filling vacancies with skilled professionals. Pillar 4 emphasizes maximizing resources to improve student learning while maintaining fiscal responsibility. The proposed cuts represent short-term savings at the expense of long-term stability. Instead of targeting student-facing personnel, the Board must explore alternative cost-saving measures, such as: -Reducing non-essential operational expenditures (e.g., administrative and consultant contracts). -Maximizing external grant opportunities to fund specialized programs. -Reevaluating budget allocations for outside services that could be streamlined internally. ASDB’s own plan states that “every student and staff has the opportunity to grow and succeed.” Cutting teacher salaries, eliminating professional development, and freezing hiring contradict this principle. The Board must pursue fiscally responsible solutions that preserve student instruction and staff well-being. I urge the Board to uphold the commitments made in the Strategic Plan and reject budget cuts that weaken the educational experience for ASDB students and the professionals who serve them. Otherwise, as a former leader warned us prior to implementation, this strategic plan just becomes another binder on an administrator’s shelf. | |
Submission #5
| REQUEST TO ADDRESS BOARD | |
| Select One | |
| Non-Agenda Item | |
| Name | |
| Carmen Robles | |
| Choose One | |
| Arizona Resident | |
| Date | |
| 03/11/2025 | |
| Subject | |
| Elias Robles Lovato – Transportation policy radius being changed from 50 miles to 30 miles. | |
| Comments | |
| My name is Carmen Robles I am here to fight for my grandson Elias Robles Lovato. I will not accept or give up fighting for him because ASDB has a policy and changed the transportation radius again from 50 miles to 30 miles and that is causing language deprivation which means they’re not giving my grandson a chance to grow in language. This causes severe social and mental health . Elias needs language acquisition. I am here to protect him and ASDB needs to change this policy so my grandson can grow. An Itinerant Teacher of the Deaf can only do so much because he needs full immersion in ASL, in a direct instruction of ASL in the classroom. The policy states case by case so I’m fighting that he goes to ASDB without going to the dorm because my grandson has lost many things in his life. He has a twin whom they adore each other and they need each other after their mom died from breast cancer and I cannot take Elias away from his twin brother and his family and his surrounding which will traumatize him more than ever. So change your policy so my grandson can grow and give him a chance please. Thank you | |
Submission #6
| REQUEST TO ADDRESS BOARD | |
| Select One | |
| Agenda Item | |
| Name | |
| Shari Brown | |
| Choose One | |
| Current Staff | |
| Date | |
| 03/11/2025 | |
| Subject | |
| Budget Reductions/Proposed solutions | |
| Comments | |
| I would like an opportunity to express concerns regarding some budget reduction strategies and propose possible solutions. | |
November 14, 2024 Public Comment Submissions
| REQUEST TO ADDRESS BOARD | |
| Select One | |
| Non-Agenda Item | |
| Name | |
| Carmen Robles | |
| Choose One | |
| Arizona Resident | |
| Date | |
| 11/12/2024 | |
| Subject | |
| Elias Robles Lovato (transportation) | |
| Comments | |
| My name is Carmen Robles I am here to fight for my grandson Elias Robles Lovato and I will not accept or give up fighting for him because ASDB has a policy that is causing language deprivation which means they’re not giving my grandson a chance to grow in language . This causes severe social and mental health. Elias needs language acquisition. I am here to protect him and ASDB needs to change this policy so my grandson can grow. An Itinerant Teacher of the Deaf only can do so much because he needs full immersion in ASL in a direct instruction of ASL in a classroom. The policy states case by case so I’m fighting that he goes to ASDB without going to the dorm because my grandson has lost many things in his life. He has a twin whom they adore each other and they need each other after their mom died from breast cancer. I cannot take Elias away from his twin brother which will traumatize him more than ever. So change your policy so my grandson can grow.” Thank you. Carmen Robles | |
March 7, 2024 Public Comment Submissions
| REQUEST TO ADDRESS BOARD |
| Select One |
| Non-Agenda Item |
| Name |
| Elizabeth Smith |
| Choose One |
| Parent of Current Student |
| Date |
| 03/05/2024 |
| Subject |
| Parent involvement |
| Comments |
| A few weeks ago, one of my children came home with a participation ribbon. I was not notified of a science fair happening nor were parents invited to support our children for their hard work. I would like to address the board to find ways to have parent involvement to support our students and teachers. I understand many students live far and would not have the same support as some students but we as parents can be the “parents” for those who don’t feel involved. This includes volunteering in the classrooms, etc. |
January 11, 2024 Public Comment Submissions
| REQUEST TO ADDRESS BOARD |
| Select One |
| Non-Agenda Item |
| Name |
| Kimberly Aikins |
| Choose One |
| Current Staff |
| Date |
| 01/09/2024 |
| Subject |
| Master Facility Plan |
| Comments |
| The proposed consolidation of grades 1-12 into the currently-existing elementary building on the Tucson campus is concerning. Renovations in the current high school building for a new science lab were just completed within the last year, costing the agency nearly $200,000 and nearly 3 years to complete; having to recreate yet another science lab for our high school students seems like a waste of money. In addition, moving Kindergarten to the Birth to 5 center only removes about 10 students out of a current total enrollment of 125 students (which continues to grow). This means that we would be attempting to place approximately 115 students–ages 6-22–in the same building, which poses both impracticality and a safety issue of placing a significant number of adult-sized students in the same building as 6-year-old students. |
September 7, 2023 Public Comment Submissions
| REQUEST TO ADDRESS BOARD |
| Select One |
| Non-Agenda Item |
| Name |
| Marci Barenburg |
| Choose One |
| Arizona Resident |
| Date |
| 09/05/2023 |
| Subject |
| Policies and procedures not being followed and current leadership. |
| Comments |
| ASDB and Annette have continued to fail at following policies and procedures from a complaint form in the spring. Annette defended the principal in her investigating herself in a formal JII complaint when the policies clearly state that it should have been handled by someone else. I spoke to the president of the board about it and to this day the compliant for the JII and the KEB complaint were never completed per policies and procedures or corrected to be closer to following said policies and procedures. Annette quit responding after my first interaction with her on this matter. Annette mentioned at a previous board meeting that the Nov 4th issue never made it to her desk. Parents should not need to utilize OCR and the state ombudsman’s office in order to see policies and procedures followed. When parents e-mail and speak at board meetings, these should be seen as formal complaints, and if they are not, then the principal or other leadership should be recommending parents to the appropriate forms. As of now parents have to dig through policies and procedures and learn as they go to be taken seriously. This administration needs to stop considering themselves as the be all end all with no consequences. |
July 20, 2023 Public Comment Submissions
Submission 1
| REQUEST TO ADDRESS BOARD |
| Select One |
| Non-Agenda Item |
| Name |
| Dan McAlees |
| Choose One |
| Current Staff |
| Date |
| 07/20/2023 |
| Subject |
| Union |
| Comments |
| I wish to thank the Board for allowing me to present some of my thoughts. My name is Dan McAlees and I am a high school teacher for ASD Life Skills students. I have been teaching for 30 plus years. During this time I have seen staff have to go through some difficult situations with very limited support. This has led to staff retention problems and low work moral. I feel the Arizona State School for the Deaf and Blind Education Association (ASDBEA) would help with retaining staff and improve moral. By knowing that having a dedicated support group for staff not only on campus but representing our needs with the legislator is a positive moral builder. Also ASDBEA and AEA can work with ASDB as a team when working with our state legislation and their representatives for the agency’s concerns and needs as well. I hope the Board will recognize ASDBEA and work together for the good of the staff and ASDB agency. Thanks for your time, Dan McAlees |
Submission 2
| REQUEST TO ADDRESS BOARD |
| Select One |
| Agenda Item |
| Name |
| Soren Mickelsen |
| Choose One |
| Current Staff |
| Date |
| 07/18/2023 |
| Subject |
| Item(s) 6.01 and 6.02 / Human Resources |
| Comments |
| Dear Board Members: Thank you for your time today. I would like to make a public comment regarding action points 6.01 and 6.02 addressing schedule changes for pay as well as proposed salary increases. Action point 6.01 seeks to make a conglomerate of therapeutic staff on one Related Services Pay Scale reflecting now social workers, educational audiologists, psychologists, amongst Occupational, Physical, and Speech therapists. As a related service provider, my steps for pay have been recalibrated. We will soon be recognized for years of service with the agency, which I appreciate very much – now we can move up steps. I wanted to share that during the recalibration process, there are staff whose rate either did not change or went below what they currently make. For those in this situation, they would need to acquire more years of experience before their income increases. Historically, a cost-of-living adjustment (COLA) was the only way related service providers could increase their salary. Action point 6.02 details plans for proposed salary increases. Teachers, some certified staff, and other part time / full time will be receiving a COLA – and it is much deserved. Related services and other certified staff will not receive a COLA due to our recalibrated steps. While the agency is moving in the right direction, I would further challenge it to understand that the cost of living goes up, and somewhat indefinitely for everyone. COLAs recognize this and when offered, communicate a sense of gratitude for doing a job we all love to do. ASDB has a clear goal in bringing forth the best when educating our children who are deaf/hard-of-hearing/visually impaired/Deafblind. ASDB could equally have a clear goal about committing to their employee’s financial well-being. Is it still possible to consider extending the COLA to all certified and non-certified staff whether full-time or part-time, including related service providers? I appreciate your time to review my comment. And thank you for your commitment to our community be being here today. Kindly, Soren Mickelsen |
Media Consent Forms
Media consent forms are crucial for schools as they ensure the protection and privacy of students, staff, and families. These forms seek permission from individuals before using their images, videos, or any personal information for various media and communication purposes. By obtaining explicit consent, schools demonstrate respect for the rights and preferences of their community members. It also helps to create a safe environment where individuals can control the extent to which their identities are shared publicly. Media consent forms play a vital role in fostering trust and transparency between the school and its stakeholders, fostering a positive and inclusive relationship that values each person’s autonomy and privacy.
Social Media Pages
Social Media is a creative and dynamic channel to connect with our community. Our primary goal is to share engaging content highlighting our students’ and staff’s accomplishments and their remarkable achievements. Through strategic posts and thoughtful storytelling, we aim to bring their successes to the forefront and foster meaningful engagement with our audience. Here are some of our pages you can follow:
Staff Spotlight May 2023
Mary Highline
Mary is an exceptional teacher of visually impaired students. She goes above and beyond to make connections with her students and ensure they have the supports necessary to be successful. Her work with students is a clear example of Pillar 2 of the strategic plan. She strives to develop opportunities for her students, while ensuring their continued success. She regularly finds ways to weave in applicable assistive technology into her instruction and helps the students to understand the “Why” behind what they are learning. Mary is up for any challenge that is placed before her and collaborates regularly with colleagues and agency staff to ensure that students have the resources and tools necessary to meet their full potential. Mary, thank you for all you do!
Shella Cramer
Shella retired after many years on the Tucson campus in the preschool and then, several years later, she was hired once again as our first full-time Distance HI teacher. Shella consistently demonstrates Stratgic Plan Pillar 1 Excellent Communication and Relationships by staying in regular contact with the classroom teachers for each of her students; emailing them if a student is having challenges regarding the technology device provided by the school, for example the laptop, camera, or microphone; she also emails the teacher if the student is late for a scheduled HI session. She also demonstrates Pillar 2: Outstanding student Development. She is the Queen of Boom Cards. Every lesson for her students is very interactive and encourages their full participation. We are very thankful that when she came out of retirement, she chose to come to work with our Distance students.
Lashauna Whitney
Lashauna always goes above and beyond her duties as a Lead. She works tirelessly to make sure her students, staff, and families get the customer service they deserve. I am honored to get to work with her on a regular basis.
Doris Woltman
Doris is one the hardest working people I know. She is brilliant and a team player. She has helped to support students, staff, and families not only in Tegion 3 but in Region 1 all year. I am grateful to be able to learn from her on a daily basis.
Jessica Madsen
Jessica has worked tremendously hard on the House Activities and the Yearbook. She has put in countless hours! She gives her all to PDSD!
May 11, 2023 Public Comment Submissions
| REQUEST TO ADDRESS BOARD |
| Select One |
| Non-Agenda Item |
| Name |
| Marci Barenburg |
| Choose One |
| Arizona Resident |
| Date |
| 05/09/2023 |
| Subject |
| PDSD Principal not following policies and procedures and lying to parents. |
| Comments |
| Within the ASDB policies and procedures there are timelines set in place on complaints as well as who can investigate certain complaints. The timelines are regularly not followed and in one instance, the principal at PDSD was allowed to investigate herself, which is also against the policy. When I filed a KEB complaint about it the Superintendent stated that the principal had been diligent, and Annette only responded to a small portion of what had been in the complaint. When I further responded, it was ignored. Stating someone was diligent without further explanation, does not make it so. The principal waited greater than a month to investigate a safety issue, changing her story multiple times while looking at notes. She expects perfect honesty and timeline recall more than a month after an event from a 10 year old, but can not herself provide that. I have this audio recorded and e-mails to back up these statements. The principal’s negligence in the situation led to a teacher having three orders of protection against her. On other JII complaints we requested to see video footage of what we were told the principal saw, and she said they would blur student faces and allow us to view it. This was never done. Per multiple staff members there are no cameras that directly face the W building that could see what the principal indicated she had seen. It is not ok for administration to lie to parents. This is only a small touch of the principal’s dishonesty that we have encountered. This was the final straw for me and my family. We had to remove our student from this school. If we cannot trust administration, how can we trust our child is ok here? How can the Superintendent support dishonesty and lack of accountability from her principal? |