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Parents urge more support for inclusion classrooms and clearer curriculum access at Fort Lee meeting
Summary
Parents at the Fort Lee Board of Education meeting raised concerns that some inclusion kindergarten classrooms lack paraprofessionals, that parents are not receiving timely curriculum notices, and asked for platforms to review materials and opt students out for religious reasons; the superintendent pointed to the Atlas curriculum platform and the policy‑review process.
Multiple parents used the public comment period at the Fort Lee Board of Education meeting to press the district for clearer curriculum access and more support for inclusion classrooms.
Cynthia Hannah told the board that a kindergarten inclusion classroom at school No. 1 lacked a paraprofessional, creating heavy strain on the special‑education teacher and difficulty maintaining an inclusive environment. Hannah said inclusion classrooms should be supported with intentional awareness and educational programming for neurotypical students and their families so that inclusion fosters empathy rather than becoming a formality.
Superintendent Diane Colazo replied that paraprofessionals are provided based on a child’s Individualized Education Program (IEP) or class size thresholds — she said if kindergarten class size exceeds 25 students, a paraprofessional might be required — and that budgetary constraints can affect staffing. Colazo encouraged parents to follow the chain of communication (teacher first, then administration) for specific classroom concerns.
Other commenters asked for a platform where parents can review curriculum and asked whether the district will comply with Mahmood v. Taylor regarding religious accommodations and opt‑out rights. Colazo said the district reached out to policy provider Strauss Esnick to develop a model policy and noted that the district’s curriculum is posted on the Atlas platform for parents to review year‑round. She also encouraged parents with specific concerns to contact teachers and, if necessary, follow up with district administration.
One remote commenter, Steph, also raised a separate allegation that a special‑needs student was physically abused in a school setting and said an ethics complaint filed with the board had received no acknowledgement; Colazo named Monica Hines as the CPAC liaison and reiterated available channels for raising concerns. The board did not take immediate public action on the abuse allegation during the meeting; Colazo referred parents to the appropriate internal contacts and the board’s complaint processes.
