A highlight of the meeting was a comprehensive presentation on the music education curriculum within the Cinnaminson School District. Music educators elaborated on how the 2020 New Jersey student learning standards have shifted the focus towards active music-making, performing, and connecting. The curriculum spans from kindergarten through high school, emphasizing inclusivity and student engagement across all levels. One educator noted that singing is fundamental for musical proficiency and ties directly to literacy skills.

Several innovative projects and methodologies were introduced, such as the “Dance Project,” which encourages small group collaboration and the creation of original dances, fostering negotiation skills and acceptance of differing ideas. The “Stomp Project” allows students to make music using everyday objects, integrating storytelling elements. Sixth graders participate in a ukulele project to learn harmonic structures and perform collaboratively. As students advance to seventh grade, the focus shifts to music literacy, with an emphasis on music notation and auditory skills. “Recorder Karate,” a program where students earn colored belts based on proficiency, encourages self-paced learning.

In eighth grade, the emphasis is on music technology, with students using the BandLab digital audio workspace to create original compositions. This platform equips them with audio editing skills useful in various life contexts, such as podcasting or video production. High school students transition to classes in audio engineering and production, and a guitar program offers further opportunities to deepen musical skills. Upcoming music events, including the indoor drum line and color guard, were also discussed, with the drum line boasting an impressive undefeated streak.

The high school music director highlighted the spring musical production of “The Little Mermaid,” a collaboration between the music and theater departments. This production will feature live music, offering students an authentic Broadway experience and the educational benefits of performing with live accompaniment.

Alongside the music curriculum discussion, auditor Robert Invero presented a financial summary for the fiscal year ending June 30, 2024. The district reported a tax levy of $36,220,000, with total revenues amounting to $59,818,162. Expenditures were $57,794,781, resulting in a gain in operations of $2,023,381. The fund balance increased significantly, from $9,091,234 to $21,111,461, with allocations for reserves, capital, maintenance, and excess surplus. The board reviewed these financial details without public comment on agenda items.

Personnel matters included the introduction of a transportation department consultant, hired at $600 per day to aid during a transitional period following the retirement of the department’s head. This decision sparked discussion over its necessity and cost, with assurances given that the consultancy was temporary and based on need until year-end.

Curriculum and instruction topics included the approval of professional development requests and field trips, alongside an adjustment to the school calendar due to a snow day. A student day was added, and another professional development day was established due to changes in the Primary Election Day.

In special education, contracts for home instruction services with First Children’s Services were presented and approved, with costs and durations varying. Under business and finance, financial items such as the annual comprehensive financial report and acceptance of donations, including two 3D printers and a monetary donation for staff recognition, were approved.

During public comments, a community member raised concerns about the transportation department’s consultant costs and the need for GPS technology on district buses for safety. The district assured that the GPS initiative was a priority in forthcoming budget discussions but could not guarantee its approval.