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Too many Mondays and Fridays are missed instruction days for travelling teachers who can only be in a building on those days.  Switching up Staff Dev and half days, as well as PBIS celebrations(2 per month) could be rotated throughout the week.

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Too many Mondays and Fridays are missed instruction days for travelling teachers who can only be in a building on those days.  Switching up Staff Dev and half days, as well as PBIS celebrations(2 per month) could be rotated throughout the week.

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Some elementary classes sizes are too large. Primary classes should have smaller numbers with an "all hands on deck" early intervention approach.

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For two consecutive years, we had Peaceful Schools work with our building. We implemented community circles. We have had restorative circles with students who have had conflict. We expect students to step out of their comfort zone and resolve conflicts. We should do the same as adults.

The morale in our building has quickly declined this year. We have staff focusing on the negative , talking about each other and treating each other poorly. I challenge you if you have read this far to change your mindset. Start the week off using the 5:1 method. 5 positive interactions for every negative interaction. If we all did this the morale in our building would change quickly.

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Please. Please. Admin and staff.

If staff feel uncomfortable approaching either colleagues or admin, don’t shame them for it. There are reasons- either real or arbitrary- that are stopping them from approaching the source and that needs to be accepted. Just like we need to accept our students where they are at, we need to start accepting our colleagues where they are at.

Some people have trauma response to conflict.

Some people have avoidance issues.

Some people just don’t live in a perfect world where it is or has been acceptable to confront difficult topics.

To respond with- well they should have just talked to me- is shaming them and their response- and most likely the reason they don’t do it.

We need to offer each other some room for compassion and understanding.

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I am not a person with a large group of "friends" at work. I need colleagues working to do the best for students not friends kids. WE have so much nepotism in Auburn and it leads to segregation, favoritism, bullying and peer issues. I lived it. I see it more than ever in the past few years with our hires and movement of staff. I dont think teachers children should come the building where they work unless they live in that area. This leads to huge issues with favoritism among teachers for the next year. Parents see it and staff feel it. I don't need to be your friend to be the best teacher for a child.

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inequity across the district in the amount of prep time special area vs classroom teachers recieve along with the amount of tasks classroom teachers are being asked to do

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Classroom temperatures have reached levels where students can't learn and teachers can't teach effectively.

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Superkids is an awesome reading program for our K-2 students!!

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Choice of dress attire is very unprofessional

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Choice of dress attire is very unprofessional

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I would have to say over the past few years we went from professional attire to very ,very inappropriate choices. I worked VERY hard to receive my degree(s) and I choose to be respected as an educator. Some people wear things that do NOT say professional . I believe most people would not choose a doctor dressed in shorts, tank tops, flip flops, bra straps out as their first choice. The level of respect has decreased in the public eye because jeans on Friday had lead us to wear anything Monday-Friday. I believe it is important to lead by example and we cannot expect students to respect us if we dress like students. MY and many parents opinion.

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I like how the district offers PD after school- could we offer Grant writing PD, for example like one session could be to write grants for supplies/ equipment you need to help your students, then another session could be to get grants to bring in experiences/ field trips for the kids etc. This way teachers wouldn't feel like they have to do it on their own time, could have someone there to help them on applications and students would benefit.

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When I was in college getting my literacy degree we had to do reading interventions with students in Central Square where I would go in and do road to reading with a student for a whole semester. There were 20+ graduate students doing that so that was a lot of kids getting extra support. We have local colleges - Could the district reach out to the colleges to see if anyone was interested and set something up?

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Is there a way we could start a club/program or add it to one already in place for community service credit where high schoolers could come back to elementary schools a few days a week to read or work on math facts with kids at the end of the day. Each teacher probably has a few kids that could benefit. If a teacher thought this interrupts their day then they don't have to participate. Kids always get motivated by the older kids! Could be a great mentor experience for older kids too! Make a list of elementary kids at each building that could benefit, find out interest at the high school and do it for certain months in the fall and spring.

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 Permanent substitutes/ Retired teachers

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 Permanent substitutes/ Retired teachers

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Can we hire more permanent substitutes. The ones they hired before have been nice to count on.

Can we offer retired teachers a stipend to come back to sub or pay hourly to do interventions at elementary schools. We have lots of great retired teachers that may not want to work a full day or run a room but have a great background in Math/ Reading and wouldnt mind coming back to do interventions a few days a week or a few hours a day. Maybe for the interventions make it a month by month basis so they dont have to commit for a long time. A month of a support here and there is better than never having it at all.

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I was so disappointed and sad when I was out in the community and overheard a teacher bash the district in a very loud and public way. This was so disheartening. I recognize that this was only one person, but that one person successfully bashed the entire district to strangers and now the perception is that WE are not supporting our students. This is simply false information. Can we do better? Always. Will everything always be perfect? No. However, instead of the negativity, why not share the great things that the district does? Why not share how we are all here for our students, no matter what their disability, their home life, or their behaviors? WE CAN DO BETTER THAN THIS!

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We feel that our team supports each other with difficult students and ideas for interventions. We try to help each other throughout the year so we can all be successful!

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With the new directive regarding fire drills, teachers that do not have students have been told to check for fires and smoke. This is ridiculous. Aren't we to presume that there may be a shooter out there and that is why the fire drill may have been set off? So now we are to go out to where a shooter may be? I think this directive needs to be changed.

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The message that was conveyed to the Auburn community about the safety and protocols that would happen on 9/17 (in response to the SWATTING incident), did not happen throughout the district.

While the event was publicized as a JrHs and Hs threat, the message went to the entire district community and parents were expecting follow through. We cannot assure parents one thing and not follow through. They need to trust us with their children. We know the reality of the threat, however in the heat of the moment? Parents expect what we promise.

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The safety of the high school needs to be addressed.

Students missing for class - Teachers are told to wait to see if students show up and at the end of the period to write a referral if they do not come to class. No one is looking for these students who are skipping/missing from class. They roam freely and are not escorted to their classroom once found. We have cameras, they should be utilized.

Students do not sign out to leave the building during the day/lunch and leave through random doors. Is AHS an open campus?

Students on work release are not leaving the building when they should per their schedule or are not reporting to their specified location if they do stay.

AHS classroom windows - huge safety concern! Have we talked about U-bolts for doors, third-floor classrooms should be given escape ladders for windows, etc.

In light of the threat on 9/16, for further updates, I had to seek out the information on Facebook. This pertains to AJHS as well. There should be clarification to staff on what the threat was specifically, so we can be listening and watching, but rather we are left in the dark and listening to the rumor mill or getting information from the students. I did not see any extra police officers. Were they just in the circle to show off for morning drop-off? Who are the extra staff we hired for security? Were they introduced to staff?

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They can make more doing literally anything.

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People are attempting to apply for unfilled aide positions but the link on the district website indicates that the job is closed/no longer exists - yet classroom teachers are being required to cover the lunches/breaks of students who have 1:1/2:1 aides... unsafe, out of compliances!

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Special area teachers often have SEVERAL preps per day

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Special area teachers often have SEVERAL preps per day

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Their schedules should be comparable to their colleagues. They should be covering some of our sub shortages and/or taking groups of students to work on interventions.

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Math and ELA Coaches should be covering classes (substituting)

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Math and ELA Coaches should be covering classes (substituting)

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Teachers are being told to use computer programs constantly. This is the best time for our students to learn and develop skills they need. We should not be putting them on computers all the time. We need some interventions to use, as well as progress monitoring. If this is not being provided and teachers are expected to create these, why do we have math coaches?

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When we have a student with intense needs and we are not providing them (or even changing IEPs so they don't "require" certain services, although they really do) due to staff having full schedules or being told a 12:1 room is full is not acceptable. We need to open more specialized rooms if this is what the kiddos need!

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Extended Learning Time is awesome!  Well thought out groupings, and many interventions are provided to us.

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Extended Learning Time is awesome!  Well thought out groupings, and many interventions are provided to us.

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Many resources available in our district!

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Many resources available in our district!

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So much potential being ignored in the arts. Especially music program. Must make it a priority starting in grade K! More time should be allotted for general music and all lessons and performing ensembles. Hire quality teachers that are specialists in the area they are going to teach. The research is out there-studying music uses all sides of the brain, enhances cognitive development, improves social/emotional coping, teaches discipline, cultural appreciation, helps in reading and math. All while growing creativity.

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There isn't one trustworthy administrator in this district. They all have an agenda to make themselves look good and time and again have proven that they do not care about any of our kids or their faculty and staff

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Kids at AHS LOVE ISS, its NOT helping to change behavior, it needs to be a place that they DO NOT want to be so they stop doing what they are doing

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we need some alt. ed options for gen ed kids who cannot manage in a traditional setting

Compass doesn't have the room for ALL of them.

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Better consequences for secondary students who violate the rules. They often make zero impact to change behavior

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Would be great if there were professional development opportunities for admins; actual, useful opportunities that we get to choose. We'd like to learn and grow too.

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ICT Rooms are not working in all the elementary classrooms. In the upper elementary level we really need a space to pull students who need extra help. Students are aware of their weaknesses. Their classmates are also aware. They feel more comfortable leaving the room to get some of their supports.

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AJHS ran a pass system keeping students accountable for being in the hallway for a limited amount of time, while limiting the number of times they were allowed in the halls. That needs to be implemented at AHS. Teachers are inconsistent with using agenda books as passes and allow students to 'just go' to the bathroom ultimately resulting in the breakdown.

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How do we improve staff morale in the building when we continue to talk about each other instead of talking to each other to solve “problems”?

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Please remember that all elementary schools are not the same. We have different needs then any other school and therefore staffing should reflect that.

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Students should be in their correct elementary schools based on their address. Seward Elementary is already busting at the seems with the needs of these students. More times then not we are having students that belong to other Elementary schools coming here because other aides or teachers don't want to deal with a child's needs (including changing diapers, nonverbal). Why should all of the teachers at Seward have to do this but no one else! Remember we are all signed the same contract.

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Inclusion rooms are not a dumping ground for all students who don't fit into any other placements. If a student belongs in 12:1 that is where they should be not pushed into an inclusion room because there is a special education and general education teacher. This includes K, 1 and 2!

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The district cannot keep passing students from one year to the next if they have not mastered basic foundations and/or barely attended school. This trend continues year after year then when they come to the high school, they hit a wall. The high school teachers do not have time in their curriculum to(nor should they have to) teach basic foundations that students should have previously mastered.

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Across the elementary schools it is frustrating to see AIS, Speech teachers, and ENL teachers not working with students starting day one. This builds resentment between colleagues. They are under the same contract and should be working with students in some capacity starting day one. Maybe they could be pushing in to offer support until they begin their regular load. Other than their lunch and prep, they should be working with students like the rest of the teachers. This has been allowed for as long as I’ve been in the district and needs to be addressed.

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Hello, everyone; please read this quick note. I absolutely want to hear what all of you have to say; however, this is a reminder that I will not tolerate bullying of colleagues or posts that clearly point to an individual person. That is not the purpose of this forum, nor is it productive. Please remember that, at times, you may not know what the person's job entails and that you are making assumptions by observation. I am devoted to supporting all of you and making this district better but in order to do this, we must start working together. I will delete posts that refer to an individual person.

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Closing off the bus loop in front of Herman during school hours. 

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Closing off the bus loop in front of Herman during school hours. 

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The reading and math coaches are unnecessary. There is zero data to support their impact on student achievement. The teachers belong in the classroom. Small class sizes and teacher/student interactions is the most affective way to increase student learning.

The leadership in this district will say they are essential. But the teachers that work day-to-day with students know otherwise.

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Hire PT/OT staff as direct employees instead of contractors. The good staff that we do get leave for district jobs at other districts so there is terrible turnover within the contracting company resulting in less collaboration and less progress for those students that need services. Turnover and having new staff consistently for the contract PT/OTs providing services can make it more difficult to work as a team to improve student outcomes

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AECSD Facebook Page Favor Only certain schools.

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AECSD Facebook Page Favor Only certain schools.

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All of the district schools have the same events PBIS expectation assembly is one of them however only heavily advertise as certain schools participating according to the AECSD Facebook page. Again equality throughout the district would be nice to see.

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Since there is always a shortage of substitutes, which forces other faculty and staff members to leave their “hired” positions to cover that position, why not allow teachers to take time off that is hourly, instead of only half-days/full days? Many times teachers have a quick doctor appointment and can return immediately following it. This would save the district money and time.

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It would be nice to have the ability to keep a consistent building principal and vice principal for an entire school year, the more years the better, some elementary schools have had to endure several inconsistencies in this area over the last couple of years.

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Creative, nurturing art teachers in all schools, some elementary level art teachers are excessive focus only on behaviors in the classroom and doing the same project year after year with the same grade level students, (ex. The kindergarten class in 2019 did the exact same art projects in 2022.) This does not show creativity or encourage it. Many students dislike even going to Art, shouldn't this be a class students enjoy?

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Many teachers in this district have creative ideas and want to collaborate with their colleagues. I feel we should open up dialogue about creative ways in which we can accommodate this even if it requires creativity in scheduling. I am one of those teachers who absolutely celebrates collaborative teaching, and cross curricular teaching. Although I don’t understand the ins and outs of the scheduling work, I feel with some thinking outside of the box we could offer students more of this type of teaching. In the past, the ability to collaborate definitely improved engagement.

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PLEASE! Let's go back to an A/B schedule in the elementary schools. Junior High and High School follow this, why does elementary have to be different? We have mixed grades attending specials, sometimes the same special twice in one day. STEM could be it's own entity like Library and just go back to PE every other day.

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In light of recent National events, it is a good time to review the security in our buildings. There is always room for improvement. We have safety protocols in place, but have often become lax and adhering to them. Interior doors are not locked, rooms remain open if no one is there, etc. One building at a child hiding in it for days while community search was conducted. What does that say about an intruder’s ability to enter and hide in the building? Don’t we have alarm systems for this purpose? Are they used?

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Mindfulness Room Utilization & Communication

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Mindfulness Room Utilization & Communication

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Each building utilizes their Mindfulness Room in different way that best fits the needs of their population. The key to keeping everyone informed of how the room is being utilized is communication specific to each student use. Some students use the room as a sensory break as sensory supports are offered in our building Mindfulness Room. Older students may use the room to have a conflict resolution with peers or a teacher. Across the building, students use the room for a lunch bunch or sometimes an incentive for time with preferred staff. Communication is key when returning a student to their classroom. This ensures that everyone is on the same page and we can best help the students be successful. A team approach works best.

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Opening day for students at AHS was extremely disheartening, especially for Freshmen. There was no welcome to the new school year from any administrator. A fire drill at the end of the first period on the first day was how the school year started.

These poor Freshmen walked into a building they had never been to before with no orientation, no first-day assembly to introduce staff, counselors, or building administration, no explanation of how the bell system works, nothing. How do we expect students to feel welcomed, safe, and ready to succeed when thrown into a new school?

We offer a New Teacher Orientation and mentoring program for our staff; when students go to College, there is an Orientation. How do we find it acceptable to offer our students nothing more than a self-guided tour the day before school starts? How does this provide a welcoming atmosphere and prepare our students for success?

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I do not understand how a building can start the school year with no introduction of the principal to the student body, especially when for the last two years the incoming students have had no orientation. Add to that a fire drill first bell and it doesn’t make a very welcoming environment or allow for any transition to the school year.

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District administrators are rarely seen throughout the buildings. It would be nice to see people more often.

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Dear me. If I were a new Superintendent, I would run for the hills in response to this forum.

With that said, it is about time that we have a place to feel safe to speak, and hopefully heard about things that have bothered many but have been ignored or excused as “oh they are just difficult”. Perhaps the simple act of expressing it out loud can offer the voice people need.

No one enters education for the money, it’s for the love of the craft and the students. Spirits have been broken by poor leadership and a history of doing what we have always done. Spirits have been broken by taking away the voices of those that may have disagreed. Spirits have been broken by favoritism and the perpetuation of toxic climates. Thank you for giving a silent group their opportunity to have their faith in their profession restored.

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The message sent from opening day was one of optimistic room for growth.

There has been, for many years, an unspoken (and oftentimes spoken) air of leadership that has been referred to as the “good ole boys club”. Many that have spent time in the district relish an end to that era and some true change- which is sorely needed.

With that said, it would be interesting to know if the building level leadership embraced this message at the succeeding faculty meetings. Was it echoed, was it reinforced, was it even mentioned? Or did they leave the auditorium and conduct their meetings as usual?

The faculty slides should be shared with all staff in the building, take a peak and see.

Hopefully the building I work at was the only one that gathered and did business exactly like we always have. Admin standing up, reading from a slide with little to no discourse and dialogue.

Perhaps all buildings should have open Padlets such as this where thoughts can be shared safely.

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Same PBIS committee for years now at our elementary school…. It’s not working. People need to be switched out- not the same toxic people on it year after year!

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The quote you offered today:

“The culture of any organization is shaped by the worst behavior the leader is willing to tolerate”

It is promising and reflective.

However, for it be embraced and bring about change, the leaders in the district need to be held to those standards and be willing to allow their staff to feel safe and comfortable having a dialogue about it. Oftentimes, they don’t acknowledge the behaviors through any lens other than their own and those they consider “in the know” or their staunch supporters.

In several posts, it has been mentioned to not keep turning to the same staff for input. That is a great suggestion as there are many quiet bystanders that the leaders don’t hear and don’t make their input feel valued.

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AIS in elementary is being forced to take 8 groups a day….. so 8 different periods (classes) per day but only ONE planning period!

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Making tier 3 kids go to a 2nd reading and math intervention during breakfast/ community circles and taking them from their peers and classroom community building time is not fair to struggling kids.

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Potential to make things better

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Special education department needs a lot of work! Teachers, assistants, and aides should feel supported and appreciated. Currently this is NOT the culture!

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When walking by the room, supervisors are chatting about many topics, giving treats, playing games. Giving a child a break from something should be a few minutes of quiet and ignoring the child if it is safe to do so. Kids tell me they misbehave so they can 1. get out of class 2. go to mindfulness room. Why aren't we teaching some of these kids to behave just because that is the expectations? Let's change how this works.

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stakeholders need to meet and think outside of the box for scheduling and other solutions. The board of education should be more aware of what is really going on in the district.

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PBIS has been fully implemented for several years now. The younger students seem to buy into it more than the older ones. In our classroom students get many “gotchas” throughout the week, but there’s nothing to use them toward unless the classroom teacher purchases items. We do offer some privileges, but that only works for so long. So this program requires classroom teachers to spend even more of their own money to support a building initiative.

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Tech mentors in the buildings are so helpful! They do their best to get back to you in a timely manner! Have helped me more times than I can count!! :o)

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We have worked hard to implement consistent ELA assessments/interventions: it's now time to to do the same for math -

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Special Ed/ Absences/ Hire and Retain Subs

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Special Ed/ Absences/ Hire and Retain Subs

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Our special education kids are not always receiving their IEP mandated services. Oftentimes due to absences, the teacher/ coteacher cover for each other or “operate solo”. These times and services are placed specifically for a reason (serve the student) yet this is forgotten about due to “lack of coverage”.

How about the numerous admins/ support staff step in?

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Get to know your staff that are your “boots on the ground”. Please don’t ask the admin who you should speak with, they will hand pick the ones that will paint the picture that the admin wants painted.

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We keep losing OUTSTANDING people to better-paying jobs elsewhere. The District needs to pay people what they're worth if there's any hope of attracting and keeping good talent that will help move us forward.

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We have had some trainings for a handful of staff on the importance of teaching students how to engage with information rather than passively consume it. We know rampant misinformation is a huge issue--growing moreso with AI--we need to teach all students to evaluate and question information.

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I feel I've been listened to more in my career since Amy and Shannon have joined the administrative staff. They have consistently gotten back to me with other questions/concerns and have given me such support in my program.

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The research shows that students who read more, read widely over different genres perform better academically. We are starting to recognize this and need to build upon it by giving students time, access and choice in their reading selections. It would be great if we gave the same support to reading as we do to our sports programs.

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Need leadership to be consistent. Everyone on the same page when it comes to expectations of our students. It's difficult when you hold students accountable to the expectations and others don't and consequences are arbitrarily given or ignored.

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We need the right person to fill the role of Assistant Superintendent for Personnel. Someone who will keep all accountable. There has been a long past of having “untouchable staff” that needs to change.

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this community is rich with diversity in all aspects. students are incredible at acceptance and support of one another!

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discipline issues need to be addressed with the student(s) immediately by an administrator and not months later when there's a "large group" of referrals.

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Although there are many opportunities for parent involvement, there seems to be a lack of desire for parents to take advantage of them.

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-Many resources for students and family in the community

-Many resources within all the schools and at all levels to support all student needs...academic, social, emotional

-Desire to build community and relationships with students

-Many options at secondary level for extracurricular activities

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Due to community policies and unwillingness to hold parents accountable, under-16 students can just not attend school with no consequences.

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Support for Secretaries and Non-Instructional Staff

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Support for Secretaries and Non-Instructional Staff

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Frustrated that the pay for our secretaries, aides and non-instructional folks is lower than surrounding districts, making it difficult to find and/or retain excellent staff.

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We couldn't do this without them! They need better pay!

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While reading through the comments made by a few of my colleagues, I'm wondering if several of the concerns could be addressed with one solution. The lack of space in the buildings, class size concerns, consistency amongst the elementary buildings, the need for a pre-1st program in the elementary schools, insufficient time allotted to special area classes, etc. could be eleviated by creating a 5th-6th grade building. If we have four K-4th grade buildings there would be room for pre-1st classes, there would be the potential for smaller class sizes, each class or more advanced students could possibly have more time in special area classes, and PBIS programs could be geared more toward these younger grades. With a 5th-6th grade building students could more easily foster independence, make a more seamless transition from the elementary setting to the Jr. High setting with a middle school experience, band/chorus/orchestra/art/PE would be classes in the rotation of a student's schedule rather than an interruption in the instructional day, and PBIS programs could be geared more toward these older grade levels. Staffing and bussing needs would certainly need to be evaluted and an thorough pros and cons analysis would need to be conducted by the administration, school board, and union; but this would all be part of the process.

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Give our faculty meetings back to us - it used to be a great place to discuss the needs of our buildings and create solutions for those needs. The material doesn't pertain to all the faculty .Now, it's just a waste of time with "PD" and senseless team building that no one wants to do.

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This district has been very supportive to the people who are willing to work hard and want to improve. Now we just need to acknowledge those people and get more individuals involved with making our schools the best they can be.

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Every teacher should try to be the best they can be. This is not a 9-5 job and it is hard work but it is the best work. District employees who are just here for the paycheck need to be held accountable when they are not doing their jobs.

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This district has so much potential with a ton of diversity. Everything about it should be celebrated.

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I love when students recognize their own growth!

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In the "Rose" column, someone made the comment about culture, "if you're a grump you're always a grump." I find this to be an an example of the frustrating ableism in our building. Being a neurodivergent person, I can be overwhelmed in meetings, etc. This is not me "being a grump." This is me exhausted from masking all day because coworkers and admin judge what they do not undrstand.

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The behavior classroom is trying to be run as a BOCES style alternative classroom without the supports in a public school setting. BOCES programs work because they have specialized teachers and multiple level of supports in place including the availability of extra space when kids need to be separated. These kids deserve a more inclusive education with specialized staff. It doesn’t work without the correct supports in place and is disruptive to the learning environment of the other children. We are failing these children and need to relook at how they can be successful.

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We have such a diverse group of amazing students, and being a positive role model for our students means so much to me.

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Our students are awesome. We advocate for them the best we can!

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If we utilized our current personnel more effectively and efficiently, and provided more time for supported, uninterrupted instruction, we could grow into something strong and our students wouldn't go off to other schools/higher ed without the music knowledge that others have. Elementary is feeder. We need to keep more at Jr. High and High school.

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All Elementary Schools are NOT created equal. Schedules can't always be exactly the same. Too much time allotted to one subject and no gains are being seen. Expectations, Discipline, and PBIS

should have the same terminology across the district. No tolerance for bullying, misbehaving should be followed.

Cliques need to be abolished. More admin support for ALL subjects, areas, teachers in their building.