One of the most discussions focused on the 2023-2024 ACCESS test reports for English Language Learners (ELLs). Presented by the director of multilingual and world language education, the report highlighted the annual state-mandated test that assesses multilingual learners across four domains. The board emphasized the data’s importance in informing staffing, curricular resources, and professional development, as well as in placing students in appropriate language instruction educational programs (LEAP).

The district offers several programs such as full-time bilingual education, sheltered instruction, and high-intensity ESL services. A recent initiative includes identifying preschool multilingual students and training their teachers accordingly. Enrollment data revealed an increase in multilingual learners, now comprising 17.9% of the total student population, with a notable growth rate of 83.4% over three years.

The ACCESS test participation rate was reported at 98%, increasing to 99% when including partial scores. The data, disaggregated by race and socioeconomic status, showed a racial distribution where Asian, Black, and multiracial students are fewer compared to Hispanic and White students. Performance trends at the elementary level were positive, with progress in language proficiency among students. However, concerns were raised about the stagnation of some students, particularly at the secondary level, who have been in the program for extended periods.

To address these concerns, the district plans to align the ESL curriculum with a focus on literacy development and academic rigor, including the implementation of benchmark assessments in speaking and writing. The district aims to utilize grant funding to support after-school programs for students with interrupted formal education and those at risk of academic failure. Additionally, systematic data collection and analysis will assist teachers, administrators, and instructional coaches in tracking progress and targeting instruction effectively.

Assistant Superintendent Rosemary Marks introduced a new platform called Thought Exchange, designed to enhance community engagement and data analysis. This tool specializes in surveys and aims to collect feedback from diverse community groups more equitably. The platform’s real-time analysis capabilities will help the district understand both quantitative and qualitative insights, facilitating deeper levels of engagement and informed decision-making.

During the meeting, Superintendent Dr. Thomas McBryde provided an overview of the preparations for the 2024-2025 academic year, including visiting several schools and acknowledging the hard work of custodians, teachers, and guidance counselors. Current enrollment figures stood at 5,222 students, with no residency reports or harassment, intimidation, and bullying (HIB) cases at that time.

A significant topic of discussion was the district’s partnership with Kelly Services, particularly concerning the implications for paraprofessionals (paras). Full-time paras will remain employees of Hackensack Public Schools, while Kelly Education will fill positions during absences. New part-time paras will need to gain employment through Kelly Education, while current part-time paras have the option to choose between remaining with Hackensack Public Schools or transitioning to Kelly Education, with added benefits such as health plans and 401(k) options.

Kim Gaines, representing the Hackensack Education Association, raised concerns about this partnership, implying a potential shift towards privatization and questioning the district’s intentions. Gaines argued that the arrangement, which appeared to offer benefits, could ultimately lead to reduced pay and job security for paraprofessionals.

In another notable development, Stacy Wilkins, a parent and teacher, advocated for the purchase of new marching band uniforms for the high school band, which had grown from 12 to over 75 members in three years. She emphasized the importance of first impressions and urged the district to support the band through new uniforms.

The board also discussed various motions and policies, including the approval of items related to buildings and grounds, such as the purchase of auditorium seats for Hiller’s Elementary School and conceptual phase design proposals for two sites. Additionally, the board reviewed curriculum agreements and community relations updates, including the closing of applications for a committee that received 50 submissions.