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Parents press Kinnelon board for clarity on IEP "aligning schedules" language and staff scheduling
Summary
At the June 11 Kinnelon Board of Education meeting, parents said IEP cover letters referencing "aligning schedules" reduced pull-out ELA time and were insufficiently explained; the board and administrators said the change is data-driven and urged parents to follow up with principals while committing to review communications.
At the June 11, 2024 meeting of the Kinnelon Board of Education, parents pressed district leaders for clearer communication after individualized education program (IEP) cover letters said students’ schedules would be "aligned," a change one parent said reduced ELA pull-out time from 90 minutes to 60 minutes.
"I've received no memos from any of your staff…this is the first time I see this concept," Loretta Orlando told the board during the agenda-item public-comment period. "What does that mean? I need things explained to me a little more and a little bit better." (Loretta Orlando, parent)
Board and administrative speakers responded that the shift followed curriculum changes and data review. The superintendent (addressed in the transcript as Mister Mango) said the move away from the Teachers College framework toward phonics and revised ELA structures produced different time frames for instruction. The board president advised that parents take specific IEP questions to building principals or to Mrs. Thomas for detailed, student-level information.
"It is absolutely data-driven," the chair said, noting principals or central-office staff could provide individualized explanations and that the board had recorded a concern about unclear language in the IEP cover letter.
Parent concerns extended beyond scheduling. Laurie Smith asked about reported changes to a teacher-coach’s assignment (a staff member referred to in public comments as Coach Mott) and whether that person’s teaching assignment would be moved from science to math. Board members said scheduling decisions are administrative, change with building needs, and must follow personnel procedures; they also noted the board had already approved the staff member’s continuing employment and salary.
The board urged parents to follow the district’s communication protocol—teacher, then principal, then central office—so the district can address individual questions. Officials said they would review the IEP cover-letter wording after multiple parents said it was confusing.
The meeting did not produce a policy change; board members recorded the public comments and recommended parents and staff follow up with building administrators for student-specific details. The board also committed to reviewing the language used in IEP cover letters to make the district’s intentions clearer.
