The appointment of Gregory Williams and Mrs. Fischer to the Haledon School Board was a key outcome of the meeting. After a series of candidate interviews, the board moved into an executive session to deliberate selections. Williams’ appointment was moved and seconded, with unanimous approval following a roll call vote. Fischer’s appointment followed a similar process, with both new members receiving congratulations, although they would not assume their positions immediately due to fingerprinting requirements.

However, the meeting’s most issue was the staffing shortfall in the special education department. Amanda Puchalowski, president of the Haledon Education Association, voiced strong criticism over the board’s inability to fill three special education teacher positions. Despite budget allocations, these roles remained vacant, impacting 24 students who are not receiving the necessary services specified in their Individualized Education Programs (IEPs). Puchalowski stressed that this omission contradicts the New Jersey code of ethics for school board members, which emphasizes decisions that promote children’s educational welfare. She urged the board to honor their responsibilities and support both educators and students effectively.

Board members acknowledged Puchalowski’s concerns, with one member reinforcing the special education program’s importance and recognizing the challenges of providing quality education amid these vacancies.

The meeting also featured a comprehensive presentation on special education services by Roberto Mendes, Director of Special Services. Mendes outlined procedures for determining when students with disabilities might require out-of-district placements, emphasizing the importance of offering comprehensive in-district services first. He elaborated on the decision-making process, involving an Individualized Education Program (IEP) team and extensive data collection, to ensure each decision meets legal standards and is tailored to individual student needs. Mendes reassured the board and attendees that the district aims to transition students back to in-district education whenever feasible, having successfully done so in the past.

In addition to the focus on special education, the board reviewed the latest New Jersey Student Learning Assessment (NJSLA) results. The presentation revealed mixed outcomes, with an increase in English Language Arts (ELA) proficiency by 5% and a 9% rise in science scores. However, mathematics scores saw a slight decline. The district lagged behind state averages in ELA, but eighth-grade math scores exceeded state performance by approximately 10 points. The discussion acknowledged the district’s high transience rate as a challenge impacting educational consistency, prompting an interest in analyzing performance differences between long-term and new students.

The board also addressed ongoing efforts to combat harassment, intimidation, and bullying (HIB) within the district. A report on the district’s HIB self-assessment noted improvements in emotional regulation programs and anti-bullying initiatives, leading to an increased score in one core component.

The meeting concluded with an update on board processes, including the introduction of new initiatives stemming from a recent retreat aimed at improving teamwork and district goals. These initiatives focused on onboarding frameworks for new board members and enhancing committee structures to promote accountability and effective communication.