The program led by Milman was described as impactful, engaging, and a deeply moving experience for the high school students who attended. Board members emphasized the significance of hearing firsthand accounts from survivors, noting that such personal narratives provide a depth of understanding that traditional educational methods may lack. Milman’s message included a unique perspective on gratitude for the opportunity to immigrate to America and the importance of giving back to the country that welcomed them. Her ability to convey these themes in an age-appropriate manner resonated with students, creating a somber atmosphere of reflection and engagement. The board expressed gratitude for Milman’s presentation, highlighting plans for her to return the following week to ensure broader accessibility to the program.

The formation of various committees, including one focused on evaluating school start times, was confirmed, with a diverse group of students, parents, and staff set to collaborate on potential changes. An update on this initiative is anticipated in the coming month.

Additionally, the English Department, under the guidance of Stacy Casas, is aligning its efforts with district goals, focusing on career readiness and inclusivity. New interdisciplinary learning experiences and the ethical use of artificial intelligence in teaching were highlighted, alongside the introduction of a “True Crime” elective course for juniors and seniors. The department is also revising its curriculum to adhere to New Jersey’s new standards. Casas emphasized the importance of authentic learning experiences, such as a scavenger hunt utilizing library resources to deepen research skills.

The English Department’s initiatives were complemented by extracurricular activities and professional development for teachers. Programs like the Writing Center, ANS tutoring, and a new Learning Lab provide students with additional support, while teacher engagement with AI integration in the classroom is fostering discussions on its impact on student learning. The department’s success was further evidenced by alumni testimonials and participation in competitions.

Similarly, the Mathematics and Business Department, led by Greg Ashof, reported progress on district goals, including a mastery assessment program aimed at improving student outcomes. Notable increases in Algebra 1 and NGP scores were shared, with plans to extend the Mastery Program to all core subjects. Student participation in business competitions like FBLA and DECA has grown significantly, with over 70 students involved.

The meeting also highlighted the introduction of the “No Place for Hate” lessons in high school math classes, fostering an inclusive environment. The “Building Thinking Classroom” concept was elaborated upon, promoting dialogue and collaborative problem-solving among students. This approach has shown a positive correlation with improved test results, emphasizing the value of professional development for educators.

Alumni achievements were celebrated, with specific mentions of graduates like Sonia Sha and Daniel Martii, who credited their West Essex education for preparing them for rigorous academic environments. The meeting further addressed mental health awareness initiatives, including upcoming assemblies focused on anti-bullying and mental health stigma.

Extracurricular achievements were also noted, with the middle school’s excitement over hosting an upcoming Rogate tournament and the success of the Unified Sports Program fostering inclusivity among students of varying abilities. Concerns about student stress during midterm exams were addressed with the introduction of therapy dogs, providing comfort and reducing anxiety.