Several parents and district staff used the public-comment portion of the Cinnaminson Township School District Board of Education meeting on Oct. 14 to criticize how board leadership has handled special-education concerns and internal communications.

The most detailed remarks came from Scott Nowicki, who described a series of private emails and what he characterizes as dismissive responses after he contacted board leadership about his son's Individualized Education Program. "When I wrote to board president Laura Fitzwater, I introduced our family, explained that we came to the process with a positive, collaborative mindset, and asked for help," Nowicki said. "I received no reply. Instead, my email was dismissively forwarded to administrators." Nowicki said subsequent private emails among several board members and administrators showed, in his view, a lack of transparency and an inclination to treat parents as adversaries rather than partners.

Another commenter, Britney Relevis, criticized the board's internal tone and communications after Nowicki read portions of private emails aloud to the meeting. "He's trying to get a fair education for his child. What is wrong with you?" Relevis said. She added that she and other parents have been routinely dismissed when raising concerns and said board members "should be ashamed of yourselves."

Tamara Beatty, president of the Cinnaminson Education Association and a district special-education teacher, offered a contrasting perspective, thanking the board for a "partnership" with teachers and describing district special-education programs as a reason families move to Cinnaminson. "Strong schools do not just happen. They're built through teamwork, trust, and leadership," Beatty said. She urged continued funding and support for programs that help students with IEPs and 504 plans succeed.

Public commenters asked the board for clearer direct responses to parents' outreach, and several urged more open handling of concerns rather than private exchanges. Nowicki asked the board to reflect on whether current practices represent "accountability" and "respect for families." No formal board action related to the criticisms was taken during the meeting; the board proceeded with its regular agenda items after the public-comment period.

Board members later acknowledged the public speakers and thanked people for attending. A board member said the full board should hear all viewpoints so it can better serve students and families.

The exchange highlights tensions between some families and district leadership over special-education services and the need, according to parents, for clearer, more responsive communications from the board and superintendent.