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Public commenters press Pitt County board on bus driver support, IB equity, library books and special education
Summary
During public expression, parents and community members raised staffing and safety concerns for bus drivers and classified staff, urged careful planning and equitable access for an International Baccalaureate program, criticized specific library material, and defended inclusive special education services.
A six-person public-comment block at Monday’s Pitt County Board of Education meeting covered several recurring themes: support for bus drivers and classified staff, questions about an International Baccalaureate (IB) proposal and low-performing elementary schools, objections to material in school libraries, concerns about class size and student supports, and advocacy for special education inclusion.
Rosa Ruiz, a parent who said she puts two children on a bus every day, told the board that safety begins before the bell and that drivers often work double routes in an aging fleet. “That’s what our bus drivers do,” Rosa Ruiz said. She praised district training and pay improvements but urged the board to strengthen visible support for bus drivers and all classified staff through communications and policy priorities.
Kathy Phelps, a former high-school English teacher and grandparent, told the board she supports adding IB but cautioned about its “immense financial commitment” and asked the district to ensure equitable access — transportation, fee coverage, and materials for students countywide. Phelps also urged focused attention for low-performing elementary schools.
Claudia Harris, a retired teacher, raised concerns about “persuasively vulgar and unsuitable” material in school libraries and cited The Gentleman’s Guide to Vice and Virtue as an example. She urged parental involvement and referenced legal principles affirming parental roles in a child’s education.
Other speakers: Lindsay Price (class size and staff support), Jess (Jessica) Ford (special education advocate) summarized research indicating inclusive classrooms often yield neutral or positive academic effects for non-disabled classmates and urged continued protection of special-education funding and services after recent state-level staffing threats. Julie Anderson representing Moms for Liberty described a reading program (Orton-Gillingham) and urged local policies such as content warnings, opt-outs and parental controls on explicit materials.
Board chair and members listened without responding to public comments during the period, consistent with the board’s public-expression rules.
Ending: The board accepted public expressions and later referenced some public remarks in ensuing discussion; none of the public comments prompted direct board votes during the meeting.
