The meeting’s most issue involved the structural integrity of certain school facilities. Structural engineers raised alarms about a specific area in need of attention, prompting discussions about immediate remedial action. The board considered using funds from the capital reserve, along with newly acquired extraordinary aid, to address these concerns. This plan involves architects drafting proposals to potentially eliminate an unsafe walkway and stairwell. The board emphasized the need for clarity regarding funding strategies, highlighting the urgency of addressing these infrastructure challenges.

In the realm of academics, the board reviewed the district’s performance on the Quality Single Accountability Continuum (QSAC) report. The district’s scores revealed strengths in governance, operations, and personnel management but highlighted a need for improvement in instruction and programs, primarily due to lower-than-expected performance on the New Jersey Student Learning Assessments. This led to a discussion about formulating a district improvement plan aimed at boosting student achievement, particularly in English Language Arts, mathematics, and science. Specific goals were set, such as improving proficiency in K-1 ELA benchmarks by 10% by June 2025, alongside other targets for various grade levels and subjects. The board emphasized the importance of setting SMART goals and outlined strategies to enhance student performance, focusing on supporting underrepresented populations.

Another topic was the district’s focus on student graduation rates, with plans to increase both four-year and five-year graduation rates by 1% by June 2025. The board acknowledged that a number of students were categorized as “approaching expectations,” which necessitated a thorough analysis of data, particularly in English Language Arts and math up to the sixth grade. To address these challenges, the district implemented robust benchmark assessment cycles, emphasizing the significance of these assessments in informing instructional strategies and improving student outcomes. The district aims to utilize ongoing data analysis and tiered support systems to assist students identified as struggling.

These initiatives include training for staff on working with students from refugee and asylum-seeking backgrounds, as well as universal screenings to identify students at risk of emotional or behavioral issues. The introduction of the “Leader in Me” program was discussed, which aims to address school refusal and attendance issues among ninth graders, fostering leadership skills through small group mentoring.

Furthermore, the board considered the implementation of a peer leadership program focused on substance abuse prevention at the middle and high school levels. This initiative is designed to empower students to effect positive change within their school communities, with activities such as a vaping prevention campaign and classroom lessons on healthy decision-making. Collaborative efforts with the Highland Park Municipal Alliance were noted as providing essential funding for these community programs.

In terms of finance and facilities, discussions included updates on the before and after care program, with efforts to streamline subsidy processes for families. The board also reviewed ongoing facilities projects, such as preschool renovations and high school baseball field improvements. A proposal was made to enhance security at the football field, funded by money leftover from a joint project with the borough, to address issues arising from heavy usage and maintenance challenges.

The meeting also touched on updates to school policies, particularly regarding student technology use, with plans to gather feedback from various stakeholders to inform policy revisions. Immediate measures, such as tech-free days, are being considered to mitigate the impact of cell phone use on mental health and discipline. The board recognized the importance of aligning school start times with family needs.