Data analysis revealed significant drops in performance linked to the pandemic, specifically in the English Language Arts (ELA) and mathematics for seventh-grade students. Despite these challenges, there has been a steady improvement over the last three years, although overall scores remain low. The eighth-grade math assessments continue to pose difficulties, with ongoing discussions about the separation of algebra and geometry students from the general math test, which could potentially inflate scores if included.

In response to these academic challenges, the board discussed the implementation of longer class periods for core subjects, enabling year-round interventions for students needing assistance in both math and ELA. This scheduling structure, introduced a few years ago, has shown positive outcomes, allowing for more flexible support without disrupting other curricula. Additionally, the introduction of a “vertical math” approach encourages active participation and collaboration in mathematics instruction, promoting a more engaging learning environment.

The board also highlighted the selection of new curricular materials, specifically the unanimous decision to pilot Amplified Desmos math for grades five through Algebra 1. This decision, based on a review by a task force, aims to align the curriculum with the needs of students and improve math instruction.

Beyond academics, the meeting emphasized safety measures and special education initiatives. Efforts to enhance safety in science classrooms were discussed, including the requirement for students to complete a Google form confirming their review of safety information before engaging in hands-on activities. In special education, community-based instruction aims to achieve both academic and functional goals for students with Individualized Education Programs (IEPs), focusing on social skills development and multisensory reading instruction.

The board also addressed the importance of social and emotional learning through the “Thrive” initiative, which includes a mental health wellness screener for students and tiered support from counseling staff. A discussion on the Positive Behavioral Interventions and Supports (PBIS) framework highlighted its alignment with mental health efforts, with various wellness resources and lessons integrated into classrooms.

Emphasizing student engagement, the board discussed programs such as the North Brunswick Municipal Alliance Committee’s leadership mentorship series and peer tutoring. These initiatives aim to support students academically and socially, fostering leadership skills and enhancing comprehension through peer collaboration.

Community involvement was another focal point, with initiatives like the “Are You Ready Rucker Civics Fair” teaching students about civic engagement. The collaboration between social studies and English Language Arts (ELA) departments through the “Writing Revolution” program aims to improve writing skills, with plans for expansion in the following year. The curriculum’s integration of “The Diary of Anne Frank” with social studies lessons provides students with a comprehensive historical context and a connection to significant historical events.

The meeting also highlighted the importance of fostering critical thinking and media literacy skills, equipping students to discern the accuracy and intent behind the information they encounter in an age where social media is prevalent. Efforts to enhance parental engagement were noted, including the “Connections Matter” program, which aims to improve communication with Spanish-speaking families through sessions conducted in Spanish.

Athletic programs were praised for their correlation with academic success, with increased student participation noted across multiple sports teams. Upcoming eighth-grade activities, such as a semi-formal and a field day, were discussed as essential for fostering student camaraderie.