Karisa is always seeking opportunities to learn. She regularly connects with colleagues, agency VI staff and districts to find the best way to support her students. She asks hard questions and seeks to understand the “why” of various topics, while continuing to expand her knowledge and skill set. Thank you Karisa for all you do!
Yaju Feinberg
Yaju is an amazing Teacher of the Visually Impaired/Orientation and Mobility Specialist. She has gone above and beyond the call of duty to provide supports to a student, family, and district. She has provided a variety of virtual and in-person supports to a student with significant medical needs that do not always allow her to attend school in person. Yaju prepares materials for the student to utilize at home. She then has the same materials with her when giving the lesson to the student and family so that the student has the appropriate visual access to the materials being used. The level of time and effort Yaju puts into planning for this student is phenomenal.
Arianne Sevillano
Arianne Sevillano is a skilled orientation and mobility specialist who works in Region 2. She has been with the agency since January of 2019. She is ACVREP certified as an orientation and mobility specialist, as well as an AT specialist. Arianne is always looking for new ideas and resources. She was a huge help to the Region 2 team as we transitioned to electronic files and Google products. She is always willing to support her colleagues and supervisor with any “silly” tech questions or create new documents. She has been part of our Kindness Committee and helps with office potlucks. Arianne is a newlywed approaching her one-year anniversary. She is family oriented and originally from California. Arianne is very crafty and likes to play video games. She loves to travel with her husband, Azar, and comes home with beautiful photos and videos. She has a blind dog named Nala. Arianne is a dedicated professional who is a fun and energetic person to have around the office. We are happy she is a part of our team!
Maria Springer
Maria has gone above and beyond! She has excellent communication skills in working with districts and colleagues within ASDB. Maria is always mindful of how she represents ASDB, and she represents well when working collaboratively in the districts we partner with. Maria goes above and beyond to document and utilize the data that supports student development across her caseload. Maria has superior organizational skills and is always ready, eager, and willing to share and teach others. Lastly, Maria is always mindful of the time and manages it in such a way that allows her to be the most effective teacher for her students.
LeAnna Perez
LeAnna Perez is one of our Itinerant Teachers of the Deaf/Hard of Hearing in Region 2. She is a native of Florida and moved from Louisiana to Arizona in February of 2022. She has served as a church interpreter for over 15 years, in both Florida and Louisiana, and also served as a Support Service Provider for deafblind clients with the Affiliated Blind of Louisiana-Lafayette Chapter. LeAnna began her teaching career in 2017, serving as the self-contained classroom teacher for Deaf+ students, grades 1st through 3rd, in Florida. She moved to Louisiana in 2019 and served as an itinerant teacher for a small school district before accepting a classroom teacher position at the Louisiana School for the Deaf (LSD) from 2020 to 2022. While at LSD, she taught 2nd/3rd grade, as well 6th-8th English Language Arts. She is most passionate about closing the language deprivation gap for deaf and hard of hearing children, providing equal access to language at the earliest possible age. LeAnna holds a BA in Business Administration and an MA in Special Education from the University of Arizona Global Campus (formerly Ashford University) and hopes to attend the MA in Deaf Education program at the University of Arizona this summer.
Rob Buzzetti & David Funckes
Rob Buzzetti and David Funckes both took on a huge responsibility this year. They both have stepped up to be the sponsors of our Student Body Government organization. Rob and David have been coordinating several meetings and worked with several class sponsors to ensure each high school class has the opportunity to voice their opinions and make recommendations. The students are learning how to use their voice and work collaboratively. This skill was lost during the years of COVID. They are regaining their skills, which is exciting to see! Their recent huge task was planning for Homecoming. Rob and David worked with our students to set up a committee for the pep rally and the dance. Both of them are clearly passionate about student-led opportunities and organizations. Homecoming and School Body Government would not be up and running without their dedication and efforts with our high school students.
Bryan Newton & Tree Windsong
Bryan and Tree have been ongoing advocates for early student leadership opportunities. Bryan took a huge responsibility of being Middle School Student Body Council (MSSBC) sponsor. Tree has been supporting Bryan by encouraging and sending her students from the Blind school to be part of the organization and continue the collaboration between the Deaf and Blind schools. MSSBC successfully hosted a fundraising event where they sold eegee’s slushes. The treat was sold out immediately. MSSBC also hosted a food drive and donated the canned and dry food to a food drive center. In addition to donating the items, they volunteered to help with food sorting at the food drive center. The students are motivated to be part of the community and continue working on their leadership skills. Without them and our Middle School team, our students would not have this type of leadership opportunity.
Stephanie Voss & Libby Brauss
Stephanie and Libby are both exceptional teachers and teacher leaders. They have both stepped up to lead PDSD Preschool in the absence of a supervising teacher this year. They truly go above and beyond every day!
Jill Brace
Jill Brace has put a tremendous amount of time and effort into getting the Positive Behavioral Interventions and Supports (PBIS) framework together for PDSD. She has taken the role of facilitator and leads our team in implementing ideas. She is amazing and we are lucky to have her lead our team!
Abby Malone
Abby Malone led the 3rd-5th grade students in learning about hot air balloons. The students created and launched balloons off of the PDSD football field! Her passion for learning and relationships with students are stellar! Thank you Abby for all that you do!
Ruth Martin
Ruth is a phenomenal teacher and advocate for her students. Recently she brought together two students who have hearing loss and attend the same school. Both boys were able to learn something new about each other. She nominated the older of the two students for school-wide recognition as a student who helped a younger student feel accepted and understand he’s not alone in a big school. Thanks for all you do for your students Ruth!!
I would like to address why there is a teacher on campus who has verbally abused multiple of students. My son has to be in the classroom next door! I don’t understand why nothing has been done. Instead they have safety plans. There is no reason that there should even be a safety plan in effect against a student and staff. This should not be a thing at all. Our children deserve to have their place that they feel where they fit in and that’s at PDSD. They should not fear to go to school or who is in their school. We have heard no response from anyone about this situation and it has been over 2 months. Us as parents deserve to know what is going on. Thank you
Submission 2
REQUEST TO ADDRESS BOARD
Select One
Agenda Item
Name
Marci Barenburg
Choose One
Parent of Current Student
Date
01/15/2023
Subject
Parental Concerns
Comments
Over the last few years, when parental concerns are brought forward, he school leadership uses avoidance tactics regarding student first inclusion to purposefully try to exhaust the community efforts without having to enforce policies and maintain a safe and effective learning environment for children. o The lack of communication and effective resolution has forced parents to seek support from formal complaint departments including OCR, the State Board of Education, and Arizona Disability Law. All of which could have been avoided if the leadership would have taken an active role in seeking a clearer understanding of the situation and provided adequate resolution. o This has also led to social media campaigns, a new community group focused on positive change for the campus, and a petition to address the situation. o There has been substantial evidence of concerns brought up regarding specific personnel that have gone unaddressed and pushed under the rug. In one circumstance, the evidence was compelling enough that three students have safety plans protecting them from a teacher at the Phoenix campus. These teachers continue to hold leadership roles within the elementary school with a lack of regard of how it impacts the students and other teachers.
I am disappointed in the lack of initiative by the Board to engage although all administrative attempts have been exhausted. o Prior to understanding all of the board policies, the board had been included on e-mails; however, I still believe it was appropriate due to the nature of the concern. They also received notifications from change.org of the more than 5000 people who agree that further action should be taken. o It is disappointing that the board also refuses to engage the community and help try to bring resolution to parental concerns recently and in the past.
Submission 3
REQUEST TO ADDRESS BOARD
Select One
Agenda Item
Name
Fred Leslie
Choose One
Current Staff
Date
01/17/2023
Subject
Support for John Counts
Comments
Dear Board Members of ASDB, I am writing this letter in support of John Counts regarding his wrongful termination by ASDB. John is one of those people that truly has the best interests of the students in mind in whatever he does. I have worked with John during his whole 26 years at ASDB. I have seen John work many of those hours volunteering to do things that would benefit students; preparing the school garden, driving a school van to California for the Braille Olympics, working many weekends for special student activities, and on and on, etc., etc. When I was an Instructional Assistant (IA), John trained us on dealing with students that had behavioral issues. When having to be in physical contact with students, John always showed us the safest procedures so the students and the staff would have the least possibility of being injured. I actually had to use a takedown move on a boy who was trying to attack me because I would not let him play with the dead birds he secretly kept in his dorm room. I’m sure I could have done a better job, but the move worked and the boy calmed down. In the excitement of the moment, I’m surprised I actually remembered what John taught me. I did my best to keep the student and myself safe, as I believe John has always done with the students he has had to interact with, even in the situation John was involved in. I don’t think someone with 26 years of experience dealing with students and their behavioral issues should be fired after their one and only incident. Especially when that staff person is actually trying to prevent a student from getting into a further dangerous situation. I pray you will reverse this very, over-reactive decision, find a more appropriate resolution, and keep John on in his many needed positions at the Tucson campus. Sincerely, Fred Leslie
Submission 4
REQUEST TO ADDRESS BOARD
Select One
Non-Agenda Item
Name
Amanda Anderson
Choose One
Current Staff
Date
01/17/2023
Subject
Job Performance of Jay Johnson
Comments
Dear board members
My name is Amanda Anderson. I am the supervising teacher for region 1. I have been with ASDB for 9 years and in that time I have worked with many different directors and have seen upper administration come and go.
Since ASDB hired Jay Johnson as the Statewide Director of Itinerant services he has begun a statewide redesign that has taken a once very divided ineffective Itinerant program to a program that I am happy to be an inclusive part of.
Prior to the redesign we were regional cooperatives that ran as islands all alone. Once we began to set up distance services we started seeing the inequities across the state within ASDB.
In the time since Jay has come on we have a new director in region 1 Stephanie Johnson and in region 3 Jason Lilly. Stephanie and Jason bring strong knowledge and skills to ASDB that compliment the redesign that Jay began. I would like to highlight a few things that Jay Johnson has brought to ASDB and express my gratitude and appreciation for him and the work that he has done.
All itinerant students have access to sign language interpreters no matter where they are in the state Students’ services are truly based on needs for specially designed instruction. Process and procedures are being aligned statewide. Causing less inequity across the state. Statewide communication and alignment of services
Given the opportunity for Jay to continue his statewide work with the support of the regional directors, ASDB can continue to improve and build up our statewide itinerant programs which will in turn support recruitment of staff and services to students. Any consideration in not retaining the Statewide director would be a disservice to ASDB and the work that has been done.
Thank you
Respectfully
Amanda Anderson
Submission 5
REQUEST TO ADDRESS BOARD
Select One
Non-Agenda Item
Name
Marilyn Brooks
Choose One
Current Staff
Date
01/17/2023
Subject
My insights into the job performance of Jay Johnson
Comments
Greetings ASDB Board members,
I hope each of you is doing well.
My name is Marilyn Brooks, I am an HI teacher in Region 1. I am also the lead teacher for the Statewide Distance program. I would like to share with you my insights into the job performance of Jay Johnson, the director of the Statewide Distance program and the Statewide Itinerant director.
I am in my fifteenth year working at ASDB, as an itinerant teacher. I have worked under a number of directors, first in the Eastern Highlands Cooperative and in Region 1, since the reorganization began. Some of those directors were more effective and available to their staff than others. In my opinion, Jay Johnson is hands-down the best and most inclusive director I have worked under since working at ASDB. Here are a few of my thoughts: I have never felt as valued as an employee before, ever – at any job He is kind, supportive, inclusive, and very proactive on matters related to individual teachers and with our partnering districts When I call him on the phone, whenever possible he makes himself available to listen carefully and offer real workable solutions or suggestions for me. He has a wealth of resources and websites to assist teachers as they work to provide each of their students. Admittedly, the redesign from five cooperatives to three regions has been challenging, to say the least. However, in my opinion, it is a superior model. It has taken over two years to get it where it is today. We now have statewide forms and procedures, previously each cooperative had their own. HI and VI staff respectively meet in quarterly virtual meetings to get updates on issues that impact each staff member. Jay invites guest speakers to provide information and resources related to their field of expertise. Before making changes, whenever it is appropriate he consults with those who are familiar with the topic to seek their input. I have never know him to make a knee-jerk decision regarding the redesign, or our teachers. As the lead teacher for the Statewide Distance program, I work under the direct supervision of Jay. He has consistently supported me and helped me understand a process when working either with our Distance teachers or with our partnering districts and charters His approach with our teachers is that to treat each as an individual rather than just one more HI or VI teacher In my opinion, it would be a giant step backward to remove Jay Johnson from his current job positions.
Is your child a braille reader, pre-braille reader, or potential braille reader?
Do you want to have a better understanding of how to support your child’s literacy development?
Do you want to learn some basics of braille so you can write a note to your child, make a game for them or help them with their homework when they are starting out learning braille?
If you said “YES” then we have an amazing opportunity for you!
We will be sponsoring Spring 2023 Family Braille Literacy Classes!
What: 8-week online class taught by Dr. L. Penny Rosenblum a retired professor from the University of Arizona and teacher of students with visual impairments.
When: February and March on Thursday evenings from 6-8 PM.
How: In January 2023 you’ll receive information about the class that will include a sign-up link!
Please email Penny Rosenblum at or Lisa Yencarelli at
Current StaffParent of Current StudentArizona Resident
Date
11/08/2022
Subject
Teacher that bullies child/ren
Comments
i hope you have received my email and from other parents. Regarding to a teacher walking in my son’s classroom and yelled at him for making noises. He has Tourette’s. she told him that he is a zoo animal and belong in one, that she will call 911 on him. And that he needs to know how to behave in the real world. To a 10 years old with Tourette’s. In FRONT of his teacher and students. Leaving him in tears and apologizing repeatedly, trying to explain that he cannot control it. For two days, my son refuses to go to school because he is scared that she will call 911 on him since he cannot control his vocal tics. I am angry that she instilled that kind of fear in him. I am angry and the community is as well. They are very aware of her ways because she has been doing it for too long and she gets away with it. We can’t have that. No more. She has a long history of doing similar things to other students and staff. PDSD has swept this under the rug for too long. I have gathered all stories from parents/community members who have encountered this kind of behavior from her. And trust me, there is a lot of stories. We will not be quiet. No more. This must be dealt with. We will go to public if there is nothing being done about this. We do not mean a slap on the wrist for her.
Submission 2
REQUEST TO ADDRESS BOARD
Select One
Non-Agenda Item
Name
Marci Barenburg
Choose One
Parent of Current Student
Date
11/08/2022
Subject
Student safety
Comments
PDSD is failing to keep their student’s safe. An event occurred in my son’s classroom last week where a teacher belittled and berated a student. The parents of the students that witnessed the event were not notified. If this event was swept under the rug, what else is this school system ignoring and failing to report? The theme chosen by staff and students this year is to Level up, and events like this make the school look dismissive and as if they choose themes whimsically and without intention. PDSD needs to do better!
President Nigro needs to go, he is an oppressive person and he has discriminated the deaf. He does not listen nor handle board meetings effectively with deaf board members. This is how he behaves and acts towards to the agency, that will impact the campus as a whole. He needs to go.
Submission 2
REQUEST TO ADDRESS BOARD
Select One
Non-Agenda Item
Name
Marcus Titus
Date
07/06/2022
Subject
Assistant superintendent
Comments
Good evening, my name is Marcus Titus, I’m a physical education teacher here at the Arizona School for the Deaf and Blind. This will be my 5th year and I am looking forward to working with my students. I want to address my concern for our school. I am worried ASDB is not where it used to be when I was a student back in the 90s. When I was an elementary student, I remember a large number of students attended here. Every classroom was filled with students and a significant number of dorm students lived here. My concern is we need our school to grow, with both deaf/hard of hearing and visual impaired students. My question is, why is our school not growing? For students in these groups, it important for them to have experiences and interact with other students who are like them. It helps them learn from each other and know they have a community there to support them. That is the key for young students to develop their personality, identity, and a sense of community.
As we enter a new school year, there are a lot of changes happening. We have a new principal this year, and now we are hiring a new assistant superintendent. With these changes, are you thinking about how we can increase our awareness to the community? Do you have a plan in place to bring in more students? As our numbers continue to decrease, I am concerned more parents will want their kids to go to other schools in the area instead of our specialized program. Tucson has a large deaf/hh and visually impaired community and they need to know ASDB is a great option for their children to go to instead of opting for other public schools. As you look to hire a new assistant superintendent, I encourage you to please find someone who has experience with a specialized school like ASDB. Someone who has experience working in a school with deaf/hh and visually impaired individuals as well. Students in these communities deserve a place they can call their own and without the proper leadership, they will not continue to get this experience or have the opportunity to join this school. Thank you for your time in listening to my concerns and I look forward to a bigger and brighter future for ASDB and our students.
I am concerned about my deaf daughter’s future. I will not take her to oral school because it embraces our language ASL! This should be change and keep our language ag ASDB! What does ASDB school for? ASL? Access? Our culture? Our history? If you change it to orally school and you guy are big betrayal to us who’s deaf parent. Now I am super worried. I am worried about my DAUGHTER’s education. Where is her opportunity to have good education and ASL access
Submission 2
REQUEST TO ADDRESS BOARD
Select One
Non-Agenda Item
Name
Leslie Janda-Decker
Date
05/04/2022
Subject
Assistant supt and k-12 principal hiring
Comments
It s time to hire them who are Deaf or hard of hearing people to cover these positions. So tired to see others in the past knew nothing about ASL and Deaf community. Even in years they had been working at asdb and know a very little ASL. Obviously they worked there for money. They know what is the best for deaf children and their education. The language deprivation from deaf children have to be stopped. Motivate them acquire the beautiful language where they can get the good education. The hirings for these positions would show compassion, empathy and know the best of interests for the deaf children. These positions should be showing their faces more often instead of staying in their offices. Often staff and faculties don’t see them very much especially in events in past. Hiring Deaf and HH for these positions and they will make sure the communication would be accessibility for everyone even students.
Submission 3
REQUEST TO ADDRESS BOARD
Select One
Non-Agenda Item
Name
Samantha Moore
Date
05/04/2022
Subject
Desert Voices
Comments
Growing up in ASDB, I did not attend speech on campus. The campus was the ONLY place where I could use my special hands, and my eyes. The only place. I used my ears and mouth at home, outside of campus, around my family, at work, and all else where. Currently Desert Voices is taking away that opportunity and taking away student’s belonging to the Deaf school. My parents were responsible of me, they took me to speech therapy outside of campus, worked on my speech at home, but not at school. I am requesting that ASDB releases Desert Voices from ASDB’s contract. This is language deprivation, taking away the student’s ability to acquire language and educating on campus. I did not have language until I entered ASDB, this is where I learned sign language and where I picked up my education, through ASL. I am not encouraging to remove how to communicate, that is up to the students to decide(I encourage parents to support their decisions). However, pushing speech therapy in Deaf school sounds very wrong, and it is wrong. If you look at other Deaf schools, Riverside, Fremont, Texas, Maryland, Indiana, and other big schools. They have high number of Deaf students, why? ASL!!
Submission 4
REQUEST TO ADDRESS BOARD
Name
Elizabeth Brauss
Date
05/04/2022
Subject
Agenda Item 7.02 and 7.03
Comments
Superintendent Reichman and the Board,
At the November 2021 board meeting there were many comments raised addressing the culture of intimidation, the chain of command, and concerns about services for our students.…comments and concerns that have gone unaddressed by leadership to teachers and staff.
During the March 2022 board meeting, formal complaints and grievances were discussed. The previous suggestion of reporting to the state Ombudsperson was also discussed and revealed that it is not a viable option for ASDB staff when dealing with issues and concerns within the agency. It was pointed out that staff go through beginning of the year trainings to identify how to file formal complaints and grievances. A training that also includes information about consulting an Ombudsperson.
Not all points of concern rise to the level of formal complaint or grievance. I have had a personal experience with the chain of command dismissing my questions. Questions that remain unanswered. I have personally had a concern over a situation with leadership in 2020 where I was unsure of what to do, so I sought the support of our then Ombudsperson, Karin Grandon. After I found out that the Ombudsperson position was vacant, I didn’t pursue the concern any further because of fear and lack of support.
Having felt dismissed from the internal process and my understanding of the formal complaint and grievance policies, I took my concerns to a public comment at the board meeting in November 2021.
Finally, I have said this in a previous board comment, but after listening to numerous board meetings this year, I feel compelled to say it again. To suggest that the concerns have come from a place of resisting change is insulting and feels like I am being gaslit. Change can be embraced when it is centered in equity and made with true transparency and collaboration, especially when it positively impacts our students.
It is my hope that you, the board and Superintendent Reichman, reflect on the concerns that have been raised. Why might they have been raised? Why might they have come from a specific region? Why have people decided to go the route of the public board comment? I also hope that the position of Ombudsperson is filled to ensure that the concerns and comments of the entire ASDB community are considered, not just those at the very top.
Thank you.
Elizabeth Brauss Itinerant Teacher of the Deaf and Hard of Hearing Region 2/DVR
Phoenix Day School for the Deaf (PDSD), the Phoenix campus of Arizona State Schools for the Deaf and the Blind, is excited to continue growing their partnership with Pawsitive Friendships.
Tosha Tharp-Gaitanis founded Pawsitive Friendships after working with her own child diagnosed with high functioning autism/Asperger’s Syndrome and their family dog. Pawsitive Friendships provides animal-assisted therapy as an integral part of a goal-oriented treatment plan for those with special needs. Its school-based program works with teachers to help the students work on their Individualized Education Program goals in small groups. Aided by the gentle and unconditional love of highly trained animals, Pawsitive Friendships helps students improve physically, socially, and emotionally, as well as other areas of self-regulation and motivation.
Pawsitive Friendships began its eight-week pilot program serving PDSD’s kindergarten classes on March 18 and will continue through May 6. Students have responded well to working with canine friends Jacques, Evelyn, and Scout, with a focus on social skills, taking turns, following directions, and self-regulation. On Friday, April 8, kindergartners met miniature horse Bella. As a special addition to the regular program, on Friday, April 15, Jacques the French bulldog will visit the first grade classrooms and all Life Skills classes on campus.
Pawsitive Friendships has 95 therapy teams in Maricopa County and is looking for more so as to serve more schools and classes simultaneously. Those interested in being part of therapy teams can contact Tosha at pawsitivefriendships.org.
++++++++++
The Arizona State Schools for the Deaf and the Blind (ASDB) was founded in 1912 – the year of Arizona’s statehood. ASDB serves over 2,000 children who are blind, visually impaired, deaf, hard of hearing or deafblind from birth to grade 12. ASDB operates two schools for the deaf and one school for the blind, as well as serving students in itinerant settings in the public schools of Arizona. ASDB is dedicated to empowering students with the educational opportunities necessary to succeed in college, career, and life.
Intent to Offer FY 2023 Employment Contract to Kelly Creasy, Principal of ASB & ASD-Tucson Campus; Pursuant to A.R.S. 38-431.03(A)(1), the Board may vote to go into Executive Session for the purposes of discussion and consideration of employment matters
Comments
I have major concerns about the Tucson Campus Administration. Arizona School for the Deaf don’t have principal that very fluently sign language that can communication with Deaf and Hard of Hearing students for pretty long times and I would like to see Principal who know American Sign Language is very important that Students can feel free to communication with Principal than have to get Sign Language interpreter to translation with Mrs. Creasy and ASD Students. Please reconsider to have job position open for Principal for Arizona School for the Deaf.
I am strongly NOT recommendation Kelly Creasy to continue as principal at Arizona School for the Deaf but I recommendation Kelly Creasy to continue principal at Arizona School for the Blind. Thank you for consideration.
SUBMISSION 2
Select One
Non-Agenda Item
Name
Richard McLaughlin
Date
02/28/2022
Subject
Arizona School for the Deaf NEED new principal
Comments
Hello ASDB Board members, Superintendent Annette Reichman, Assistant Superintendent Dr. Kristen Rex, Assistant Superintendent Shaina Cooper and ASDB Community, My name is Richard Allen McLaughlin Jr, I am PDSD alumnus.
I want to bring this address and had few conversations from Deaf community in Tucson that have concerned about ASD prinicpal Kelly Creasy have no knowledge in American Sign Language and have no direct experienced work with Deaf students or not have knowledge in Deaf Education settings. I think its right time to discuss about Arizona School for the Deaf need to have Principal that have know ASL or have experience work with Deaf and Hard of Hearing students and/or had knowledge in Deaf Education settings. There is facts that Arizona School for the Deaf don’t have Principal that know ASL or Deaf Principal for pretty long time since Annette Reichman was become superintendent. I think it need time to hire new principal for Arizona School for the Deaf. It is very important that Students and Staff can have communication with Principal that know ASL instead have get ASL interpreter to translate every time have meeting or in principal’s office. I am strongly recommend Board and Superintendent Annette Reichman and Assistant Superintendent Dr. Kristen Rex to have townhall or open forum about Principal at Arizona School for the Deaf and to reconsideration to have open Principal position for Arizona School for the Deaf. It is very important to listen from ASDB Community, Students, Faculty what they want to see what best interest for Arizona School for the Deaf. Thank you for your consideration.
SUBMISSION 3
Select One
Agenda Item
Name
LaDonna Gabrielson
Date
02/28/2022
Subject
6.11 Consent Agenda Item: Intent to Offer FY 2023 Employment Contract to Kelly Creasy, Principal of ASB & ASD-Tucson Campus
Comments
Members of the Board, President Nigro & Superintendent Reichman, As a stakeholder in the community, I must speak against the intent to offer another employment contract to Kelly Creasy as Principal of ASB & ASD-Tucson campus for the FY2023. Kelly Creasy’s administrative leadership is in Special Education but does not include the specific subgroup (visually impaired, deaf/hard of hearing/deaf-blind) which makes up the population of students at the ASB & ASD-Tucson campus. Ms. Creasy lacks crucial, fundamental knowledge, specialized training, and foundational expertise needed to effectively lead the students, teachers, and staff of the ASB & ASD-Tucson campus. Enrollment numbers at the School for the Blind have declined under Kelly Creasy’s leadership. Look at her track record, the statistics raise several questions. Students and teachers of the visually impaired (TVI) have left for better educational placements and job opportunities. Remaining individuals on campus cannot speak up due to fear of losing their job or possible retaliation. There is no safe space on the Tucson campus if you are a member of the marginalized sub-group to speak out. It is time for others outside of the community to speak up. This must stop. Ms. Creasy does not know sign language; she is unable to communicate directly with the deaf staff and teachers from the School for the Deaf-Tucson campus. This has not changed in over 6 years! She does not understand or value Deaf Culture. This has resulted in an oppressive and marginalized environment on the ASB & ASD-Tucson campus. Do you realize that the School for the Deaf-Tucson campus graduating senior class of 2022 has never had a Principal who communicates directly with them using sign language throughout their entire high school experience? Nothing in the past 4 years. But not just the seniors, the juniors, sophomores and freshman have NEVER experienced being able to communicate directly with their Principal without an interpreter. Why is this allowed at a specialized campus which emphasizes direct instruction from teachers using sign language? What message are you sending to our students and their families? How do you explain to prospective families who visit ASD-Tucson campus the Principal does not know the language of instruction used in the classroom? PDSD has a Principal who can directly communicate with students, staff, teachers and prospective families. ASD-Tucson deserves the same. As a board member, you can make a change. Do not continue to support oppression. Do not continue to support ableism (vidism & audism). Do not offer an employment contract to Kelly Creasy. I urge all Board Members and Board President Nigro to request this consent agenda item be removed for discussion and debate at today’s Board meeting.
SUBMISSION 4
Select One
Non-Agenda Item
Name
Elizabeth Brauss
Date
03/02/2022
Subject
Pillar 3: Superb Organizational Culture
Comments
Dear President Nigro and members of the Board,
Over the past couple of years I’ve been listening to upper leadership make presentations and give reports to the board about current operations and changes happening within the agency. The narrative being told by upper leadership lacks representation of the concerns and questions that do not support that message. Not only are voices being left out of leadership’s narrative, they are being dismissed and silenced.
Comments from the November 2021 Board meeting have been characterized as complaints from one region and subsequently dismissed. I believe those comments were the words of brave professionals advocating for their profession as well as the students and families they serve.
During the February 2022 Board Work Study session, I heard leadership make comments that professionals in our community share the view of leadership about the positive impact of the recent changes made in the cooperatives, some of which I agree with. However, where were the comments from professionals who have raised concerns and questions? Those voices were silenced. Supervisors and leads, who were able to raise the questions and concerns of those they supervise, were invited to the Work Study session and then uninvited. Why?
I have yet to see upper leadership, in a transparent way, acknowledge concerns that have been raised by public comment or reported through the chain of command. Instead I have heard of and personally been sent the “Decision Making Model” as a means of justifying decisions and dismissing questions and concerns.
I keep hearing that change can be difficult and change can be messy. I believe change can be positively embraced when it’s centered in equity and is led with transparency and true collaboration.
I ask the board to consider the ways in which it receives information from all stakeholders. I ask that the board consider establishing committees of ASDB staff, parents, and students that have equal reporting and representation at board meetings to ensure that not only one narrative is being told.
Thank you, Elizabeth Brauss Itinerant Teacher of the Deaf and Hard of Hearing Region 2 formerly DVR
SUBMISSION 5
Select One
Non-Agenda Item
Name
Carol Eichorst, Au.D.
Date
03/02/2022
Subject
Blanket statement from Board Work Session 2/10/22 – audiologists not connecting families to community services
Comments
My name is Dr. Carol Eichorst and I have been a Region 2 educational audiologist since October of 2007. During the ASDB Board Working Session on 2/10/2022, a blanket statement was made that implied that the itinerant audiologists are “not connecting families to community audiologists and in some cases were not assisting families in that way and is in the long run becoming a problem for families.” This statement was a broad generalization. While I cannot speak for regions 1 or 3, I can tell you that Region 2 has consistently provided families information to connect to managing pediatric audiologists and community medical services such as AHCCCS, Children’s Rehabilitative Services, the Ear Foundation of Arizona, Phoenix Children’s Hospital, and the St. Vincent DePaul Medical Clinic among others. We have been tracking the students referred to us for testing and where they have been referred post-testing since the 2013-2014 school year. These numbers do not include resources shared with families and staff of students that we already serve through the ASDB itinerant program. The numbers would have been higher had we tracked that as well. Region 2 audiologists also developed documents that have been provided to families and district staff to connect with community resources for medical treatment, audiologic testing, and hearing aids. The documents are titled “Medical Resources,” “Hearing Aid Resources,” “Otolaryngologists/Otologists/Audiologists,” and “Pediatric Audiologists.” These documents were developed between 2012 and 2015 and are updated annually. These documents are very comprehensive in helping families locate services in the Region 2 area.
This year has presented roadblocks to connecting families with community resources. Audiologists have been told that “our role is not to contact the parents regarding needs after an evaluation has been completed” and that we cannot send copies of hearing evaluation results directly to parents even though the parent has signed a permission form allowing us to evaluate their student’s hearing. We have been told that the audiologic report needs to come directly from the school health office to the parent, even though school staff cannot explain what the audiogram is, what the results mean, answer questions parents have about the results, nor provide resources to the parent. If we discover a medical issue, that too is only to be relayed through the school health department. We have no way to confirm that the parent was ever informed by the school of the results in a timely matter as health aides are busy dealing with sick students that present in their office. Without our ability to directly communicate with parents some students will have a long delay in obtaining services.
Part of connecting families with community resources should include direct communications with parents so we can establish what needs their student has. Many of these parents are paralyzed when their child is newly identified with a hearing loss, and a school health aide does not have the professional training in how to help them.
Please contact me if you’d like to see the above numbers or documents.
SUBMISSION 6
Select One
Agenda Item
Name
Thomas Evans
Date
03/02/2022
Subject
Principal Kelly Creasy Renewal
Comments
Hello, President Nigro and esteemed Board Members:
I will be to the point. Please, do not renew Kelly Creasy’s contract as principal of ASDB Tucson Campus. The Tucson Campus is at its lowest point of morale in the entire time I have worked on the campus, which is over a decade.
Mrs. Creasy is underqualified and having been in the right place at the right time is the only reason she secured her current role. In the subsequent time, she has turned her back and the school against the Deaf and Blind Communities, alienated all staff with lack of support or school spirit and shows lack of empathy and concern for students, particularly the blind students.
To hide her inability to properly run a school, every detail is micromanaged. Teachers and staff cannot use their experience and expertise to help mold our students into thriving successful adults.
Our sports teams are wasting away. Our numbers are dwindling in graduations. The ASDB campus is not the thriving and shining epicenter of the communities it once was and it is due to Mrs. Creasy.
Compared to PDSD, which has tremendous school spirit, very active sports programs and educated and creative principals, ASDB pales in comparison on every level. The PDSD principals know sign language and use it as the primary language on campus. Mrs. Creasy does not know sign language. Someone in her position should be taking the time to learn the primary language of the community she is meant to serve.
Mrs. Creasy has no grasp on what to do for the communities because she refuses to become part of and embrace the Deaf and Blind Communities.
That is the key point – she should be serving the communities. Since her taking the position, can it truly be said she has made the campus any better? The answer is point blank – no.
With strong conviction, I request you deny renewing Kelly Creasy’s contract and begin the search for a stellar, capable, informed and involved individual to the position.
Thank you for the time and the consideration.
SUBMISSION 7
Select One
Agenda Item
Name
LaDonna Gabrielson
Date
03/02/2022
Subject
Consent Agenda item: 6.03 – Employment Contract to Paul Creasy, Executive Director of Information Technology
Comments
Members of the Board, President Nigro & Superintendent Reichman, As a concerned stakeholder in the community, I’m addressing some of the glaring omissions from the intent to offer an employment contract to Paul Creasy, Executive Director of Information Technology for the FY2023. It is known that Paul Creasy has a personal conflict of interest with this position as Executive Director of Information Technology since his wife, Kelly Creasy, also works for the agency in another leadership role. Although Mr. Creasy does not directly supervise his wife, he does have access to agency information that should not be shared with his wife, Kelly Creasy. I have two concerns. (1) Has Mr. Creasy disclosed his conflict of interest to the agency? If not, his failure to disclose has put the agency at risk for a lawsuit, violated ethical standards, and jeopardized employees. As a result, his employment contract should not be renewed or offered for FY2023. (2) However, if Mr. Creasy disclosed his conflict of interest, what steps are in place to ensure agency information is not shared with his wife? How is confidentiality enforced and what type of accountability is in place due to the nature of his position and access to agency information? At present, no steps or assurances are shared with your stakeholders to ensure that Mr. Creasy does not disclose unauthorized agency information with his wife, Kelly Creasy, which she may use for her benefit or gain. Currently, there are no safeguards in place nor is a signed non-disclosure agreement required. Two of the agency’s operating principles are accountability and transparency. The agency’s strategic plan states “we believe accountability, collaboration and transparency are key to providing a full range of information and data on ALL resources.” The lack of transparency to your stakeholders regarding this employment contract is unsettling and troubling. Trust with your stakeholders has been stripped and now the Board needs to make amends. Therefore, I urge all Board Members and Board President Nigro to request this consent agenda item be removed for discussion and debate at today’s Board meeting.
SUBMISSION 8
Select One
Non-Agenda Item
Name
Janet Trujillo
Date
03/02/2022
Subject
Kelly Creasy Contract
Comments
Good afternoon Members of the Board,
Thank you for the time to acknowledge my request to not renew Kelly Creasy as the principal of ASDB. Over the years, I have watched our campus become neglected, not just physically but spiritually. Compared to where we were 25 years ago, ASDB is unrecognizable. The school used to be the hub for Tucson where deaf people and blind people would come together throughout the year to celebrate how good it was to have a school just for us. Now, it seems like Kelly Creasy has just wants to say she is a principal at a school without doing any of the hard work required to not only run a school, but a very specialized school with very specific needs. Some amazing people still work her but they are considering what all good people do who have to work for someone who doesn’t understand how to do any job or what is required in our communities to ready our students for the real world. We have lost a lot of good people already. It can be said “due to Covid” things had to slow down so we must look at pre-Covid. There was no spirit in our school. The kids are not proud to say they go here. The staff are not proud to say they work here. All staff are overworked and Kelly keeps increasing our workloads. Installing locks on every building took no consideration on our blind students. She just made our campus much more difficult to navigate. It should be the opposite. When I travel to Phoenix, it is clear the staff is supported by great principals. The kids love their principals. Courtney made every kid feel special and Amber knows every student by name. They both know and use ASL. Kelly knows basics like Good Morning. This is not the representative principal we should have on this once wonderful campus running and embracing the Deaf and Blind communities. She is very unresponsive in email delays (at her convenience) and has extremely limited hours for when deaf staff can meet in the administration building as interpreters are not available. If she knew ASL, this would not be a barrier.
Please consider not rehiring Kelly Creasy as the principal of ASDB.
SUBMISSION 9
Select One
Agenda Item
Name
Shellie Shipley
Date
03/02/2022
Subject
Principle Creasy
Comments
Dear Members of the Board, A group of us in the Elementary ASDB department have been watching the board meetings and we understand the importance of wanting people in leadership to be a representation of the Deaf community, but we also want to emphasize the importance of all leadership qualities in a principal and supervisor. We would like to recap how we arrived with only one principal on our Tucson campus. In spring of 2017, Mrs. Creasy, the current ASB principal was asked by our administration to assist with covering the absence of the ASD principal, while searching for a replacement. Over the next year ASDB posted a Tucson campus principal position both externally and internally, with no success of hiring. Mrs. Creasy has continued to cover both positions since 2017. Many of the ASDB teachers are in agreement that Mrs. Creasy has met and exceeded our expectations serving as our principal and supervisor over the past 4 years. In our combined experience and years as teachers, we have seen principals come and go due to varying skills and compassion in leadership roles. From the leadership of Mrs. Creasy, we have been given words of encouragement at all the right times, words of understanding when we needed it, and support and guidance to grow as teachers and support staff. Even when Mrs. Creasy has been up until 1am assisting with an emergency call from the campus dorms, she is still in her office the next morning ready to support her staff. As for her ASL skills, again Mrs. Creasy did not ask to fill both roles, however, she began learning conversational ASL immediately upon serving both schools. She has filled two FTE positions and we can understand her not being able to take an official ASL class. Going forward we ask for her to be provided time to take formal ASL classes. We, a group of Tucson ASDB elementary teachers, have had very wonderful interactions with Mrs. Creasy. She has continued to give us direct support, especially during this ongoing chronically stressful time of COVID. We trust that Mrs. Creasy will continue to participate in workshops and courses focusing on Deaf Culture, Deaf Education and continue to learn ASL. She has been an amazing leader on our Tucson campus. We are so lucky to have her as our principal and in a leadership role. We know under any circumstance she “has our backs!”. We hope this provides you with valuable information regarding Mrs. Creasy’s role as our Principal and supervisor on the Tucson campus. We have discussed options for alleviating this situation: Advertise for a Principal / Vice Principal position to work directly with the Deaf staff and alongside Mrs. Creasy. This would provide time for Mrs. Creasy to take ASL, Deaf Education and Deaf Culture courses.
Thank you for your time.
SUBMISSION 10
Select One
Non-Agenda Item
Name
Patricia Ross
Date
03/02/2022
Subject
Regional Redesign-
Comments
My name is Trish Ross. I have been teaching for 40 years-11 of those years at ASDB. Presently, I am a Teacher of the Deaf and Hard of Hearing(TOD) at DVR. The culture that has been created is such that I feel extremely nervous about writing this letter. Ultimately, I decided to submit a letter because I see the Co-ops moving away from providing what is best for children. The redesign is moving quickly and it lacks transparency and participation by the stakeholders. Decisions are being made that have a negative impact on our services to children. There are changes as mundane as time consuming paperwork that takes our time away from planning and teaching. And changes as impactful as not utilizing our audiologists and interpreters to meet the needs of our students. Many changes have been made. I have not been asked to participate, I am not encouraged to question and I have no idea of why decisions were made. There are many decisions to illustrate this lack of transparency, but given my 500 word limit, I will focus on two that impact students most. Audiologists- we have two amazing audiologists with doctorate degrees. In the past, students and families would come to our office to be tested in our booth. The reports generated by our audiologists helped the TOD better understand the students’ hearing loss and plan better for instruction. Our audiologists counseled families and connected them to community resources. Now these highly talented audiologists spend the majority of their time doing clerical work. They also have to ask the administration (who are not audiologists) for permission to test a student out at their school. If we truly want what is best for students, we should allow our audiologists to do their job, test students in the booth and provide the comprehensive services that they have in the past. Interpreters- How is it not in the best interest of children to have their interpreter, the person who is with them for the majority of the school day, attend the IEP? The knowledge and insight of an interpreter cannot be replaced. Why do interpreters have to get permission from the administration (who are not interpreters) to attend an IEP meeting? At the last board meeting concerns were expressed about an interpreter saying the wrong thing at an IEP meeting. That seems to me to be a leadership problem. That specific problem should be addressed instead of an unnecessary systemic change.
DVR used to be a bustling place of professional learning, and collaboration. Now, it is an office with low morale, and highly stressed staff who feel unappreciated, disrespected, and have no voice in the future of the co-ops. This limited space is not adequate to express my concerns. I want all stakeholders to participate in making ASDB a great community to work, learn and belong to. Thank You, Trish Ross
SUBMISSION 11
Select One
Agenda Item
Name
Mary Mabry Rimron
Date
03/09/2022
Subject
Contract renewals
Comments
Superintendant Reichman and ASDB Board, We are here again to discuss leadership at ASDB. Tonight you will decided to offer contracts to 12 individuals in leadership positions at ASDB. Before making your decision please take into consideration the culture and attitude by which these individuals lead. Are deaf and or blind employees valued by these individuals? Do these individuals show a desire to provide an inclusive culture and environment? Do these individuals aspire to hire deaf and or blind individuals for positions in their respective departments? Have these individuals shown a desire to learn sign language? Do these individuals respect a deaf or blind persons perspective?
Please listen to this short story: A teacher who happens to be deaf has started class. The students are working on their assignments. The teacher is at their desk. An administrative assistant who does not know sign, enters the room, walks directly to one of the student, bends over and talks to the student in their ear, turns around and leaves the class. The teacher was not asked for permission to interrupt class or told what was said to the student. If you were this teacher, how would you feel? ……..Does this behavior represent what you as a Board stand for?
Yes, all leaders have strengths and weaknesses. Yes, leaders are rarely liked by all. However, leaders at ASDB must take extra steps to ensure a culture and environment that is accessible, respects and is sensitive to a linguistic minority. Relying on interpreters does not show good faith intentions. Not having the time to learn sign language is not an excuse. Working at a school for the deaf should be motivation in and of itself!
The situation at the Tucson campus has now become win or loose. Those that support leadership versus those who do not. Such an environment is unhealthy for all. Decisions about offering contracts remain up to the Superintendant and the Board. However, ASDB employees deserve to have their concerns addressed openly and upfront. Would the Board and Superintendant consider cultural mediation as one way to move forward? The issues are deeper than the ability to sign. The culture itself needs to be addressed.
Thank you for you service to ASDB
SUBMISSION 12
Select One
Agenda Item
Name
Tina Feldman
Date
03/03/2022
Subject
Agenda Item: 6.11
Comments
Dear Superintendent Reichman and Assistant Superintendent Rex, and Members of the Board:
I am commenting upon Agenda Item 6.11, Intent to Offer Employment Contract to Kelly Creasy.
I am a stakeholder of ASDB. My family is literally an “ASDB Family.” My daughter has attended ASDB since preschool, and she is going to graduate in May and further her academic career at Rochester Institute of Technology. I am an ASDB employee of 20-some years. My wife Karen is also an employee of this agency for nearly 30 years, from the dorms, to teaching, to her current position now within the Cooperative.
Introductions aside, I would like to address some items that have come up regarding Kelly Creasy’s leadership of our campus. Ms. Creasy has supported and encouraged our Deaf and Hard of Hearing staff, as well as actively recruiting highly qualified DHH staff to work on our campus. She has challenged us to be better, do better. Her door is always open. The morning periods and afternoon periods when there are interpreters available are for any walk-ins that may occur; if someone needs to see or meet with Kelly outside of those times, there are no barriers to doing so.
Ms. Creasy has been actively attempting to grow and enhance our instruction of our DHH students in various avenues. One of those has been to begin the Bilingual Grammar Curriculum along with Bedrock Literacy to address our students’ ASL & English knowledge. We have classes in ASL for our students. I know that there are further plans in place, post-pandemic, to continue addressing the needs of our unique population, both Deaf and Blind.
I would ask that the Board consider my remarks in determining the offer of a contract to Ms. Creasy. I am looking forward to continuing to work for her and with her to build and grow our school and capabilities for our students and our community. As our motto has been this year, “If we build it, we will grow!”
Sincerely, Tina Feldman
SUBMISSION 13
Select One
Agenda Item
Name
William Baim
Date
03/03/2022
Subject
Offered contracts to 12 leadership positions
Comments
Please see below video *TRANSCRIPT Hello, my name is William Baim. Today I want to talk about common sense. This is important as it applies to ASDB’s communication issues you will understand later the book common sense was written by Thomas Paine and published January 10, 1776. Also we know that all men are created equal and have the right to life liberty and the pursuit of happiness. These are all famous pronouncements by early Americans. At the time they desired communication in one language. Early Americans came to the U.S. from a variety of countries speaking a variety of languages, so communication was confusing and often ineffective. So they decided to establish English as the standard language for communication and that worked out well. The same is true on ASDB’s campus but it should be American sign language so that all staff and students can communicate and understand each other. Non-signing staff are not an appropriate fit to work at ASDB. Do you know that it takes great common sense and it should be obvious that you would sign on the deaf community’s own campus among the staff and the students who are deaf. Others who don’t use sign makes no sense and there is no communication policy at ASDB. There are conflicting approaches to communication and there is no clear policy to follow once there is a policy then everyone can comply with it. I understand that one is being developed, and hopefully that will be in use soon when I first came to ASDB to visit i was absolutely floored that there were so many staff who could not communicate. I saw them not signing maybe fingerspelling a little maybe gesturing a little ten of these non-signing individuals are up for contract renewal. Those who do not sign are taking advantage of the opportunity to get a paycheck from ASDB. Those staff who cannot sign but are working with deaf students and deaf staff have no business running ASDB they do not deserve to have their contracts renewed. They are mooching off of our system so that they can get a paycheck. They need to work elsewhere in an environment where they’re able to communicate. If I were to work in a non-signing environment, a campus that was hearing with hearing students and hearing staff who couldn’t sign, that would be very awkward for me and I would want to just close my eyes until my next payday open my eyes long enough to get my check and move on and that’s what I feel that these 10 staff members are doing those who do not sign. Do not treat our deaf students and staff like second-class citizens. They deserve better than that.
Our Board is finalizing the ASDB Strategic Plan and we need your feedback. We have developed pillars to help guide the agency in the future. We are conducting a SOAR analysis to determine additional stakeholders input.
A SOAR analysis determines strengths, opportunities, aspirations and results (SOAR). It is a valuable tool in strategic planning as it focuses on the organization and its current strengths and a vision of the future for developing its strategic goals. SOAR will allow all stakeholders to give input.
Tax credits include the following Schools/Programs (please input the school or program within the “comments” section on the next page):
Academic Bowl
ASB Art Program
ASB
ASD Battle of the Books
ASD
Athletics
Camp LEAP
Close Up
Deaf Olympics
DV
EHR
Elementary
Extracurricular Activities
Fine Arts
High School
Jr Blind Olympics
Middle School
Music
NCR
PDSD
Residential Dorms
Science Club
SER
SWR
TROT
“For contributions made after December 31 but on or before April 15, the taxpayer has the option to claim the tax credit in either the previous tax year or in the year the contribution was made. The allowable amount is $400 for married filing joint filers and $200 for all other filing statuses.”
“A tax credit is something that directly reduces how much tax you owe. A donation is a tax deduction, this is something that reduces how much taxable income you claim. If you would like to make a donation to a program not mentioned above it will be treated as a donation not a state tax credit donation.”
