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Parents press district on substitute coverage, curriculum and bus tracking
Summary
During public comment, parents raised problems with substitute teaching in special-education and honors biology classes, asked for better communication, requested bus-tracking for families, and flagged curriculum content; the superintendent pledged follow-up and support for substitutes and said the district will enable Transfinder tracking when ready.
Several parents used the meeting's public-comment period to press administration on classroom coverage, communication and curriculum.
Keith Gosselin, who identified himself as president of the CPAC special-education advisory group, announced the group's Oct. 16 meeting and asked whether the district could provide bus-tracking like New Jersey Transit so families would not wait for long, unpredictable bus arrivals. Dr. Kravitz said the district is using Transfinder and "we will be turning on" the tracking component when the vendor-side setup is complete.
Pearlie, a parent of a student in the high school honors biology class, raised multiple concerns: the long-term substitute reportedly works four days a week, lab instruction has been disrupted, and some materials the students were given (McGraw Hill) did not match the Pearson-based assignments provided. "There seems a little bit of disorganization over there that I'm hoping can be addressed," she told the board; Dr. Kravitz acknowledged the lapse, said the supervisor of science had been coaching the substitute, and pledged to follow up.
Another parent with a child in a special-education classroom expressed frustration that a daily substitute did not participate in back-to-school night and that communication about the child's Individualized Education Program (IEP) was inadequate. Dr. Kravitz said he would check the roster and central-office records and promised to get back to the family.
A public commenter called for CPR training for children starting at age 12 and suggested the district consult parents before selling any property; another asked for Eid gift-bag sponsorships. At least one commenter objected to a curriculum text that includes a character described as a "mermaid," asking administrators to remove it to avoid confusion.
Why this matters: Public-comment exchanges highlighted classroom-level gaps in communication and instructional continuity that directly affect student learning, especially for students with special needs. Parents sought concrete remedies—improved communication practices, use of bus tracking, and verification of instructional materials.
Next steps: Administration committed to supporting substitutes with supervisory coaching, checking certification status and curriculum alignment, enabling Transfinder tracking when possible, and following up with individual parents about IEP and communication issues.
